From simple to complex. From the simplest airplane to amazing multi-level 3D compositions. On the pages of this thematic section you can find lesson notes and GCD on origami of any level of complexity. This type of creativity is more than just folding paper models.

Origami classes, notes of which are presented here, contribute to the formation of a work culture and the improvement of work skills; contribute to the creation of exciting gaming situations. They also expand children’s communication abilities; instill good artistic taste; develop spatial thinking, creative and logical abilities.

Learn yourself and teach your children how to create real masterpieces using the origami technique.

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All sections | Origami, paper design. Lesson notes, GCD

Integrated origami lesson in the preschool group “Dove of Peace” Target: To develop children's creative abilities in the process of introducing them to art origami tasks :  Educational - introduce children to different types of pigeons; learn to fold a figure "pigeon" based on the basic shape of a triangle; continue to learn how to focus on...

Target: organizing leisure activities, cultivating interest in paper art. Tasks: Educational: teach children to fold a fish, consolidate children’s knowledge of basic geometric concepts (angle, side, form ideas about fish. Developmental: development of small...

Origami, paper design. Lesson notes, NOD - Lesson notes on origami for children aged 5–7 years on artistic and aesthetic development “Rowan Branch”

Publication “Summary of an origami lesson with children aged 5–7 years old...” Summary of a lesson with children aged 5 - 7 years on artistic and aesthetic development "Rowan Branch" (origami) Topic: "Rowan Branch". Goal: to continue teaching children how to fold paper in half diagonally, matching opposite corners, clearly ironing the folds. Train to act in...

Image library "MAAM-pictures"

Abstract of OOD on designing from paper using waste material “Rocket” in the senior group OOD on design in the senior group “Rocket” Goal: to teach how to construct a rocket out of paper using waste material. Objectives: Educational: to develop the ability to create a three-dimensional structure from paper using a sample. Strengthen the skill of twisting a circle into a cone....

Lesson summary “Constructing a paper boat” Work of the shift worker Summary of the shift worker’s lesson “Constructing a boat from paper.” 2019 teacher: Kondrashova T.N. Lesson summary (work of the second shift teacher) on designing a “Boat” out of paper Program content: 1) Continue teaching how to bend a sheet in different...

Long-term planning of lessons “Magic transformation of paper” (origami) PERSPECTIVE PLANNING OF CLASSES ON ORIGAMI “MAGIC TRANSFORMATIONS OF PAPER” (senior group) MONTH WEEK TOPIC GOALS, OBJECTIVES LITERATURE September 1 week “In a certain kingdom, in a certain state” Introduction to the “Origami” technique, its origin. Getting to know the properties...

Origami, paper design. Lesson notes, GCD - Lesson notes “Goldfish” in the “Origami” circle

Lesson “Goldfish” Objectives: - To strengthen children’s ability to combine various techniques in their work: drawing, working with plasticine and sequins. - Cultivate the desire to do your job as best as possible, folding paper neatly and correctly. Preliminary work: -...

1 part.
Educator: Guys, a letter has arrived to our kindergarten, from the land of fairy tales. Kolobok writes to us. Do you want to know what's in the letter? The teacher reads the letter:
Trouble happened in a fairy tale!
The animals disappeared and scattered in all directions.
Help! Return the little animals to the fairy tale, I, Kolobok, sent you a hint."
Educator: Do you want to help the animals? Do you know in which fairy tale the disaster happened?
Children: No!
Educator: We have to find out. Today you and I will conduct an investigation like detectives: solve riddles, think, search. Let's remember Russian folk tales, where the main characters are animals.
Exercise “Name a fairy tale”
Children: “Three Bears”, “Masha and the Bear”, “Teremok”, “Kolobok”, “Winter Hut of Animals”.
Educator: You named a lot of fairy tales, but it’s not clear which of them had trouble? We need to get to the land of fairy tales, and a hint, a magic map sent by Kolobok, will help us with this.
We take the card out of the envelope and examine it on the table.
Educator: What do you see on the map? Children: Numbers, pictures, directions. Children name numbers. Educator: What number should we start the search with?
They look around, looking for the first symbol in the group.
“Magic Stone” and the inscription “Land of Fairy Tales”. Nearby there is an inscription and arrows indicating “right” and “left”.
Educator: This is a magic stone that opens the way to the land of fairy tales. If we make the right choice, we will find ourselves in the land of fairy tales. Listen carefully to what is written here.
“If you go to the left, you will lose everything and disappear yourself.
If you go to the right, you will find what you are looking for!”
Part 2.
Go right, find the second symbol. A chest with the number 2 on it.
Educator: This is a fabulous chest with riddles. Let's open it. The one who solves the riddle will take a picture of his hero.
1. Small stature
A long tail.
Collects crumbs
Hiding from the cat. (Mouse)
2. White in winter,
Gray in summer.
Doesn't offend anyone
And he himself is afraid of everyone. (Hare)
3. Prowls through the forest day and night.
Searches for prey day and night.
He walks and wanders silently.
The ears are gray and erect. (Wolf)
4. A cunning cheat,
Red head.
Fluffy tail is beautiful,
Who is this? (Fox)
5. Who lives in the deep forest,
Clumsy, clubfooted.
In summer he eats raspberries, honey,
And in winter he sucks his paw. (Bear)
Educator: Now guys, put the pictures on the table. What fairy tale do you think these animals are from?
The children answer. "Kolobok" "Teremok". (If “Teremok”, why is there no frog)
Educator: It’s not clear, which fairy tale is in trouble? What is the next number on the card? They go further, find the number three and an envelope with an assignment from “Kolobok”.
Game "What's extra"
Four pictures with the plot of the fairy tale “Kolobok” and one “Teremok”.
The teacher lays out the pictures on the table and looks at them with the children.
Educator: Find the extra picture. Why is she redundant? Now, can you tell me, in which fairy tale did the disaster happen? You speak somewhat uncertainly. Listen to the hint:
Once upon a time in a dense forest
A house grew up under a bush.
What kind of miracle house is this?
Animals settled in it.
The mouse and the bunny are happy,
And the fox, the top is happy.
This is a fairy tale (Teremok).
We identified a fairy tale in which trouble happened. There is only one problem left: how to return the animals to the fairy tale? Let's look at the Kolobok map. Number 4 is the hint symbol “Forest Workshop”. The children look around and find the Forest Workshop.
Part 3.
Educator: This is the “Forest Workshop”. But there is no master. Look, there are “animal heads” blanks, but no body. We will make the body. Sit down at the tables. Let's get our fingers ready for work.
Finger game
I have ten fingers (show fingers)
How much can I do!
If you want, I’ll show you (fingers open, turn your hands, towards you, away from you)
And I’ll tell you about it.
I can clench my fists (we clench and unclench our fists)
And then open them,
I can intertwine, (interlace fingers, clasp hands together)
Or I can hide them (put them behind my back)
I can fly (lift up, bend and straighten my hands)
And then fall (down and shake your tassels)
And then I’ll fold it quietly (we fold our hands on our knees in a boat, putting one into the other) On my knees, like a kitten.
Educator: What is on the table? (paper - according to the color of the animals, glue)
We will assemble the figurine of the body according to the master’s model.

Routing

OOD on design using the origami method with appliqué elements

in the senior group "Domik"

(design based on sample)

Subject: "House".

Integration of educational areas: artistic-aesthetic, social-communicative, cognitive, speech, physical development.

Target: development of artistic creativity in children through mastering the design technique using the origami method with appliqué elements.

Tasks: educational: develop the ability to follow oral instructions; teach various techniques for working with paper; repeat basic geometric shapes.

Educational: develop artistic taste, creativity and imagination; develop children's eye, accustom them to precise finger movements; develop spatial imagination.

Educational: cultivate interest in paper design; create a work culture and improve work skills; cultivate neatness, the ability to use materials carefully and economically, and keep the workplace in order.

Targets: is guided by the scheme, knows how to use the scheme in real space, knows how to work according to the rule and according to the model, listens to an adult and follows his instructions, always understands the meaning of the requirements in interaction with adults during educational activities and fulfills the requirements of the teacher, offers his own ways of completing the task, takes into account the opinions of other children in the course of educational activities, has paper construction skills.

Means of implementation: visual: diagram of a house, images of houses, finished sample of work, verbal: poem, story, riddles, conversation, multimedia: musical accompaniment, presentation “House”.

Vocabulary work: clarification and activation in speech of the words origami, bending, vertical, plane.

Materials and equipment: 3 sheets of colored paper of different colors, A4 format, work diagram, scissors, glue stick, simple pencil.

Methodology:

Introductory part

Educator:

Children, please listen to Irina Stolova’s poem:

"I'll build myself a house,

There will be a lot of space in it!

There will be a table and a stove in the house.

I will let a sheep into my house..."

What is this funny poem about? That's right - about the house. Guess what we'll do? Today in class we will make a house out of paper using the origami method.

There is a work diagram attached to the board in front of you.

Educator: 1) First, you and I will make paper blanks. I take a piece of paper. What shape is it? Guys, we have a rectangle on the table. Let's make a square out of it. Repeat after me. We place a rectangular sheet in front of us and evenly bend the corner of the sheet so that its short part lies evenly along the long one. Smooth along the resulting diagonal with your fingers. We turn the sheet over and bend the “extra” piece evenly. Let's expand. Take scissors and cut off the excess. What shape is the leaf? Right. You need to make two such squares. Let's get to work.

2) Children, show me your squares. Well done! Now, fold two squares together with the colored side facing out. Next we work according to the scheme. Please listen and see what needs to be done.

3) First, the square sheets need to be folded in half horizontally. The top color will be the color of the roof, the color remaining inside the folded square will be the wall.

4) Children, look what kind of figure I got? Right. Now this rectangle needs to be folded in half vertically, marking the center, carefully crease the fold line and unfold.

5) You need to bend the sides of your rectangle on both sides to the center fold line. You should end up with a square.

6) Now expand the square again to a rectangle.

7) Guys, all we have to do is open the side so that the top of the paper is folded into what shape? That's right, a triangle. We do the same on the other side.

8) Our the house is ready. We will expand the side walls a little and place the house on a plane.

Main part

Physical education lesson "Deer has a big house"

Educator: The deer has a big house, (Hands above your head - we represent the roof of the house.)

He sits and looks out the window. (We prop up the cheek with our right fist, and support the right cheek with our left hand.)

A bunny runs across the field, (Running in place.)

There's a knock on his door: (Stamping feet, hands on belt.)

“Knock, knock, open the door, (Imitation of knocking on the door with each hand in turn.)

There's an evil hunter in the forest." (Hands on the belt, turn right and left.)

“Bunny, bunny, run in! (Inviting hand movement.)

Give me your paw." (We extend our hands with open palms)

Completing of the work.

Educator: And now, you will do the work according to the scheme. But first, let’s remember the stages of work.

Children's answers.

Educator: Let's now complete these steps ourselves.

Well done! You did it houses, but they are missing something...

Let's solve the riddles:

1) In the dark, closer to night,

The eyes of the houses will light up.

They'll just close soon

Thick eyelash curtains. (Window)

2) Greets everyone with one hand,

The other one sees him off.

Who comes, who goes -

Everyone leads her by the hand. (door)

3) There is a candle

Made of brick.

Above everyone.

She opened her mouth,

And he breathes smoke. (pipe)

So, you will cut out the window, door and pipe from the remaining colored paper and glue it to your house.

Final part

Conclusion:

Educator: Well done, let's attach the houses to the board. Look how wonderful you did it. The whole city! Who will you put in your houses? You can choose a toy and we will play with you. And in the next lesson we can draw or sculpt the person you want to put in this house.

Reflection:"Apple tree".

An apple tree is drawn on the board. Children are given drawn apples of two colors - red and green. They glue apples onto the apple tree: green - I think I did everything perfectly, I’m in a good mood; red - I didn’t cope with the task, I’m in a sad mood.

Used Books:

S. A. Kozlova - Preschool pedagogy: a textbook for students of secondary vocational education institutions / S. A. Kozlova, T. A. Kulikova - 12th ed., M.: Publishing Center "Academy", 2011. - 272 p.

O. V. Pavlova – Complex classes in visual arts according to the program of I. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Volgograd: 2016 – 191 p.

S. V. Pogodina - Theoretical and methodological foundations for organizing productive activities of preschool children. M.: publishing center "Academy", 2015.-272 p.

Technological lesson map
Academic subject: English
Teacher: Sergeeva Elena Sergeevna
Class: 5 gAuthor and name of the educational complex: Vereshchagina I.N. English language. V grade: textbook for general education. institutions and schools with depth studying English language with adj. per electron carrier. At 2 p.m. Part 1 / N.I. Vereshchagina, O.V. Afanasyeva. – M.: Education, 2012
Lesson topic: Repeating events in the past. Turnover “used to”
Lesson type: Lesson on studying and initially consolidating new knowledge Forms of work Pair, group, frontal, individual
Resources. - Textbook; Handout
- Sound application (CD);
-Multimedia, presentation of material.
UUD:
Personal: formation of a responsible attitude towards learning, readiness for self-development and self-education; formation of communicative competence through the development of linguistic competence in communication and cooperation with peers.
Regulatory: implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activities in a foreign language.
Cognitive: constructing logical reasoning, including establishing cause-and-effect relationships; highlighting the necessary information, constructing a speech statement orally, finding answers to questions in illustrations; mastery, with the support of a teacher, of educational-organizational, educational-information and educational-communicative skills.
Communicative: formulating one’s own opinion and position, the ability to argue and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities; ability to ask questions; adequately use speech means to solve various communicative tasks. Work in pairs and groups in accordance with the norms of communication, mutual understanding, rules of behavior and etiquette.
Planned results:
Subject Personal Metasubject
Formation of language skills phonetic, spelling, lexical and grammatical within the framework of the topic “Repeating events in the past. Turnover “used to”»
Development of speaking skills through the practice of dialogic speech
Development of listening, speaking, reading, writing skills within the framework of the proposed topic;
Formation of sociocultural awareness, acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of personal meaning of learning;
developing skills of cooperation with peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;
awareness of a foreign language as a means of intercultural communication, bringing people together, ensuring friendly contacts and business interaction;
formation of a responsible attitude towards learning, readiness for self-development and self-education, mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
mastering methods for solving search problems;
developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;
mastering the initial forms of cognitive and personal reflection;
mastering the skills of consciously constructing a speech utterance in accordance with communication tasks
willingness to listen to the interlocutor and engage in dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others;
development of the student’s social skills necessary to communicate in a foreign language within the limits of his linguistic abilities.
formation of communicative competence in communication and cooperation through the development of language competence
Lesson steps
Activities of the teacher Activities of students
Cognitive Communicative Regulatory
Performed actions Formed methods of activity Performed actions Formed methods of activity Performed actions Formed methods of activity
1st stage “Organizational”
Goal: to psychologically prepare students for learning activities
Greeting students using stable speech clichés
Checking students' readiness for the lesson
Students give a verbal response in the form of a greeting
Speech interaction at the level of phrases in compliance with the norms of speech etiquette
Receiving the signal to start learning activities
Psychological readiness for the lesson
Stage 2 “Motivational”
Goal: inclusion in educational activities at a personally significant level
1. The teacher gets the children ready to work; introduces into the atmosphere of foreign language speech
2. The teacher strives to create a situation of success by asking students to name the topic and purpose of the lesson, focusing on the alphabet - creates a problematic situation that will push students to identify the topic and formulate the purpose of the lesson
(slides are shown with the letters that make up the grammatical phrase Used to)
3 The teacher attracts the children’s attention to the presentation exercise, asks them to name a new form of a grammatical phenomenon, asks a number of leading questions that help establish cause-and-effect relationships. They become familiar with the lexico-grammatical unit, highlight known and unknown points, and formulate a cognitive goal based on the information received.
Formulate cognitive tasks.
Interact with the teacher during a conversation carried out in frontal mode
Listen to your interlocutor, be able to respond correctly to the questions asked.
Formulate their own opinion Make decisions and make independent choices in educational and cognitive activities Be able to listen and express opinions in accordance with the target setting.
Be able to accept educational goals and objectives, clarify and supplement
Stage 2 “Updating and fixing difficulties”
4. The teacher invites students to listen and read a poem on the topic “USED TO”, draws attention to the grammatical form, its ending and the meaning of the poem itself
5. The teacher asks students to list the difficulties that arise and name
content of knowledge missing to solve a new practical problem.
6. The teacher encourages children to independently formulate a learning task. They formulate their own difficulties and establish their causes through a description of the missing knowledge. List what knowledge they lack to solve a practical problem and formulate what they would like to learn Formulate problems Interact with the teacher during a conversation carried out in frontal mode; remember what is known on this issue (simple past tense, verb form, ending assistant),
make assumptions Listen to the interlocutor, construct statements that are understandable to him, formulate his own opinion and position Identify and realize what has already been learned and what still needs to be learned,
They make an independent choice of educational and cognitive activities and, with the help of the teacher, determine what they need to know. Exercise self-control and analyze the mistakes made.
Be able to plan activities in accordance with the target setting
Stage 3 “Primary assimilation”
Tasks aimed at achieving results: listening to an audio recording, arranging the missing parts of a sentence in the correct order)
7.Organizes students’ activities to solve a learning problem: creating a poem based on the perception of an audio text and checking against the finished text. Search for the necessary information, arrange it in a logical sequence; Extract information, build logical chains
Listen to an audio recording Control your partner’s behavior
Listen to the recording
They make marks on the sheets of paper with the assignment, compare parts of the sentences. Monitor, correct the partner’s actions. Carry out mutual control and evaluate the partner, compare the answers with the example in the textbook.
Mutual control and analysis of mistakes made, and reflection are carried out
Tasks aimed at achieving results: substitution exercises
8. The teacher invites students to make up their own sentences on the topic from the substitution table and write down several examples in their notebooks
Engage in independent activities, look for ways to solve educational problems
Select the most effective ways to complete a task
Highlight keywords, use iconic symbols
Select the most effective solutions Plan educational cooperation with the teacher and peers, listen to the interlocutor
Listen to the interlocutor, formulate your own position
Give reasons and defend your point of view; set the required goals and objectives;
Evaluate the correctness of the task
Compare the method of action and its result with a given standard in order to detect deviations and differences from the sample
Determine the quality of assimilation, make the necessary adjustments Compare the method of action and its result with a given standard
Recognize the quality of learning and make the necessary adjustments

Stage 5 “Primary consolidation”
Tasks aimed at achieving results: exercises 13, 14, pp. 81-82
9. The teacher encourages one to express one’s own opinion about past verifiable events in order to initially consolidate knowledge
10. The teacher organizes independent work in pairs with self-test according to the standard: creating mini-dialogues at the level of response-response
11 The teacher includes students in the knowledge system through acting out mini-dialogues
12 Organizes independent work with textbooks
Implementation of conscious construction of speech utterances based on samples and thematic pictures in the textbook
Carry out conscious construction of a speech utterance Express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
Listen to the interlocutor, construct understandable statements in accordance with the assignment in the textbook Express their thoughts in accordance with the tasks and conditions of communication
Collaborate with a partner, determine the functions of the participant in the dialogue and methods of interaction,
Construct statements that are understandable to the interlocutor; Check the final quality of their own knowledge and the knowledge of their comrades; evaluate their activities and make adjustments; Be aware of the level of their own achievements, the quality of knowledge, mistakes and their causes;
ways to eliminate them.
Exercise self-control
Stage 6 “Result of educational activities, information about homework, instruction”
Homework: 14, from 82, 15 from 83 (basic level - build sentences according to the model and learn the poem; advanced level - write a coherent story about Mr. Brown using a new grammatical structure and learn the poem)
13. The teacher asks students to name the difficulties they encountered in the lesson and answer the question whether they managed to overcome these difficulties
14. The teacher asks to see the homework. Organizes student activities to independently determine the amount of work that each student needs to complete individually at home. Systematize the information received
Get acquainted with homework. Independently identify and formulate a cognitive goal.
Update acquired knowledge on the subject, using familiar vocabulary to construct statements Interact with the teacher in the process of a generalizing conversation in frontal mode Listen to the interlocutor, formulate your own opinion
Correctly assess the difficulty of homework Understand the reasons for the success or failure of a learning situation and activity
Determine the volume of their homework Develop the ability to understand difficulties and the reasons for success or failure and ways to overcome them
Understand the quality and level of knowledge acquisition, predicting work results