12.03.2020
Lesson on the topic “Pisces” in the middle group. Lesson summary “Fish swim in the water” (middle group) Cut-out pictures “Aquarium fish”
A pet store is a store that sells various pets, as well as various food for them, cages, aquariums and much more. PRESENTATION.
In our pet store they sell various fish (shows a picture): swordtail, guppies, angelfish. Let's take a close look at these fish.
Guys, look carefully and tell me how all these fish are similar?
That's right, all fish have the same structure: they have a head, gills, a body, a tail, and fins. The body of all fish is covered with scales. Displays a picture-scheme on the easel.
How are these fish different?
That's right, the fish various shape, size and color of body parts.
Guys, let's go to the aquariums to carefully examine the fish.
First we will look at the body of the fish.
What shape is the swordtail's body?
What shape is a guppy's body?
In the angelfish?
Now let's look at the size and shape of the fins. What kind of fins does the swordtail have?
What kind of fins do guppies have?
In the angelfish?
Now let's look at the size and shape of the ponytail. Describe the upper part of the swordtail tail and the lower part?
What kind of tail does a guppy have?
What kind of tail does an angelfish have?
Now we will talk about the color of the fish. What color is the swordtail?
What color is the guppy?
What color is the angelfish?
So we learned about the characteristics of each fish, tell me how they differ? Displays a picture diagram.
Guys, the fish want to check how you remember them, they invite us to play hide and seek.
Look carefully at the picture and guess where which fish is hiding.
Guys, the fish are very tired, it's time to feed them. What do you think we will treat the fish with?
These fish feed on animal food: bloodworms, cyclops - and plant food: algae, nettles.
Guys, let's give our fish a treat. Go to the square aquarium. Choose the fish and what you want to treat it with.
I choose angelfish. The angelfish ate the bloodworm.
Thanks guys, we fed the fish! What should you treat your fish with? Displays a picture diagram.
Guys, we already know what the fish are called, what they look like, and what they eat. How to care for them? Displays a picture diagram.
To make the fish comfortable, we must keep the aquarium clean: wash it and change the water; maintain the water temperature, make sure there is light for the fish.
Guys, we learned everything about fish. Displays a picture diagram.
Let's choose fish for our aquarium (The teacher comes up with a box containing the fish).
AUDIO INTRO.
I love tina
And wet places
Toadstools, mold, dampness
Such beauty...
I don't like fish
Their beauty and color.
They will be dragged into the swamp
Everyone will forget about them.
The fish become covered in mud and lose color.
Guys, what did Kikimora do?
And now we will not be able to take these fish into our aquarium. Why did she do this?
What needs to be done to defeat the evil of Kikimora?
Exactly! By decorating the fish, we will restore their beauty. So what can we do to make sure everyone knows about them?
Guys, choose the fish and go to the workshop.
Look carefully, what do our fish lack?
Guys, what do you think we can use to draw fish scales?
Let's draw fish scales using cardboard rolls. Take a roll, dip it in paint, and now press the roll to the body of the fish. The convex side of the roll is directed to the right. The teacher shows.
What kind of body does the angelfish (swordtail, guppy) have?
So we have returned the beauty to our fish, but since evil has not been completely defeated, what remains to be done?
Exactly! But how can you make sure that everyone, everyone, everyone knows about the fish?
Let's film our stories and send them to television! But we must tell in great detail and a diagram will help us with this: you must say what the fish is called, describe its structure, tell what fins, body, tail it has, what it eats, how to care for it. Directions to the diagram.
The teacher calls the children one by one.
Guys, look, we have destroyed the evil of Kikimora! It's time to return to the group, because now we can send fish from the pet store to our aquarium.
Summary of a lesson on speech development in middle group"Gold fish"
Goals
Corrective:
- expansion and clarification of the dictionary on the topic: “ Aquarium fish»;
- improvement of natural scientific concepts (fish, body, head, tail, fins, gills, scales, etc.);
- development of coherent speech;
- development of auditory and visual attention, memory, phonemic hearing;
- development of observation and thinking;
- development of general, fine and articulatory motor skills;
- activation of cognitive activity:
Educational:
- agreement of adjectives with nouns;
- formation of relative adjectives, use of diminutive suffixes of nouns;
- consolidation case endings and the formation of prepositional-case constructions.
Educational:
- increasing activity, consciousness, interest in speech therapy classes;
- nurturing a sense of love for nature, a caring attitude and a desire to care for fish.
Progress of the lesson
1. Organizational moment.
(Giving riddles to children.)
Speech therapist:
This house is not made of wood,
This house is not made of stone,
It's transparent, it's glass
There is no number on it
And the residents there are not ordinary
Not simple ones, golden ones.
These same residents are famous swimmers.
Speech therapist: I have prepared a surprise for you today. Want to know what it is?
Children: Yes.
Speech therapist: Then guess another riddle:
Came to us from a fairy tale,
There was a queen there.
This fish is not easy,
This fish...
Children: Golden.
Speech therapist: Right. This gold fish. Have you already heard the tale about her? Who wrote it?
Children: A. S. Pushkin.
Speech therapist: Where did the goldfish live in the fairy tale?
Children: In the sea - ocean.
Speech therapist: Right. Well, since you guessed my riddle and answered all my questions correctly, look what kind of surprise I have prepared for you.
2. Examination of the painting “Goldfish”. Conversation.
(Expanding the vocabulary on the topic “Aquarium fish.” Improving dialogic speech.)
The speech therapist shows a picture of a goldfish in an aquarium and allows the children to admire the goldfish for 20 - 30 seconds, and then asks questions and guides the observation.
Speech therapist: Who is this?
Children: Goldfish.
Speech therapist: How did you guess?
Children: It is orange and gold, like in a fairy tale.
Speech therapist: What does a goldfish do?
Children: She swims
Speech therapist: She swims in an aquarium. That's the name of her house, this glass box. Is the goldfish big or small? Compare it to a snail that sits on a leaf.
Children: She's bigger than a snail. She's big.
Speech therapist: What else can you say about goldfish? What is she like?
Children: She is very beautiful, fabulous.
Speech therapist: Right. Look at the fish carefully. She has a torso, a head, a long tail, fins. The fish has gills on its head. They help the fish breathe. The fish has beautiful golden eyes and a small mouth. The body of the fish is covered with scales. Each scale looks like a small gold coin, just as round and shiny. What do you think, why do fish need a tail and fins?
Children: To swim.
Speech therapist: Of course! Fish need fins so that they can swim. Listen to how similar these words are: “swim”, “fins”.
Speech therapist: What does a goldfish eat?
Children: She eats food.
Speech therapist: A person feeds it correctly with dry food, and now let’s rest a little and remember our “Fish” exercise.
3. Physical education moment"Fish"(Nishcheva).
(Coordination of speech with movement, development of imitation. Clarification of vocabulary on the topic.)
A fish swims in the water
It's fun for the fish to walk.
(Connect the fingers alternately from the index finger to the little finger and back)
Fish, fish, mischief,
(Wag your index finger)
We want to catch you.
(Twist hands forward and backward)
The fish arched its back
(Squat, twisting the body)
I took a bread crumb.
(Show grasping exercises with hands)
The fish waved its tail
(Squat, twisting the body)
She swam away very quickly.
4. Game with the ball “Call it kindly.”
(Improving the grammatical structure of speech (formation of nouns with diminutive suffixes). Development of dexterity.)
The teacher invites you to stand on the carpet.
Speech therapist: Stand in a circle. Let's play ball. I will throw you a ball and name words, and you will catch the ball and call this word affectionately.
5. Game "Aquarium".
(Development of visual perception, attention, thinking, spatial orientation.)
The speech therapist invites children to a model of an aquarium on which planar images of fish are attached.
Speech therapist: Look carefully at the aquarium; fabulous fish swim in it. Find and show identical fish. What color are they?
Children: Complete the task and answer questions.
Speech therapist: Now count all the fish correctly.
Children: Complete the task.
Speech therapist: Now show the fish that swim to the right (left). Which ones float at the top of the aquarium and at the very bottom?
Children: Answer questions.
6. Game "Fourth wheel".
(Development of dialogical speech, visual perception and attention, thinking and memory.)
The speech therapist places object pictures on the easel that depict sea inhabitants and aquarium fish: a dolphin, an octopus, a seahorse and a goldfish. Asks the children to name the extra picture and explain why it is extra, and then offer a suitable picture in its place.
7. Articulation gymnastics.
(Development of articulatory motor skills.)
Children sit in front of the mirror, the teacher watches correct landing children.
Speech therapist: Show how the goldfish opened its mouth. Take your time, don't stress. Perform the exercise calmly (5 - 6 times).
8. Cut-out pictures “Aquarium fish”.
Development of visual gnosis and constructive praxis.
The speech therapist hands out pictures to the children and asks them to look at and name the fish depicted on them. Children call fish.
Speech therapist: Now “take apart” the pictures, mix them up, and then put the pictures back together.
Children do the task
9. End of class.
(Assessment of children's work.)
Speech therapist: Who did you meet today?
Children: With a goldfish.
Speech therapist: What is she like?
Children: Beautiful, golden, agile, small.
Speech therapist: Where does she live?
Children: In the aquarium.
Speech therapist: What is she doing?
Children: She swims in the aquarium and makes us happy.
Speech therapist: What can I feed her?
Children: Dry food.
Speech therapist: You worked very well in class, were attentive, and tried to speak correctly. Well done.
Tasks. Enrich the experience of meaningful cognitive communication. Involve children in playful and verbal interaction with peers. Encourage people to speak out on topics personal experience. Activate adjectives. Clarify and consolidate the correct pronunciation of the sound “u”.
Materials, tools, equipment. Pictures: shark, dolphin, whale, Starfish, sea turtle. Elements of fisherman and traveler costumes: fishing rod, bucket, hat, backpack, Panama hat, etc. - at the discretion of the teacher. Typesetting canvas.
I'm running to you!
I'm already on the shore!
I'm running to your wave
running towards me!..
The teacher asks questions:
Guys, have you ever seen the sea? Where?
Which sea? (Salty, deep, blue, etc.)
What surprised and amazed you the most?
The teacher listens to the children’s answers and shares his impression: “What I remember most is how the fish behaved in the sea. When I swam, they swam after me. And when I stopped, the fish swam close, as if they wanted to say: swim further!”
What were you doing on the seashore?
What sea animals do you know? (After the children’s answers, pictures are displayed.)
Then the teacher invites the children to guess a riddle about the inhabitants of the sea: “It lives in the water, it has no beak, but it pecks. Who is this?" Then he asks
What fish do you know? What fish live in the sea? (Shark, seahorse, electric Stingray and so on.)
Children can name a whale and a dolphin. Then the teacher reminds that these animals are not fish. They, like fish, live in water, but breathe air by floating to the surface of the sea. They feed their young with milk. Who are the babies of a whale and a dolphin? (Baby whale and baby dolphin.) Reads B. Zakhoder’s poem “Whale”
The whale spends its entire life in water,
Although he is not a fish.
He eats in the sea and sleeps in the sea,
For which we thank him:
It would be cramped on land
From such a huge carcass!
Then the teacher continues:
I'll tell you an amazing thing: there are such huge whales that they weigh as much as 25 elephants weigh, and sometimes even more. And there is also an animal that lives in the sea, and its relative lives in the desert. “The stone shell is a shirt. And in the shirt... (turtle).”
Who do you think is the most important person in the sea? Why do you think so? (Children's reasoning.) You correctly named the giants of the sea - sharks and whales. But it turns out that the most important things in the sea are tiny algae that float in the water and feed numerous schools of fish, crustaceans, and shrimp. Without them, the sea giants could not feed themselves.
The sand burns my bare heels
The shadow is playing hide and seek with me.
Jump on a stone
At sea - gallop!
Nets hung on poles,
The wind beats in them like a fish.
A fisherman sits by the nets
With a long pipe in his teeth.
I came up and asked:
Who salted the sea?
Why is there always salt water in it?
The teacher asks the children a question: “What do you think the fisherman answered?” Listens to the children's reasoning and reads the poem further.
If only the water in the sea became sweet.
It would be a huge disaster
After all, then we could reach the bottom
Fish drink water in the sea.
Whales would drink water
Bloating bellies.
Dolphins would drink, they would drink,
Arching your back greedily /…/
And then really
Shoals appeared in the sea.
And we couldn't do it at all
Ships sail on the sea.
The teacher invites the children to play this poem. Someone will be a fisherman. The fisherman has a fishing rod, a fish bucket, and a sun hat. And someone will be a traveler. He comes with a backpack. He has a sun hat on his head. He asks the fisherman: “Why is the sea salty?” And the fisherman answers him.
A scene is played out. The teacher assigns a “strong” child to the role of fisherman. The game is repeated 2 times. Children improvise. If necessary, the teacher suggests the words of the role.
Then the children play the game “The Sea is Troubled.” The role of the leader is played by the teacher together with one of the children. These are observers. It's like they have binoculars. All other children are the sea, the sea waves. Waves move across the sea, rolling onto the shore with a rustling sound: “sch-sch-sch-sch.”
The driver says:
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Marine figure, freeze!
On last words children freeze in different positions. Observers choose the best naval figure. This participant becomes an observer and the game is repeated again. The teacher offers to play this game after class.
GCD summary for artistic creativity in the middle group
Summary of educational activities on artistic creativity in the middle group on the topic “Goldfish”.
Antonina Viktorovna Nedopekina, teacher at GBOU Kindergarten No. 1524, Moscow.
Description of material: I offer you a direct summary educational activities for children of the middle group (4-5 years old) on the topic “Goldfish”. This material will be useful for middle school teachers, parents, and children. preschool age. This summary is aimed at cultivating the interest of preschoolers in artistic creativity.
Target: An image of a fish based on an oval and carefully painting over the shape, adding the appropriate details (tail, scales, fins, eyes).
Tasks: Clarify the idea of appearance fish
Develop a sense of shape and color perception.
Continue to cultivate interest in co-creation with the teacher and with other children in creating a collective composition.
Exercise children in selecting different shades of the same color.
Develop a sense of composition (beautifully arrange fish by color one after another).
Improve technical skills.
Continue to develop the ability to examine and evaluate created images.
Demo material: Illustrations depicting fish.
Preliminary work: Feeding fish in an aquarium and observing their behavior. Conversations about the appearance and lifestyle of fish. Looking at illustrations of fish. Reading a fairy tale by A.S. Pushkin's "The Tale of the Fisherman and the Fish"
Handout:“The bottom of the underwater world” depicted on a sheet of blue paper (35 cm by 55 cm format, for group work), gouache, a set of brushes No. 8, No. 3, jars of water, napkins.
Progress of the lesson:
Educator: Listen and guess the riddle.
Wags his tail back and forth -
And she is gone, and there is no trace.
Children: Fish.
Educator: That's right, what fish do you know? (Show a picture with fish)
Children: 1 - pearl gourami; 2 swordtail; 3 - molynesia; 4 - betta fish; 5 - guppy.
Educator: Listen, which fairy tale by A. S. Pushkin is this excerpt from?
For the third time he cast the net, -
A net came with one fish,
With a difficult fish - gold.
Children: The Tale of the Fisherman and the Fish.
Educator: Who is the fairy tale about?
Children: About a goldfish. (Children briefly retell the plot of the fairy tale.)
Educator: Where does the goldfish live?
Children: In the underwater world.
Educator: Let's take a look into undersea world! What is happening there? How beautiful it is: there are colorful pebbles on the sandy bottom, green algae bending under the water. And who is this swimming? Gold fish. (Showing a blank for group work)
Educator: What color is the fish? Big or small? What do you think helps the fish swim?
Children: Tail, fins.
When a fish swims, its tail moves from side to side.
(The teacher shows the movements of the fish with his hand and invites the children to also do with their hands like a fish with its tail).
Educator: Do you think the fish sees us?
Children: Yes, because she has eyes.
Educator: What do her eyes look like?
Children: On small black beads.
Educator. Do you want to play fish?
Physical education minute:
Rowan grew by the river (crouching, gradually straightening your torso, shaking your arms up).
And the river flowed and rippled (smooth hand movements in front).
In the middle depth (bend forward, arms straight).
There was a fish walking there (walking).
This fish is not easy (jumping).
It's called golden (walking in place).
A fish swims in the water (smooth hand movements in front)
The fish has fun playing (jumping)
Fish, naughty fish
We want to catch you.
The fish arched its back (bend back and stretch)
She winked at us.
The fish waved its tail
The fish quickly swam away. (Children pretend to be frolicking fish)
Educator: The goldfish wants to tell us something. You see white bubbles rising from her lips. Oh, trouble, trouble! The fish lost its sisters, the goldfish. She is sad without them. Guys, we need to help the fish!
Educator: Do you want to learn how to paint a Goldfish? ( showing a drawn sample of a fish)
Think about what form is the basis of its image?
Children: Oval.
Educator: What else does the fish have?
Children: Tail, scales, fins, eyes.
Educator: I’ll try to draw a fish, I’ll take a large brush and yellow gouache for work. I will draw an arc on top and an arc on the bottom so that it turns out to be an oval. The arcs should intersect in one place, this will be the tail of the fish. (Showing the drawing sequence).
Educator: I carefully paint over the oval. And I let it dry.
Educator: Then I take a smaller brush and paint the fish’s tail and fins.
Educator: What else should you add to the fish?
Children: Scales and eyes.
Educator: Right. The fish definitely needs to draw scales. (show)
Educator: So I got a goldfish.
And now you try to draw the Golden Fish and her sisters, as you remember. But first, let's stretch our fingers.
Finger gymnastics: “Fish”
The fish swam and dived
In clean warm water (fold your fingers into a pinch, making wave-like movements with your whole arm - from shoulder to hand):
They'll shrink (clench your fingers very tightly)
They will unclench (spread your fingers to the sides)
They'll bury themselves in the sand (put your fingers together and alternately make movements with your hands, as if you were digging up sand).
Educator: With your fingers stretched, let's start drawing fish.
(Children draw goldfish. The teacher provides individual assistance, pays attention to how the children pick up paint and whether they are holding the brush correctly)
Educator: Well done, you drew beautiful fish! Guys, look, the Goldfish was happy that her sisters were found. She thanks you for your help. They can fulfill your wishes.
Educator: Guys, explain the proverb: “You can’t even pull a fish out of a pond without difficulty.”
(Children explain the meaning of the proverb.)
Educator: That's right, if you try and work hard, everything will work out. You learned how to draw Goldfish and helped the fish. Well done!
Lesson on speech development in the second junior group
Outline of a lesson on speech development “Aquarium fish”
Prepared and conducted by a speech therapy group teacher
senior preschool age: Timireva Lyudmila Valerievna
Goals
Corrective:
- expansion and clarification of the dictionary on the topic: “Aquarium fish”;
- improvement of natural scientific concepts (fish, body, head, tail, fins, gills, scales, etc.);
- development of coherent speech;
- development of auditory and visual attention, memory, phonemic hearing;
- development of observation and thinking;
- development of general, fine and articulatory motor skills;
- activation of cognitive activity:
Educational:
- agreement of adjectives with nouns;
- formation of relative adjectives, use of diminutive suffixes of nouns;
- fixing case endings and forming prepositional-case constructions.
Educational:
- increasing activity, consciousness, interest in speech therapy classes;
- nurturing a sense of love for nature, a caring attitude and a desire to care for fish.
Progress of the lesson
1. Organizational moment.
(Giving riddles to children.)
Educator:
This house is not made of wood,
This house is not made of stone,
It's transparent, it's glass
There is no number on it
And the residents there are not ordinary
Not simple ones, golden ones.
These same residents are famous swimmers.
Children: Aquarium.
Educator: I have prepared a surprise for you today. Want to know what it is?
Children: Yes.
Educator: Then guess another riddle:
Came to us from a fairy tale,
There was a queen there.
This fish is not easy,
This fish...
Children: Golden.
Educator: Right. This is a goldfish. Have you already heard the tale about her? Who wrote it?
Children: A. S. Pushkin.
Educator: Where did the goldfish live in the fairy tale?
Children: In the sea - ocean.
Educator: Right. Well, since you guessed my riddle and answered all my questions correctly, look what kind of surprise I have prepared for you.
2. Examination of the painting “Goldfish”. Conversation.
(Expanding the vocabulary on the topic “Aquarium fish.” Improving dialogic speech.)
The teacher shows a picture of a goldfish in an aquarium and allows the children to admire the goldfish for 20 - 30 seconds, and then asks questions and leads the observation.
Educator: Who is this?
Children: Gold fish.
Educator: How did you guess?
Children: It is orange and gold, like in a fairy tale.
Educator: What does a goldfish do?
Children: She swims.
Educator: She swims in an aquarium. That's the name of her house, this glass box. Is the goldfish big or small? Compare it to a snail that sits on a leaf.
Children: She's bigger than a snail. She's big.
Educator: What else can you say about goldfish? What is she like?
Children: She is very beautiful, fabulous.
Educator: Right. Look at the fish carefully. She has a body, a head, a long tail, and fins. The fish has gills on its head. They help the fish breathe. The fish has beautiful golden eyes and a small mouth. The body of the fish is covered with scales. Each scale looks like a small gold coin, just as round and shiny. What do you think, why do fish need a tail and fins?
Children: To swim.
Educator: Of course! Fish need fins so that they can swim. Listen to how similar these words are: “swim”, “fins”.
Educator: What does a goldfish eat?
Children: She eats food.
Educator: A person feeds it correctly with dry food, and now let’s rest a little and remember our “Fish” exercise.
3. Physical education minute “Fish” (Nishcheva).
(Coordination of speech with movement, development of imitation. Clarification of vocabulary on the topic.)
A fish swims in the water
It's fun for the fish to walk.
(Connect the fingers alternately from the index finger to the little finger and back)
Fish, fish, mischief,
(Wag your index finger)
We want to catch you.
(Twist hands forward and backward)
The fish arched its back
(Squat, twisting the body)
I took a bread crumb.
(Show grasping exercises with hands)
The fish waved its tail
(Squat, twisting the body)
She swam away very quickly.
4. Game with the ball “Call it kindly.”
(Improving the grammatical structure of speech (formation of nouns with diminutive suffixes). Development of dexterity.)
The teacher invites you to stand on the carpet.
Educator: Stand in a circle. Let's play ball. I will throw you a ball and name words, and you will catch the ball and call this word affectionately.
5. Game "Aquarium".
(Development of visual perception, attention, thinking, spatial orientation.)
The teacher invites the children to a model of an aquarium on which flat images of fish are attached.
Educator: Look carefully at the aquarium; fabulous fish swim in it. Find and show identical fish. What color are they?
Children: Complete the task and answer questions.
Educator: Now count all the fish correctly.
Children: Complete the task.
Educator: Now show the fish that swim to the right (left). Which ones float at the top of the aquarium and at the very bottom?
Children: Answer questions.
6. Game "Fourth wheel".
(Development of dialogical speech, visual perception and attention, thinking and memory.)
The teacher places object pictures on the easel that depict sea inhabitants and aquarium fish: a dolphin, an octopus, a seahorse and a goldfish. Asks the children to name the extra picture and explain why it is extra, and then offer a suitable picture in its place.
7. Articulation gymnastics.
(Development of articulatory motor skills.)
Children sit in front of the mirror, the teacher monitors the correct seating of the children.
Educator: Show how the goldfish opened its mouth. Take your time, don't stress. Do the exercise calmly (5 - 6 times).
8. Cut-out pictures “Aquarium fish”.
Development of visual gnosis and constructive praxis.
The teacher hands out pictures to the children and asks them to look at and name the fish depicted on them. Children call fish.
Educator: Now “take apart” the pictures, mix them up, and then put the pictures back together.
Children do the task
9. End of class.
(Assessment of children's work.)
Educator: Who did you meet today?
Children: With a goldfish.
Educator: What is she like?
Children: Beautiful, golden, agile, small.
Educator: Where she lives?
Children: In aquarium.
Educator: What is she doing?
Children: She swims in the aquarium and makes us happy.
Educator: What can I feed her?
Children: Dry food.
Educator: You worked very well in class, were attentive, tried to speak correctly. Well done.
