Abstract of a lesson on cognitive development for children of middle preschool age on the topic "Pets"

Target:Expand children's understanding of pets (how they look, what they eat, how they are taken care of and what benefits they bring to a person.
Program content:
1. To consolidate children's ideas about pets;
2. To form children's understanding of the special caring attitude of people towards animals;
3. To consolidate knowledge about the external signs of domestic animals, where they live, what they eat;
4. Instill love for animals;
5. Develop the ability to listen to the interlocutor and express your opinion on the established topic;
6. Expand vocabulary.
Material:
Wooden layout with pets "My Compound";
Toys in the form of pets;
Computer with presentation "Pets";
Album sheets, pencils for drawing;

Lesson progress:

Place a wooden mockup with pets and toys on the table in front of the children.
1 Introduction:
Educator:Children, today we will talk about pets. (slide 1) Please tell me what you already know about them?
(children talk about animals they know)
Educator:Well done boys. Let's play with you now, shall we? I will make riddles, and the answers will appear on the computer screen.
Weaved thick grasses
Meadows curled up
Yes, and I myself am all curly,
Even with a curl of a horn (slide 2: Ram)
Who sings with their mouths shut?
The mouth opens - does not sing.
He walks with an inaudible step,
Not afraid of the dark.
And although he is in a fur coat,
Likes to warm up on the stove. (slide 3: Cat)
Man's true friend
I can clearly hear every sound.
I have a great sense of smell
Keen eye and keen hearing. (slide 4: Dog)
Nose - round snout,
And the perky tail is crocheted.
Mom is a pig, dad is a pig.
He is their favorite son. (slide 5: Piglet)
I'll tell you: "Me-me-me!
Get ready for winter!
Cut my hair quickly
And tie your own socks!” (slide 6: Goat)
red dairy
Day chews and night chews:
After all, the grass is not so easy
Convert to milk. (slide 7: Cow)
Not a plowman, not a blacksmith, not a carpenter,
And the first worker in the village (slide 8: Horse)
(listening to the answers of the children, if necessary, ask leading questions)
2 main part:Educator:Well done children, they were able to guess all our guests. Let's, once again, remember the names of the animals that came to visit us today (sheep, cat, dog, pig, goat, cow, horse)
- How can you call all these animals in one word? (Pets)
Why do we call them that? (Because a person is looking after them)
What is the name of the house where these animals live? (slide 9: Animal Farm)
Educator:Guys, let's play the game "Name the baby pets"? I will show the slides, and you will name the baby pets. (slide show 10 to 15)
Educator:
-Tell me, what do pets eat? (children give, if necessary, ask leading questions)
-What benefits do they bring to a person? (wool, meat, skin, milk, dogs guard houses, cats catch mice)
Educator:Guys, let's draw a pet with you? Please look at the screen, what animal do you see? (slide 16: Cat, dog)
-And now, we will try to draw the same cat or dog. Go to the tables.
(Children sit at the tables and draw the chosen animal)
Educator:What beautiful drawings you have! And now, let's do the finger gymnastics "The cat sharpens its claws."
“If a cat sharpens its claws (strongly bend and unbend the fingertips), it will rain outside the window.”
(Gymnastics in progress)
Educator:Now I want to invite you to play the game "Guess who". I will turn on the sounds that animals use to communicate, and you, after listening carefully to them, will name these animals. (sound tracks: dog barking, cow mooing, cat purring, goat bleating, horse neighing)
(Children give their answers)
Educator:Well done children, they recognized the voices of our guests. And let's say how we can affectionately call our pets.
Exercise "Call me affectionately": Cat. How would you affectionately call her? (cat) Dog? (dog) Cow? (cow) Horse? (horse) Sheep? (sheep).
Educator:So, let's summarize our lesson, what did we talk about today? Why do people keep pets? How are they taken care of? (Children answer, complementing each other's answers)
Foster:Well done, you learned a lot today for yourself and remembered. Thanks to all!

Shamilova Bariyat
Abstract of the lesson in the middle group "Pets"

Synopsis of GCD in the middle group on the formation of a holistic picture of the world " Pets"

Target:

The development of cognitive interest in the world around us, the formation of ideas about pets.

Tasks:

1. Learn to identify and name characteristic features pets(appearance)

2. Familiarize yourself with the conditions of maintenance, nutrition and care pets.

3. Enrich children's knowledge of the benefits pets for humans.

4. Cultivate care and love for animals.

5. Activate and enrich the vocabulary of children on this topic.

preliminary work: viewing pictures from a series « Pets» , reading poems, nursery rhymes, guessing riddles, telling fairy tales with the participation pets. Conducting outdoor games, physical education.

Equipment: topic presentation « Pets» , laptop, cat Murka, paper silhouettes animals, images.

GCD progress

caregiver:

Children sit on chairs. The teacher sits in front of them.

Our eyes are watching

Our ears are listening

Our legs do not interfere with us,

Our hands are resting.

caregiver:

Guys today someone will come to visit us! But to find out who it is, you need to guess the riddle!

Crying at the threshold

hides claws,

Quietly enter the room

Murmurs, sings.

caregiver A: Yes, it's a cat. It got colder outside, and the cat Murka came to us to warm up! When the cold comes, do you and I dress in warm clothes? What do we wear? What do you think will happen to animals? How do they prepare for the cold? (children's answers).

caregiver: they are called home because they live next to a person, next to his house. A person takes care of them, feeds them, and in return they do us a lot of useful things.

When Murka is cold, she climbs onto a warm stove (if she lives in a village house where there is a stove, and if she lives in an apartment, where can she get warm? (children's answers).

Friendly with the owner

The house guards

Lives under the porch

Ring tail.

caregiver A: Of course it's a dog. How can a dog help a person? (Protects the house and the person). What is the name of the house in which the dog lives, so as not to freeze? Closer to winter animals molt, their coat becomes thick and warm, so the dog is not cold even in the cold!

Children listen to the following riddle:

I have a big mane, ears and hooves. I will pump that playfully, Who is not afraid. My fur is smooth, Who am I?

(Horse.)

caregiver: That's right, horse. Horse too pet. Its owner builds a pen called a stable so that when it gets cold the horse does not freeze. What does the horse like to eat? (children's answers). Of course, oats! The horse helps a person to carry different weights.

Hear another riddle:

Hungry mooing,

Chews full

Gives milk to all children!

caregiver: Of course, this is a cow, she gives tasty and healthy milk. Where do you think the cow will live in winter? (children's answers). For these animals a man makes a special paddock, it's warm there. In winter, snow will lie on the fields, where do you think the cows will graze? The owners mow the grass in the summer, and when it dries up, they put it in heaps - haystacks. Hay is dried in the hayloft, which will be fed to the cow when there is no grass.

Children, let's stand in a circle and sing a song - nursery rhyme:

How can I press fresh herbs for her.

Eat your fill, my cow!

Eat your fill, my little cow!

How I love my cow!

I’ll pour a satisfying drink for a cow,

So that my cow is full,

So that the cow gave cream.

caregiver: and there are also birds homemade. Do you know these birds? (children's answers)

Yes, chickens, ducks, geese are poultry, they benefit a person, and a person takes care of them.

You and I found out what pets need to be looked after.

Murka warmed up with us, and now she’s going to catch mice!

Well done guys, as a keepsake I give you silhouettes pets. And you have to say what benefit these animals to man.

The teacher praises the children and distributes pictures to the children pets.

What are the benefits of a cow? - Gives milk,

What are the benefits of chicken? - lays eggs

What are the benefits of a cat? - catches mice,

What benefits does the owner bring to the dog? - guarding the house

What are the benefits of duck? - lays eggs

A horse carries weight.

caregiver: Well done boys! Before you decorate your animals, let's look at the pictures with their image! (The teacher calls the child to the board and offers to describe the appearance pets).

Children coloring silhouettes animals.

After coloring, we lay out all the silhouettes on the table, the children give nicknames animals and discuss their work.

Finger gymnastics

One, two, three, four, five,

How name the animals? (alternately bend the fingers on the left hand)

The closest, the most faithful -

Everyone knows them, probably (clap hands).

Horse, cow, dog and cat (with the index finger of the left hand we bend the fingers on the right hand).

What shall we call them?

think a little (we spread our arms to the sides, as if asking others).

They live together in the house with the owner (we depict the roof with our hands at home overhead,

Means, everyone calls them home.

Invite the children to watch the video « Pets»

Outcome classes:

caregiver:

Guys, tell me, please, what did we talk about today on lesson?

About what animals we know?

We will take care of you pets?

I really liked how you worked today, answered, drew! Well done!

Related publications:

Abstract of the lesson in the middle group "Wild and domestic animals" Abstract of a lesson in the middle group on the topic "Wild and Domestic Animals" Alieva Aizhan Galimzhanovna Abstract of a lesson in the middle group on the topic.

Synopsis of the GCD of a subgroup speech therapy lesson in the middle group "Wild and Domestic Animals" Ruleva Yuliya Yuryevna MBDOU "Kindergarten No. 242", Novokuznetsk Speech therapist Purpose: to consolidate knowledge on the topic "Wild and Domestic Animals".

Summary of the lesson on cognitive development "Pets" in the middle group Purpose: Activation of the dictionary, development of the ability to coherently answer the teacher's questions. Program content: Educational tasks: Teach.

Program content: expand knowledge about domestic animals, correctly name the cubs of animals. Develop the ability to listen carefully.

Summary of the lesson "Pets" in the middle group SUMMARY OF THE LESSON ON ACQUAINTANCE WITH THE ENVIRONMENT ON THE TOPIC: PETS in the middle group. Educator: Buchneva Elena Alexandrovna.

Julia Butrina
Abstract of a lesson on cognitive development in the middle group "Pets"

Target: introduce with characteristic features of appearance, behavior, lifestyle pets: introduce with a general concept « Pets» , teach to recognize them by description; develop visual perception, visual attention, visual memory, thinking; learn to correctly form nouns denoting cubs; develop the voice; develop respect for animals.

Materials for occupation:

Demo set pets: a cat, a dog, a cow, a goat, a horse, a pig and separately their cubs, images of a cat and a dog, made of geometric shapes, images pets with missing body parts.

Handout - geometric shapes.

Lesson progress:

The children sit on the carpet, and the teacher asks them riddles.

Moo-moo-moo!

Milk to whom? (Cow)

Soft Paws,

There are scratches on the paws. (Cat)

Stroking - caressing

Teasing - biting. (Dog)

Who has a tail and a mane

Igo - go, screaming playfully? (horse)

Children call guesses, and the teacher puts models of the corresponding ones on the table. animals.

How to name a cow, a cat, a dog, a horse in one word? (Pets) .

Why were they named homemade? (Because they live next to a person).

Why does a person keep them near him?

Which one of you has pet? Who is it? What's his name?

- Try to guess another riddle:

who has 4 legs (paws, tail and is it covered with hair?

Together with the children, the teacher finds out that these are signs of all animals.

- Guess who I'm thinking about right now:

1) This pet who has a fluffy tail.

Children name both the cat and the dog.

She catches mice (or guarding the house).

2). This very large pet, with a long tail.

Children can name a cow (or horse).

She has horns (or she has a mane).

Fitness minute.

Show how a horse gallops, how a cow chews grass, how a cat washes.

Children sit on the carpet, and the teacher asks them if they need to take care of pets.

How should it be done? (Feed, drink, clean.)

The teacher invites the children to pick up layouts animals and begins to loudly pronounce the names of various foods, for example: grass, milk, bone, fish, hay, etc. The child in whose hands animal that feeds on this food should approach the caregiver. (The game is played 3 times).

The children are seated at the tables. Each has a set of geometric shapes necessary for laying out the image of a cat and a dog. The teacher puts up pictures.

Each child, having examined the drawings and his set of figures, must guess who he can fold, and then do it.

After completing the task, ask 4 children to name the shapes that make up one or another animal and also count them.

Mothers are placed on the table animals, the teacher asks the children to help their mothers - animals find your babies. To do this, go to the table and select the appropriate layout. Then the children take turns telling which animal what is the name of the baby.

A cow has a calf, a cat has a kitten, a dog has a puppy, a horse has a foal.

The children sit on the carpet and the teacher shows them the pictures. pets, in which something is underdrawn. Children must correctly name the missing part.

The cat has no ears.

The dog has no ears.

The cow has no horns.

The horse has no tail.

In the end classes the teacher reads to the children a poem by L. G. Paramonova:

TO we will take them as pets,

With whom we live in close contact:

Cows and horses, sheep and goats,

We keep them warm from the cold.

We feed and drink them, if necessary - we cut them,

We caress them affectionately, always take care of them.

They are attached to us, very obedient

They give us milk and sour cream,

Others carry us everywhere tirelessly,

And the third ones guard our house,

Save food from mice.

After activities for children, you can play the game "Who's gone?"

Children stand around the table, on which the figures are placed animals. The teacher asks the children to look carefully and remember everyone they see. Then the children close their eyes, and the teacher removes one figure. Children open their eyes.

Who from animals gone home?

Related publications:

Municipal Autonomous Budgetary Preschool Educational Institution Kindergarten "Smile" Synopsis of the GCD on "Cognitive.

Synopsis of GCD on cognitive development in the 2nd junior group "Pets" Theme: Pets. Program content: Clarify children's knowledge of pets: features of their appearance, what they eat.

Abstract of an open lesson on cognitive development in the first junior group "Pets and their cubs" Educational area: Cognitive development. Type of activity: directly - educational Age group: 1 junior Subject:.

Abstract of the lesson on the cognitive and speech development of children with mental retardation of senior preschool age "Wild and domestic animals" Abstract of a lesson on the cognitive and speech development of older children with mental retardation Topic: "Wild and domestic animals." Purpose: - to fix.

Synopsis of GCD in the middle group "Pets" Purpose: to form ideas about domestic animals (they live next to a person, benefit him, a person takes care of them: feeds, heals).

Summary of the lesson on cognitive development "Pets and their cubs" Lesson using computer presentation. For the first junior group. Tasks: Educational: To fix the names in children.

Educational areas:"Cognition", "Speech development", "Artistic creativity", "Socialization", "Music", "Physical development".

Target: introduce the names of domestic animals, their cubs.

Tasks:
educational tasks.
enrich children's ideas about pets, about caring for them, about the benefits of animals, teach to compare, teach children to form complex words, plural nouns, exercise in finding geometric shapes, convey the characteristic features of an animal in a drawing.
development tasks.
develop speech, thinking, memory, attention, perception; develop small and
general motor skills; develop creativity; develop aesthetic perception;
replenish vocabulary on the topic, develop inflection and
word formation;
Educational tasks.
to cultivate in children a cognitive interest in the world around them, to cultivate independence in the performance of a task.

Material and equipment: pictures with images of pets and their cubs, figurines of pets, sheets of paper, paints, brushes.

Preliminary work: reading the poem "Confusion" by K. Chukovsky. Looking at pictures depicting pets and their cubs, watching a dog or cat on the street. Riddles about animals. Conversations about animals.

Working process.

Educator: - Guys, let's try to guess what we will talk about today and what we will do.

Puzzles

Instead of a tail - a hook,
Instead of a nose - a patch.
Piglet full of holes,
And the hook is swivel. (piggy)
Over the mountains, over the valleys
There is a fur coat and a caftan (Sheep)

I can wash clean
Not with water, but with a tongue.
Meow! How often do I dream
Saucer with warm milk! (Cat)

She has horns, hooves,
And he looks angry at everyone
But she is kinder than a puppy,
And pour us milk. (Cow)

I have to protect the house.
I sniff everything around.
I will throw myself into the river to save you,
I am man's first friend.
I bark if there is a fight somewhere,
Because I am ... (Dog)

Educator: - Well done, guys! Now let's compare wild and domestic animals with you. Why do you think the fox, bear, wolf, hedgehog are called wild animals?
Children: - They live in the forest, get food themselves, build dwellings, take care of the cubs.
Teacher: What are these animals called? (Shows pictures of a dog, cat, cow, goat, horse, sheep, pig)
Children: - Pets.
Teacher: Why are they called that?
Children: - These animals live next to a person; man takes care of them, feeds them, builds their dwellings.
Educator: - And who is depicted in these pictures? (Shows pictures of a kitten, puppy, foal, piglet, kid, calf).
Children: - Cubs of pets.
The teacher shows the pictures one by one and offers to name what is shown on them, and then to the pictures "Cubs" the children select the picture "Adult animals" and name the corresponding chain:

cat-cat-kitten
dog-dog-puppy
horse-horse-foal
cow-bull-calf
pig-boar-piglet
goat-goat-kid

Educator: - Okay, guys, now let's play a game with you.

Word game "Who lives where?"

Educator: - Guys, all pets live next to a person. And each animal has its own separate place where it lives. Who knows the names of these places?
Children: - A pig lives in a pigsty, cows in a barn, sheep in a sheepfold, a cat in a house, dogs in a kennel, horses in a stable.
Then the teacher names the animal, and the children say where it lives.
Educator: - Guys, what is it called when a lot of cows, goats, horses, sheep, dogs gather together?
Children: - Herd, herd, flock, flock.
Educator: - Guys, let's continue the phrases:
a herd is a lot……
herd is a lot...
flock is a lot….
a flock is a lot ... ..
Educator: - Guys, let's think about what benefits pets bring?
Children: - Dog - guards the house; cat - catches mice; the cow gives milk and meat; horse - transports people and goods; goat - gives milk, meat, wool; sheep - gives meat; wool, pig - meat.
Educator: - Children, let's describe the cow according to the plan: size, color, how it "talks", characteristic features of body parts, where it lives, what it eats, what benefits it brings.
Children: - A cow is a large animal. It comes in brown, white and black. She says "Moo-moo", she hums. The cow has long legs and a tail. She has horns. She lives in a barn, eats grass, hay. The cow gives milk and meat.
Game one - many
Educator: - Guys, now I will call you an animal, and you will call it in the plural:
cow - cows
horse - horses
dog - dogs
cat - cats
goat - goats
sheep - sheep
And now, guys, leave the table, we'll warm up a little.

Physical education minute

They run, they run from the yard (we walk in place)
Walk, walk in the meadows: (jumping in place)
Kurka-garaburka-whatever, (clap our hands)
Duck-floater-breaks-quacks, (stomp our feet)
Goose-water-gagi-vagi, (squat)
Turkey-khripindyuk-shulty-buldy, (clap our hands)
Mumps-thick-backed-chakhi-ryakhi, (stomp our feet)
Goat-deribose-mehe-beke, (squat)
Ram-horse-horn-chiki-kicks, (clap hands)
Cow-half-thruki-flour, (stomp our feet)
Horse-bright-igi-whigi. (walking in place)

Educator: - Guys, well done, and now we will draw a cat. We will paint it with paints. Children, look at the picture, what do you think, what shape does the cat's body, head, paws, ears look like?
Children: - The body looks like an oval, the head looks like a ball, the paws look like sticks, columns, ears look like triangles.
Educator: - Let's see with you, where do we draw the head relative to the body, where are the tail and paws?
Children: - The head from above and from the edge of the body. Ears on the head. The tail is behind, paws - from the bottom of the body.
Educator: - Guys, count how many paws a cat has? Do they have to be the same size or does it matter? And why do we draw paws from below relative to the body?
Children: - There should be four paws, they should be from the bottom of the body and of the same size so that the animal can stand on them steadily and not fall.
Teacher: Well done guys! Let's remember what we did today? What did you like the most?

Integration of educational areas.

• Socio - communicative development.
• cognitive development.
• Speech development.
• Physical development.

Target: the development of all components in the oral speech of children, the generalization of children's knowledge about the life of domestic animals and their cubs.

Socio-communicative development.

Continue to refine and expand children's understanding of domestic animals and their cubs.

To expand the possibility of verbal communication of the child with adults and peers: to develop the ability to reckon with the desires of other children. To continue to form the formation of independence and self-regulation of one's own actions when working in pairs, to receive joy from the overall results of activities; to expand the possibility of verbal communication of the child with adults and peers. To promote the development of a kind, caring attitude towards animals.

cognitive development.

To expand the knowledge of children about domestic animals and their cubs. To form the cognitive interest of children in the peculiarities of the life of pets. To consolidate and expand children's ideas about appearance, nutrition, housing. Introduce children to a veterinarian - a doctor who treats animals.

Speech development.

Develop free communication with adults and children. Develop coherent, grammatically correct dialogic and monologue speech. To form the ability to compose stories - descriptions of 2-3 sentences, the ability to tell in sequence: answer questions with a detailed sentence.

Force and activate the vocabulary "pets": cow, horse, sheep, goat, dog, rabbit, cat; barn. Corral, veterinarian.

Artistic and aesthetic development.

Develop creativity, imagination, fantasy.

To acquaint children with the possibilities of using non-pictorial materials (medical cotton wool).

Develop motor function of the hands; cultivate artistic taste.

Develop the ability to negotiate with each other, work in a team.

Physical development.

To promote the development of the ability to comply with the rules of safe behavior with pets in various life situations.

To develop and improve motor skills, coordination of speech with movement, fine motor skills of the fingers.

Contribute to the formation of positive emotions in children, activity in movement, stress relief.

Contribute to the preservation and strengthening of the physical and mental health of children by means of physical minutes.

Methods and techniques.

Visual: demonstration of a multimedia presentation "Pets". Display of illustrations depicting the village, nature, village courtyard. Village yard layout.

verbal: teacher's story, conversation, riddles.

Gaming: surprise moment, didactic game “Whose tail?”, “Treat the animal”, “Who is screaming like that?”.

Practical: game exercise "Train". Physical education "Walk".

Materials and equipment.

Presentation "Pets", flannelograph, pictures with muzzles of animals (horse, cow, dog, cat, pig, goat); pictures with the tails of the same animals, pictures of stables, stables, booths. Model "Village Yard", toys of pets and their cubs (cow - calf, sheep - lamb, dog - puppy, cat - kitten, pig - pig, goat - goat, horse - foal).

Art materials for creative work: glue, brushes, oilcloths, napkins, cotton wool, lamb pattern.

preliminary work

A conversation about animals, looking at illustrations on the topic: “Pets”, conducting a didactic game “In our yard”, memorizing A. Barto’s poems “Goat”, “Horse”.

Forms of organizing joint activities

Children's activity
Children's activity	Forms and methods of organizing joint activities
gaming	Surprise moment, didactic games: “Treat the animal”, “Who is screaming like that?”, “Whose tail?”
Communicative	Conversation, questions and answers, writing stories
Perception of fiction	Riddles about animals
Motor	Game exercise "Train". Physical education "Walk"
Self-service and elementary labor	Preparing and cleaning your workspace
pictorial	Application: "Sheep"

Logic of educational activity

Stages	Activity educator	Activities of pupils	Expected results
Organizing time	Children sit in a circle, there is a knock on the door, Pinocchio enters. meets the guys. Pinocchio: Hello! Let's get acquainted!? I'm Pinocchio, what's your name? (children say their names in turn).	Children pay attention to the guest, become interested. Children greet.	Creating a positive mood. Activation of the desire to communicate with adults and peers.
Conversation, activity motivation.	Pinocchio says that he is going to the forest to find out who the pets are. see where a cow, a goat and a pig are walking in the forest: maybe in a swamp or raspberries, like him. Educator: Guys, is Pinocchio looking for pets right? Will he find them in the forest? Who knows where pigs and goats live? Do you want to go on a trip to the village of Korovkino? Let's go by train!	Children answer questions. In the village next to the man.
Game exercise "Train".	Everybody follow me turn around one after another! I am your new locomotive. Nothing that there are no wheels! We'll go one by one Behind the wagon is a wagon. Here is our train The wheels are rattling And in our train The guys are sitting. Choo-choo-choo, choo-choo-choo! We go, we go, we go for a long time, This path is very long. We can come soon And rest in the village.	The children turn to the teacher. Imitate the movements of a steam locomotive, going in a circle	Ability to coordinate movements in accordance with the text
Riddles for children about pets.	- So we came to the village. And who lives in this village, you will find out by guessing riddles. The teacher displays pictures of animals on the screen. Hungry - mooing Syta - chews, Little kids Gives milk. Instead of a tail - a hook, Instead of a nose - a patch, Piglet full of holes, And the hook is swivel. bearded and horned, Climb into the garden Eat cabbage and dill. Not a plowman, not a blacksmith, Not a carpenter And the first worker in the village. I am small, white, Fluffy, not bold. I give wool to my mistress For scarves and sweatshirts. Friendly with the owner The house guards Lives under the porch Ring tail. Though velvet paws, But they call me "scratch". I'm good at catching mice I drink milk from a saucer. Well done boys! All riddles solved. How can these animals be called in one word? Why are they called that?	Children listen carefully to riddles about animals, guess them. Pets. They live next to a person's house, benefit a person	The manifestation of activity in guessing riddles. Ability to listen, understand the meaning of the riddle
Didactic game "Who is screaming like that?"	- But these animals do not live alone, but with their cubs. How will a mother cow call her baby? What will be the name of her baby? How the mother pig will call What will be the name of her baby? How will a mother goat call her baby? What will be the name of her baby? How will the mother horse call the baby? What will be the name of her baby? How will the mother sheep call the baby? What will be the name of her baby? How will a mother dog call a baby? What will be the name of her baby? How will the mother cat call the baby? What will be the name of her baby? The teacher alternately exposes figurines of pets, slides.	Piglet. Kid. Foal.	To consolidate the knowledge of children and correctly name the cubs of pets.
The teacher's story about pets.	In order for pets to be useful, they must be cared for. A person washes them, cleans them, cleans up after them, feeds them and prepares food for them for the winter - hay (mowed in summer and well dried grass, grain feed, mineral and vitamin supplements). How are pets fed in summer? Wild animals prepare themselves for winter. They store their own food. Pets cannot do this. People take care of them. If a pet suddenly starts to get sick (and this happens on farms), then doctors come to the aid of the animals. Doctors who treat animals are called veterinarians, or simply veterinarians. But they don't just heal pets. From dangerous diseases, veterinarians vaccinate animals. no one heals the inhabitants of our forests, meadows and fields. Pinocchio, now you understand how a cow, goat, pig and other domestic animals differ from wild ones? Do you guys remember? Guys, how should you take care of your pets? Let's go for a walk with them.	Children listen to the teacher's story, answer questions. They graze in the meadow. You need to feed them, water them, caress them, treat them when they get sick, walk them.	Children have an idea about pets.
Fizkultminutka.	Children get off the bench, follow each other after the teacher, performing movements. Educator: On the track, on the track We jump on the right leg, And along the same path We jump on the left leg. We went to the lawn Raising your legs higher. Through bushes and hummocks, Through branches and stumps. Who walked so high - Didn't trip, didn't fall All day long in the grass The mischievous goat jumped. Jumped over bumps And counted the flowers. Hey horses, follow me Let's hurry to the waterhole. Here is a wide river It has cold water. Drink! Good vodka! Let's knock with a hoof.	Children, together with the teacher, perform movements in accordance with the text.	Creation of conditions for motor activity, stress relief.
Didactic game "Whose tail?".	Children approach the flannegraph. On it are pictures with tails and muzzles of animals. While some animals were jumping, playing, chewing grass, they lost their tails. Let's help animals find their tails. Find the tail that belongs to the dog. Whose tail will it be? Find the cow's tail. Whose tail? Find the horse's tail. Whose tail? Find the cat's tail. Whose tail? Now we need to feed our animals.	Children play, activate the necessary knowledge, the ability to correctly find the right object. correctly name the animal whose tail. Dog tail. Cow tail. Horse tail. Cat tail.
Didactic game "Treat the animal."	The children come to the table. Animal toys and food are on the table. The teacher offers to feed the cubs. What does a piglet, foal, puppy, kitten like to eat? Children put each cub his food.	Children play, activate the necessary knowledge to solve the situation: it is necessary to make the right choice, feed the pet. The children answer. Foal - oats, Puppy - bone, Piglet - carrot.	Development of thinking, independence, free communication with children and adults, the ability to answer questions from the teacher.
Game exercise "Name the words-actions."	- How many things we have done. Get in a circle quickly. Answer one by one And learn everything. What is the dog doing, the cow?	Children stand in a circle, teacher in the center. The teacher throws a ball to each child. Children name action words. The dog - barks, bites, plays, growls, jumps, caresses, sniffs, guards. cow - mooing, butting, chewing.	They activate thought processes, talk about the actions of pets known to them.
Children's stories about their favorite animal.	Which animal did you like: Tell us about your favorite animal.	A dog is a pet, lives in a booth, eats meat, gnaws bones.	The ability to listen carefully. The ability to write a story about the animal you like.
Break 10 minutes.
Game motivation.	The teacher offers to listen to one fairy tale. “Once upon a time there was a Sheep. And she wore a snow-white fur coat, which curled into beautiful rings. Every day she grazed on a green lawn, ate juicy, green grass-ant, smelled beautiful fragrant daisies, drank water from a pure mountain spring and was extremely happy. Winter is coming, time is flying by. And, one day, the farmer who had a sheep, took and shaved her head. His wife wanted to knit sheepskin socks for her little children. So the poor little sheep was left without her warm and fluffy fur coat.	Activate the necessary knowledge, actively interact.	The development of free communication with adults and children, the development of attention, thinking. Development of interest in fiction.
Application "Sheep".	The teacher offers to go to the tables. Guys, let's not let the sheep freeze and give her a new, even better than before, fluffy coat. Children, what kind of coat does a sheep have? Right. And let's try to make a fur coat for a sheep out of cotton wool. And what is cotton? Right. We take cotton wool, divide it into small pieces, roll each piece into a ball. Guys, who will tell me how to stick cotton wool correctly !? Organization of an exhibition of works.	Soft, fluffy, warm. Soft, fluffy, white. First we take glue, make a drop in the right place and put cotton wool on top, pressing it slightly.	Formation of aesthetic taste, the ability to notice shortcomings and eliminate them. Improve the ability to carefully stick cotton balls.
Game exercise "Train".	And now we're heading back. Everybody follow me Turn around one by one. I am your new locomotive Nothing that there are no wheels! We'll go one by one Behind the wagon is a wagon. Trailers, trailers They rattle along the rails. Taken back to the group Company of guys.	Children turn after the teacher, imitate the movements of a steam locomotive, walking in a circle.	Ability to coordinate movements in accordance with the text.
Reflection.	So we came back to kindergarten. Did you enjoy the activity? Tell us where we have been, what we did, what did you like the most?	Children answer questions.	Attention is focused on more emotionally memorable moments of the lesson.