Technological map of organized educational activities. Ecology. Instructional and technological map for the discipline ecology

Technological map classes implementing the Federal State Educational Standard

Lesson “Planet Earth in Danger”

Teacher additional education

Baumova Lidiya Dmitrievna

G. Orel, 2016

Technological map of classes implementing the Federal State Educational Standard

GENERAL PART

Form: lesson

Class - 1st class

Subject: Planet Earth is in danger

Target : formation of environmental consciousness and thinking junior schoolchildren based on an active life position, instilling in students a love of nature and correct behavior in the forest.

Tasks:

- development of reasoning skills;

Formation of skills to argue your point of view;

Expanding children's horizons, their knowledge of the world around them, revealing the importance of rational use and protection of the environment;
- fostering an ecological culture, caring attitude towards surrounding nature, desire to take care of her;
- fostering a sense of responsibility for one’s actions in relation to natural objects.

Planned educational results

Subject

Metasubject

Personal

The student will learn:

Highlight main idea from statements;

Answer questions about the content of the event;

Formulate simple conclusions;

React emotionally to the events of the event;

Express your thoughts in a monologue, conduct a dialogue;

Answer questions from the teacher and classmates;

- comprehend moral life values;

- express your opinion on people’s statements and actions;

Regulatory:

The student will learn:

Accept and save the learning task;

The student will have the opportunity to learn:

Cognitive:

The student will learn:

Analyze the objects under study, highlighting essential and non-essential features;

Use signs, tables, diagrams, models, diagrams.

The student will have the opportunity to learn:

Communicative:

The student will learn:

Construct statements that are understandable to your partner;

Expressing your thoughts with sufficient completeness and accuracy.

The student will have the opportunity to learn:

- allow for the possibility of the existence of different points of view, including those that do not coincide with one’s own, and focus on the partner’s position in communication and interaction.

Personal:

Feelings of belonging and pride in one’s homeland;

Expanding one's horizons, knowledge of the surrounding world, revealing the importance of rational use and protection of the environment.

-adequate differentiated self-assessment based on the criterion of successful implementation social role“good student”;

Ecological culture, careful attitude towards the surrounding nature, desire to take care of it;
- a sense of responsibility for one’s actions in relation to natural objects.

Dictionary : antonyms of the Russian language

Resources: Information resources.

The intellectual and creative potential of Russia -

Russian educational portal -

Equipment: sheets of format A - 4.

Preparatory stage: preparing equipment for class.

Stage (+time)

ORGANIZATIONAL STRUCTURE

Activities of a teacher

Student activities

Stage 1. Organizational moment

Dear guys, I invite you to an unusual lesson.

Listen to the teacher. Consider the design of the board. They try to formulate the topic of the lesson internally.

Regulatory:

The student will learn:

Accept and save the learning task.

Stage 2. Motivation

1) Stimulates students' interest in the lesson.

Guess the riddle.

She is the richest in the world
Children are running and rushing along it.
And in spring it’s all in color,
And so beautiful at dawn.
And feeds all the people in the world.
What is this? Tell me, children. ( Earth )

- What will we talk about in today's lesson?

Children guess.

Regulatory:

The student will learn:

Accept established rules in planning and controlling the solution method;

Cognitive:

Focus on a variety of ways to solve a learning task;

The student will have the opportunity to learn:

- generalize (deduce what is common to a number of proposed objects);

Main - awareness of the arisen intellectual difficulty, contradiction, lack of knowledge,

Grand total motivation stage – students formulate the intended topic of the lesson.

Stage 3. Updating knowledge

Listen to the ecological fairy tale “Doctor Planet Planetovich”

A very smart doctor, Planet Planetovich, lived on the Red Dwarf Star. He pondered how on the planets solar system it is possible to create life, such as on planet Earth. He was distracted from the most difficult work phone call. - Who's calling? - This is planet Earth! I urgently need help! - What's happened? - I’m all cut up, scratched by jars, flasks and bottles that people throw around. - I'm flying out immediately. The doctor arrived on Earth very quickly, in just 20 minutes. Having examined the poor thing, I thought: should I bandage the wounds with a colored bandage or a white one? Having decided that such a beauty as the Earth deserves better, he took out 100,000,000,000 km of colored bandage and bandaged the cuts. Having cured the planet, the doctor turned to humanity, sharply jerking his hand upward so that he almost fell from the Earth: - You need living planet! - People! Live in peace with the planet! Your destiny is in your hands!

- What do you think and why does Dr. Planet Planetovich make us think about? (children's answers)

Children listen to a fairy tale.

Children answer the question and give reasons for their opinion.

Regulatory:

The student will learn:

Accept established rules in planning and controlling the solution method;

Take a role in educational collaboration.

Cognitive:

The student will learn:

Use signs, symbols, diagrams proposed by the teacher;

Communicative:

The student will learn:

Use funds adequately oral speech to solve various communication problems;

Control your actions in group work.

Stage 4.

Goal setting

and planning

Goal setting – formulation of lesson goals through types of student activities (planned results).

Planning - discussion with students of the lesson plan (determining the content and sequence of actions to solve the assigned tasks)

To make it clear that Planet Earth is now in danger: in many places the water, soil, and air have become dirty. It became difficult for everyone to breathe. People and animals get sick. How can we help our Planet?

Let's try to formulate the topic of our lesson.

The topic of our lesson: “Nature and creativity” (a colorful note on the board is shown).

Read the topic of the lesson.

What do you think is the key word in our topic?

Let's try to set tasks for our lesson.

Well done! You have correctly identified the topic of the lesson and set the tasks.

The topic of our lesson: “Planet Earth is in danger” (a colorful note is shown on the board).

Keywords in our theme: “Planet”, “Earth”, “in danger”

I believe that all words are key because they are all important.

Objectives for the lesson topic:

Find out why Planet Earth is in danger;

Think about how we can help her;

Learn to ask questions and find answers to them;

Let's learn to reason and search for information.

Regulatory:

The student will have the opportunity to learn:

- based on the results of solving practical problems, draw theoretical conclusions about the properties of the facts and phenomena being studied in collaboration with the teacher and classmates.

Stage 5. "Opening" new knowledge (studying new topic)

The stage of “discovery” of new knowledge involves the organization by the teacher independent work students when studying a new topic, as well as accompanying (primary) consolidation.

- Organizes the work of students in searching and processing information.

So let's learn reason and search for information.

I am handing out sheets of information to you. Each group searches for information on a topic.

Information sheets.

1st group.

Over the course of a year, 5 billion tons of carbon dioxide alone are released into the atmosphere. As a result, the Earth's ozone layer is depleted, so-called ozone holes appear: over Antarctica, the Arctic, Europe, Moscow (shows on the map.)

Oxygen on Earth is becoming less and less, and exhaust gases from road transport more and more metallurgical plants and chemical factories, thermal power plants, more and more transport.

2nd group.

Scientists have calculated that every year around the world so much water enters water bodies. harmful substances that they could fill 10 thousand freight trains. Even in the waters of the Arctic, remnants of washing powder were found.

As a result of human activity, many rivers are no longer suitable for swimming.

3rd group.

Over the past 20 years, man has cut down as much forest as was destroyed during his entire previous existence, not to mention the fires that occur due to the fault of people.

For many animals the forest is home. And there are fewer and fewer forests on Earth. This means the animals are losing their home. This means they are doomed to death.

4th group.

No one will argue that oil is necessary for humanity. And he will not argue that it is deliberately thrown into the sea, that they deliberately cause accidents in oil fields or set fire to ships carrying oil. As a result, millions of tons of oil end up at sea for one reason or another.

Man is dangerous to nature not only through fires and oil spills, but also through the thoughtless destruction of all living things.

- Let's draw a conclusion from the information we listened to.

Work with different sources

information (special worksheets, teacher explanation, dictionaries)

Work in groups to find a solution

educational task.

- Record their “discovery” on sheets of paper.

Work according to an algorithm or draw up an action plan

– algorithm and execute learning activities

Draw conclusions about the completeness and correctness of the information.

Enter into dialogue

Complete teacher assignments

Offer their generalization and answer options for

educational problem.

After presentations by group representatives, children draw conclusions.

- People themselves are mostly to blame for environmental disasters.

- Cleanliness begins with ourselves, with our relationship to the environment, with the place where we live, work, and study. Do we like it here? Do we feel comfortable here?

Regulatory:

The student will learn:

Accept established rules in planning and controlling the solution method;

Take a role in educational collaboration.

The student will have the opportunity to learn:

- based on the results of solving practical problems, draw theoretical conclusions about the properties of the facts and phenomena being studied in collaboration with the teacher and classmates.

Cognitive:

The student will learn:

Use signs, symbols, diagrams proposed by the teacher;

Focus on a variety of ways to solve a learning task;

The student will have the opportunity to learn:

- generalize (deduce what is common to a number of proposed objects);

- carry out comparison, series and classification of studied objects on independently identified grounds.

Communicative:

The student will learn:

Focus on the partner’s position in communication and interaction;

Take into account other opinions and positions;

Adequately use the means of oral speech to solve various communication problems.

The student will have the opportunity to learn:

- use speech to plan your activities;

Stage 6. Incorporating new knowledge into the knowledge system (consolidation)

At this stage there is

- repetition and reinforcement

material,

- training of use skills

new knowledge,

- establishing connections between new

and previously studied material.

- Let's start small. How can we help our planet?

The recording of school noise is turned on during recess.

Have you ever listened to how noisy it is in the corridors of our school?

- How can we solve the noise problem?

- Which other problem can we solve?

I suggest playing the game “Through the mouth of a baby, or do not rush to throw away your future (waste)”

Task one:

1. It is produced by an ordinary cow.

2. In small quantities it is very useful as a fertilizer.

3. When there is too much of it, it becomes a real disaster.

4. When it gets into water bodies, it is destroyed, fish and other aquatic animals begin to suffocate.

5. It must be composted.

Task two:

1 . I have a lot of toys made from it.

2. It comes in different colors and is very difficult to break.

3. Items made from it weigh very little.

4. If you set it on fire, black acrid smoke will appear.

5. It cannot be thrown away, since it does not decompose in nature.

(Plastic).

Task three:

1. It is made from sand.

2. Most often it is transparent.

3. When it falls, it breaks.

4. If you heat it up, it becomes sticky like dough.

5. If abandoned in the forest, it can cause a fire.

Task four:

1. It happens when it gets old or breaks down.

2. This can be seen everywhere: in the city, in the countryside, even along the roads.

3. You can turn it in and get money.

4. It can be melted down to make something new.

5. It comes in color, and you can also turn it in for melting down and get money.

(Scrap metal).

Task five:

1. It was invented by the Chinese.

2. In our country it is obtained from wood.

3. It burns easily.

4. It produces a lot of garbage.

5. People usually draw or write on it.

Task six.

1. There is a lot of it in the city, but little in the village.

2. It is especially strong in an industrial city, where there are many plants, factories, and machines.

3. It makes people sick. They get nervous a lot, scream loudly, and it gets even bigger.

4. It is produced by various devices and machines.

5. It causes pollution environment. And when there is a lot of it, it causes a state close to intoxication in people and acts like a drug.

Generalization based on keywords that appeared on the board during the completion of tasks.

Let's do the task “What can one do when Planet Earth is in danger?”

The task is to complete the phrases:

1. Try to buy drinks in glass bottles that can be...(used many times, returned to the store.)

2. Clothes that you don’t wear can...(give to those in need.)

3. Don’t throw away old toys and books: they may...(someone will need them.)

4. Find out where there is a waste paper collection point nearby, and ... (hand over unnecessary paper there.)

5. Repair and fix the thing instead of...(throwing it away.)

6. Try to carefully handle glass containers that you can... (hand over.)

7. Try not to use polystyrene foam, as it practically ... (does not decompose in nature.)

Generalization.

How can you and I help our planet?

Creative work in groups. All children are proactive.

Presentation of mini-projects of each group.

A prepared student speaks.

“Curbing” noise is one of the the most pressing problems 21st century. Back in 1955, one American magazine wrote about “the element of noise overwhelming the streets, factories, houses and sky.” According to scientists, the United States has already reached dangerous level. “Noise,” said American noise expert Kludsen, “is just as slow a killer.”

- Behave calmly, try not to make noise.

Information (student). It has been noticed that noises of natural origin: the sound of the sea surf, the sound of rain, the rustling of leaves, the murmur of a stream - have a beneficial effect on the human body: they calm and relax. But production or transport noise tires, oppresses, and prevents a person from concentrating.

- Garbage in nature: on the streets, in the forest, on playgrounds.

Children's performances in dialogic or monologue speech.

Answers to the “word” tasks are posted on the board.

Conclusions:

- We need to protect the environment.

- Thoughtful about waste disposal.

- Do not create unnecessary noise.

- Follow the rules of behavior in the forest.

Answers to assignments "What can one do when Planet Earth is in danger?"

Generalization. Children's answers in short form.

To help our Planet, we must learn to love nature, to love it from childhood.

Learn to understand how all living beings live: birds, bugs, animals, flowers, blades of grass. This is done by people called ecologists.

We need to help environmentalists preserve our Planet.

Personal:

The student will have the following:

Understanding the moral content of one’s own actions and the actions of people around them;

Interest in the lesson material;

Prerequisites for readiness to independently evaluate the success of one’s activities based on the proposed criteria;

Knowledge of basic moral norms and the projection of these norms onto one’s own actions;

Orientation in behavior towards accepted moral standards;

The student will have the opportunity to form:

-adequate differentiated self-esteem based on the criterion of successful implementation of the social role of a “good student”

Regulatory:

The student will learn:

Take a role in educational collaboration.

The student will have the opportunity to learn:

- based on the results of solving practical problems, draw theoretical conclusions about the properties of the facts and phenomena being studied in collaboration with the teacher and classmates.

Cognitive:

The student will learn:

Use signs, symbols, diagrams proposed by the teacher;

The student will have the opportunity to learn:

- generalize (deduce what is common to a number of proposed objects);

Communicative:

The student will learn:

Focus on the partner’s position in communication and interaction;

Take into account other opinions and positions;

Adequately use the means of oral speech to solve various communication problems.

Stage 7. Reflection and evaluation

The main tasks of the teacher:

Formation of the ability to objectively assess the extent of one’s progress towards the goal of the lesson and emotional attitude towards one’s educational activities.

Offers to name the topic and goals of the lesson, correlate it with the lesson plan and evaluate the extent of your personal progress towards the goal and the success of the class as a whole.

Let's remember the purpose of our lesson!

What tasks did we set for ourselves?

Reflection “Complete the sentence”

What I remember most about the lesson was...

I was surprised that...

I'll tell you at home...

I encountered difficulty with...

I found out...

I did well...

I would also like to know...

I can use the knowledge gained in class...

Did the best job in class...

I understood the lesson material, but...

Determine the degree of compliance with the goal and

performance results: name the topic and lesson objectives,

mark the most difficult and the most liked

episodes of the lesson, express value judgments.

Determine the degree of progress towards the goal

(self-esteem).

Mark successful responses interesting questions

classmates, group members ( mutual assessment).

Children name the tasks and answer whether we achieved them in class or not.

Analyze activities to achieve the goal

Personal… - explain to yourself what they do with pleasure, with interest, and what they don’t;

- evaluate your achievements, your own educational activities, the degree of independence.

- express your emotions and mood.

Regulatory: awareness of the quality of the level of mastery and mastery of educational activities.

- carry out final control

Communicative:

- ability to build interaction with the teacher and students.

- openly express your opinion and attitude towards phenomena in life, argue your position.

Stage 8. Homework

If you want to draw a picture on the topic, then you can do it with pleasure.

Children do as they wish creative works on the topic of the lesson and share their impressions with parents.

Communicative:

The student will learn:

Adequately use the means of oral speech to solve various communication problems.

Lesson summary of the surrounding world in 3rd grade.

Lesson topic: “Environmental safety.”

Lesson objectives:

Formation of personal UUD

form value attitude students to the surrounding nature;

help students realize the value of collaborative activities;

Formation of cognitive UUD:

to promote the development in schoolchildren of the ability to highlight the main thing in the text and analyze the text.

create conditions for the development of the ability to formulate and solve problems, offering different ways their decisions.

Formation of regulatory UUD:

ensure that schoolchildren develop the ability to set goals and plan their activities;

create in schoolchildren the ability to work in time;

promote the ability to exercise self-control, self-assessment and self-correction of educational activities;

Development of communicative culture of schoolchildren:

promote the development of children's communication skills;

ensure the development of monologue and dialogic speech in schoolchildren

Subject goals:

organize student activities to study and initially consolidate the rules of environmental safety

ensure the consolidation of the concepts of “ecology”, “ecological safety”, “cycle of substances in nature”, “ environmental problems».

Teacher's actions	Student actions
Self-determination for activity. Organizational moment.
Make sure workplace ready for lesson. Everything is in place, conveniently located for you. Hold hands, look at each other, smile, wish each other good luck.	They check the order in the workplace and wish them success in the lesson. Students distribute responsibilities within the group and write them down on a worksheet.
Updating knowledge, motivation.
Offers to solve a crossword puzzle made up of words related to the topic of the lesson. As a result of filling out the crossword puzzle, children should receive the key word of the lesson - ECOLOGY Correct operation is checked using finished sample prepared by the teacher.	Students solve a crossword puzzle working in a group. check the correctness of the completed work using a ready-made sample proposed by the teacher. Evaluate your work on the worksheet. Clarify the concept of the word ECOLOGY. express their opinions about the environmental problems known to them that exist in our city. Fill out the lesson worksheet (I know - I want to know - the result of my work in the lesson)
Setting a learning task
The teacher organizes a frontal conversation leading to the creation of a problem situation and the formulation of the topic of the lesson. What environmental problems can be solved in an instant? How should a person live in order to reduce the impact of a polluted environment on the human body? How will we work with you today? What else will we learn in class?	During the conversation, they formulate the need to observe some rules of behavior that will help make the influence of the environment safer. Students formulate the purpose and objectives of the lesson together with the teacher.
Solving a learning problem.
The teacher informs the topic of research for each group, monitors the progress of work in each group, and advises in case of difficulties in the work of the groups.	Students, having received the task, independently draw up environmental safety rules, write them down on a piece of paper, and create symbol, illustrating one of these rules.
Primary consolidation
The teacher organizes the presentation of the working groups, clarifies the knowledge acquired during independent work, and uses a document camera to demonstrate a sign illustrating the rules of environmental safety developed by the students.	Students advertise the work they have completed, explain the environmental safety sign invented by the group, answer questions from their classmates, and clarify the knowledge they have acquired.
Generalization of what has been learned and its use in solving practical problems.
The teacher invites the children to answer a problematic question related to the environmental situation in the school neighborhood.	Students in a group discuss the problem and offer their own answer to the question.

The teacher organizes an assessment of the team’s activities in the lesson using a worksheet and symbols (+, !)	Students discuss the share of participation of each team member, the correctness of answers, and activity. The team enters their assessment on the worksheet. They advertise their opinion at the request of the teacher.
Summary of the lesson. Reflection of activity.
The teacher organizes work to summarize the activities in the lesson. The result suggests putting it on an individual worksheet.	Students compare the result obtained in the lesson with the purpose of the lesson, analyze and fill out the last column of the individual worksheet, and advertise their notes if desired. If it was easy, all the tasks were manageable - a cheerful emoticon; if there were difficulties that were dealt with - a serious emoticon; if there were great difficulties, but it was not possible to cope with them - a sad emoticon.

Tasks for collective discussion in groups as a final review.

Last summer, a rich harvest of apples ripened in the school garden. The guys decided to collect the harvest and give it to the zoo to feed the animals. But the workers refused to accept apples from our orchard, saying that animals should not eat them. Explain why the zoo workers made this decision?

Not far from the school there is Olginsky Pond, which you know well. There is a sandy beach on the shore of the pond, but every year a sign “Swimming is prohibited” is installed on the beach. Why do you think that the water in the pond is dirty, even though the enterprise’s waste is not poured into it?

On the territory of the school stadium there is a football field with a good lawn. Many dog owners love to walk their dogs on this lawn, but the school guard does not allow them to do so. Why? Does he not like dogs or is there another reason?

Our school is located in a microdistrict where there are two large parks - Udelny and Sosnovka. Can we assume that in the school area the air is clean and the environmental situation is normal?

Individual student worksheet.

What do I know about the topic of the lesson?	What would you like to know?

What do I know about the topic of the lesson?	What would you like to know?	The result of my work in class.

What do I know about the topic of the lesson?	What would you like to know?	The result of my work in class.

Tasks for teamwork in groups during the lesson.

Read the text of the textbook on pages 31-32. Create a model of “Paths of entry of pollutants into the human body.”

Be prepared to explain how pollutants enter the human body.

Read the textbook text on pages 33-34. Make rules on how to protect yourself from polluted air. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge on the topic “How to protect yourself from polluted air”.

Read the text of the textbook on page 34. Make rules on how to protect yourself from contaminated water. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge on the topic “How to protect yourself from contaminated water.”

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Read the textbook text on page 35. Make rules on how to protect yourself from contaminants in food. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge on the topic “How to protect yourself from contaminants in food.”

Crossword to update basic knowledge

Name it in one word: grass, rabbit, fox,

The top fertile layer of the earth.

What gas does a person need to breathe?

What substance can be found on Earth in three states at once - solid, liquid and gas?

A substance on which soil fertility depends.

Living organisms that have the characteristics of animals and plants are therefore identified by scientists in separate group, are scavengers.

Name it in one word: grass, rabbit, fox,

The top fertile layer of the earth.

What gas does a person need to breathe?

What substance can be found on Earth in three states at once - solid, liquid and gas?

A substance on which soil fertility depends.

Living organisms that have the characteristics of animals and plants, therefore identified by scientists as a separate group, are scavengers.

Name it in one word: grass, rabbit, fox,

The top fertile layer of the earth.

What gas does a person need to breathe?

What substance can be found on Earth in three states at once - solid, liquid and gas?

A substance on which soil fertility depends.

Living organisms that have the characteristics of animals and plants, therefore identified by scientists as a separate group, are scavengers.

Planned results
Subject
will learn
will receive
opportunity
learn
define a circuit
and power network,
distinguish between links
chains

classify
chains
make chains and
power supply network
circuit comparison,
draw conclusions and
conclusions on
basis of comparison
Metasubject
Personal
development of motivation to study in
further
various

natural sciences;
development of curiosity and
developing interest in studying
nature by natural methods
sciences

creativity

relationship to nature
development of intellectual and
responsible
upbringing

textbook,
ability to work with different
sources
biological
information:
find

biological information (in
scientifically
text
literature,
popular

biological
dictionaries and
reference books), analyze and
evaluate
information,
convert information from
one form to another

ability to see a problem,
ask questions
put forward
hypotheses, give definitions
concepts
classify,
draw conclusions and conclusions,
structure the material;

Organizational structure lesson
(Combined lesson)
Lesson steps
Teacher activities
Student activities
Notes
Motivation
Greetings. Creates for
students
problematic
situation.

Motivates students to
defining the topic and
setting a cognitive goal
lesson.(by
showing
cartoon.)

guess
today's lesson?

topic
Writes down the topic of the lesson on
blackboard
We already
familiar with
some relationships
meeting in real life

assumption
Regulatory:
Goal setting;
Planning
Determine the topic of the lesson
food relationships, who eats whom.
plants are home;
animals distribute fruits and
seeds, pollinate plants;

staging
ok, today we are more
let's talk in detail about
food relations
what purpose are we going to do?
this problem?
Writes down the purpose of the lesson on
blackboard
Offers
problematic situation
students
I suggest
to you

imagine that you
study the connections of organisms and the scheme
transfers solar energy.
expressing
Perform the task:
assumptions
form a chain
(work in tandem with a dispenser
material)
Update

Corn
sparrow
insect
and to you
environmental scientists,
necessary
explain

to the guys from kindergarten, What
is a food chain using
poem "Hooligans"
sparrows"
(dispensing
material on your table):

Same
–
Hooliganssparrows
excellent
thieves.
Just give them grain -
will reduce
harvest.
The Chinese have calculated
how many grains were lost,
And issued their decree -
reduce the sparrows to nothing!
They killed everyone, they are waiting -
what
result?
At first, in fact,
their bins became fuller.
And then trouble came -
gates!
open
All
harvest
insects
devoured.
There are so many of them
never existed anywhere before.
It turned out that sparrows don’t eat
at all
grainy:
Their parents drag them from the fields
midges
worms

It became clear to the authorities -
We need to bring the birds back.
And they had to take the sparrows out
strangers
edges
If you cut everything from the shoulder,
you can ruin the business.
lead

ok, now try it
define the concept
"Power Chain"

activity
Directs
students related to
statement of the problem,
And
by solving it.
imagine it as a chain
anything in everyday life,
for example, a chain of ants
on an ecological trail or
chain of events in life...
right, and pass it on

energy
Organizes
discussion of the material
work on
the power circuit is a sequence
organisms that are each other
eat
They enter into a polylogue and express
assumptions, examples.

Identifying the location and
reasons for the difficulty
Offers
problematic question:
students,
Search for information
necessary to resolve the issue,
discuss it among themselves.
what links are included in
food chain and what
will happen if one link
will disappear?
producers, consumers, decomposers;
perhaps another link will appear,
replacing the disappeared
Draw up a work plan and voice
lesson plan points work with
textbook paragraph 12
Planning
Discussion with students
lesson plan (definition)
content
And
sequences of actions
to achieve the set
goals)

What we need to know
to achieve the goal
goals?
Writes down a lesson plan on
blackboard

Work with the text of the textbook,
drawings, handouts,
search for information,
necessary to resolve the issue
of your own option. Formalize the answer in
workbooks.
Implementation of the plan
types of power circuits
power supply chain links
power supply network
energy diffusion
Organizes work on
And
search
processing
information.

Stimulates active

participation of all children in
search activity
Organizes individual
working with textbook text
dividing the class into options.
I.

option using
textbook,
text

drawings,
And
handout
suggest material
feeding chain diagram.
Scheme
register in
workbook
II.
option using

text
textbook,
And
drawings,

Cognitive:
Formulation
problems, finding ways
solutions;
Informational
search;
Analysis with identification
significant
And
non-essential
signs, comparison,
establishment
causality
natural
generalization
connections,

Personal:
Responsible
attitude towards you
filling
educational
tasks;

III.
handout
suggest material
decomposition circuit diagram.
Scheme
register in
workbook

option using

mutual verification
results.

work according to an algorithm or
Cognitive:
Construction of speech
statements.
Personal:
Responsible
attitude towards you
filling
educational
tasks;
Ready for sunrise
scientific
acceptance
paintings
peace,

first

link
plant(producer)

Organizes repetition and
consolidation
educational
material,
establishment
connections between new and previous
studied
material,
training
skills
use of new knowledge.

Fill out the table in the worksheets
establishing connections between new and
previously studied material
Table:
nutrition."
"Characteristics of circuits
Flail
b
Pete
ani
I
Start
new
link
Afterwards
vateln
awn
links
Role in
ecosys
topic
Prima
ry
chains
food
I
Assessment
Exhibits and comments
marks.
Express value judgments

Reflection
Homemade
exercise
Invites you to remember the topic and
lesson objectives, relate to
lesson plan and evaluate the measure
your personal progress towards
goals and successes of the class as a whole.
Determine the degree of compliance
set goals and results
activities: name the topic and tasks
lesson, mark the most difficult and
most liked episodes
lesson.
Regulatory:
Participation in summing up
lesson results;
Self-esteem.

Part
invariant
(corresponds to
basic
level) – textbook paragraph
page 8792

variable part (students
can choose tasks from
proposed by the teacher with
individual
taking into account
possibilities)
94
96(literary page and
questions to the text)
p.

cognitionChapter:ecologySubject: "Autumn has come" Target: Learn to see changes in nature.Dictionary:autumn, leaves, flying. Bilingual component:

Stages

activities

Teacher's actions.

Children's activities.

Motivational and stimulating.

A hedgehog comes to visit the children

Hedgehog, hedgehog, where have you been?

I go to the autumn forest.

There he collected leaves and played the pipe.

Children say hello to the hedgehog.

Listen to a poem.

Organizationally

Search.

Children, where did the hedgehog go?

What was he collecting there?

Let's help the hedgehog collect leaves, first yellow, then red.

The hedgehog needs leaves; he will make a bed out of leaves for himself in his burrows, and in winter, when it’s cold, he will sleep.

And the hedgehog has friends. Who is this?

In the fall does the bunny change its coat, from gray to white?

Let's play, it's cold in the fall, all the bunnies sat in a circle and warmed themselves.

The bunnies sat in a circle, digging a root with their paws, into which bunnies, the bunnies ran around.

It's cold for the bunnies to sit, we need to warm our paws. These are the kind of bunnies, runaway bunnies.

Bunnies stand cold, bunnies need to jump, that’s what bunnies are like, bunnies run around.

Why did the bunny jump?

It's really cold in autumn.

The sun is not warm enough, it is raining.

Let's hear the rain, get your palms ready.

How hard is it raining?

How about a little rain?

They answer: into the forest.

Leaves.

Children collect red and yellow leaves

They recognize the bunny.

Listen and remember why he does it

Children sit in a circle

Finishing the last words

They stand up and rub their palms against each other.

They jump.

The bunny is cold.

Children, as directed, clap hard or weak.

Reflexive and corrective.

Well done we are.

Let's tell the hedgehog and the bunny what time of year it is.

How should you dress in the fall?

When you go for a walk, what should you take with you?

Here I brought you an umbrella, let’s play “Sunshine and Rain”

Children answer autumn, repeat after the teacher.

They say you need to dress warmly.

You need to take an umbrella with you.

Children play a game.

Expected result:

Play:time of year autumn.Understand:understanding of seasonal changes.Apply:see these changes in nature while walking.

Technological map First junior group. Educational area: cognitionChapter:ecologySubject: "Fruit" Goal : Introduce children to fruits (apple, pear), teach them to identify them by color and shape. Give knowledge that fruits grow on trees in the garden and how they are useful.Material:Examination of fruits - dummies.Vocabulary work:Fruits, apple, pear.Bilingual component: Zhemister, alma.

Stages

activities

Teacher's actions.

Children's activities.

Motivational and stimulating.

They meet a forest boy who has lost his wonderful bag of fruit. Organizes a search for the missing bag.

Meet the forester. They show interest in the missing bag of fruit.

Organizationally

search.

Introduces children to the fruits of trees in the garden (apple, pear), asks questions, teaches them to observe and notice similarities and differences.

The teacher asks the question: “What’s in the bag?” He invites the forester to answer. Makes riddles about fruits. “The rosy nesting doll is a delicious little thing, it fell from a branch and became even more rosy.” (apple)

The teacher asks the question - What are the benefits of fruits?

Children name fruits apple, pear, plum, lemon. With the help of the teacher, color and shape are determined. Find similarities and differences. (by color, shape).

Children find clues from the bag, show fruits - the clues.

They answer the question: Why should you eat fruit?

Reflexive and corrective.

Expected result:

Play:that fruits grow on trees have different shapes and color. Understand: about the importance of fruits in human nutrition.Accept:Come to the rescue, show attention, care, desire to compare them by color, shape.

Technological map First junior group. Educational area:cognitionChapter:ecologySubject: "Vegetables"Target: Learn to recognize vegetables in in kind and in the pictures. Pay attention to their color, distinguish the features of their shape (cucumber - long and green, tomato - red and round)Material:Vegetables, cucumber, tomato, red, green.Bilingual component:Kyzyl, zhasyl.

Stages

activities

Teacher's actions.

Children's activities.

Motivational and stimulating.

The children go on an excursion to the vegetable garden and meet their grandmother.

Getting to know the vegetable garden. Meeting with grandmother. Children get acquainted, look at the garden.

Show interest in vegetables.

Organizationally

Search.

Organizes a tour of the vegetable garden “Visiting Grandma.” Grandmother asks the children to help her harvest. Introduces children to vegetables in the garden, asks questions, teaches them to observe and remember.

The teacher asks the question: “What grows in the garden? What color? What kind of cucumber?

The grandmother tells and shows what kind of crop she grew.

Question: “Are vegetables healthy?”

They walk around the garden, examine and name vegetables, and determine color and shape with the help of the teacher. They help their grandmother and collect vegetables in the garden.

Children look at vegetables in the garden. They name it and find it among the vegetables.

Repeat and remember.

Reflexive-corrective

Invites grandma to play with the children. Draws children's attention to how happy and cheerful the hero is.

Outdoor game “Collect a basket”.

They play a game, run around, have fun with their grandmother.

Expected result:

Play:the fact that vegetables grow in garden beds has different shape and color. Understand:about the importance of vegetables in human nutrition.Apply:Identify vegetables by color and shape. Come to the rescue, show attention and care.

Technological map First junior group. Educational area:cognitionChapter:ecologySubject : « Looking at autumn leaves" Target: make it clear that leaves have autumn different colors. Pay attention to the structure of the leaves; different trees have different leaves.Equipment:toy bunny, dry leaves (oak, birch, poplar, Christmas tree) pictures with trees, painted leaves.Vocabulary work:leaves, birch, oak, poplar.Bilingual component.Leaf – zhapyrak, tree – agash

I suggest you consider it.

Play "Find the same leaf"

Game "Find the tree"

Physics game

Game "Collect leaves"

Pay attention to the fact that they are different in color and shape. They tell everyone what color their leaf is. Repeat after the teacher. (oak, birch, etc.)

Children look at the teacher when they show him a leaf (nar), he runs to him and repeats which tree the leaf is from.

Children looking at their leaves find a tree and call them trees.

They run around the group and sing a song.

"The north wind blew

And he blew away all the leaves at once.

They flew and circled.

And they sank to the ground.

The rain began to patter on them

Then the hail began to hammer,

The snow then fell.

Children collect leaves according to color (yellow, red, brown) into three baskets.

Reflexively - corrective.

The bunny takes the baskets with leaves.

The bunny asks which game did they like best?

Children thank the bunny with interesting games.

Children remember what they did and what they liked.

leaves grow on trees.Understand:that the leaves have different colors in autumn and have different structures.Apply:They find leaves and select them to the desired trees.

: known Section: Ecology. Subject : “Water - water, wash my face” Target: teach observation and introduce the properties and quality of water.(cold, hot, transparent, salty, sweet, pouring) Equipment: drops of paper, glasses of water, a cup, two vessels with hot and cold water, salt sugar, spoons.Vocabulary work:pours, salty, sweet.Bilingual component: water - su.

Game “Sunshine and Rain” showing a glass of water.

Why do we need water?

Water droplets came to visit us and they will tell us what water is like.

They play a game. Pay attention to the glass of water.

Children tell why water is needed.

Examine droplets of water.

Organizational and search.

First drop Experiment: the water is clear.

Drop 2 Experience: water flows.

Drop 3 experiment: hot cold.

Drop 4 experiment what water tastes like

Children choose a drop to play with. They take their glasses of water and throw a small object into it, with the help of the teacher they determine that the water is clear, everything can be seen through it.

Select the next drop. Pour water into a cup. They make a conclusion with the help of the teacher. The water is pouring.

Children go to the table and touch two vessels in which one water is cold and the other is hot. They determine it by touch and tell what kind of water is in which vessel. They say why the water is hot.

Children pour sugar into one glass of water and salt into the other. Stir and try how the water tastes. They say salty, sweet. With the help of the teacher, they analyze where the sugar is, the water is sweet, and where the salt is salty.

Reflexively - corrective.

The droplets want to know what you have learned about water.

Droplets treat children with delicious water.

The children remember what they did and repeat: the water flows, it can be hot, cold, sweet salty. She is transparent.

Children are treated to fresh water.

Expected result: Reproduce:quality and properties of water. Understand:desire to experiment. Apply:carry out actions according to instructions,examine the work done, the difference, hot - cold. They make a simple conclusion about why the water became sweet and why it became salty.

Technological map First junior group. Educational area: knownChapter: Ecology.Subject : “We are watering the flowers” Target: To develop the ability to distinguish and name flowers, flowering plants in the room (ficus), to introduce proper care for a houseplant, include it in feasible activities (watering, wiping leaves).Equipment:Vocabulary work:watering can, water, flowersBilingual component:flowers - gү whether

They are surprised and say that they don’t hear.

Children tell their versions.

Organizational and search.

Touch the soil of the flower.

So why is the flower crying?

And if you don’t water them, what will happen to them?

I show you an illustration.

What are they watering with?

They pour under the root or edge.

I suggest watering all the flowers.

Children touch the ground and notice that it is dry.

It needs to be watered.

To make them grow, they drink water.

They will wither and die.

Looking at the illustration

They pour on the edge.

He takes a watering can with water and waters the flower. Other children watch the child's work.

Reflexively - corrective.

What do you think the flowers tell us?

They say thank you, we are good children.

The children stand in a circle, the teacher walks in a circle and says: “Did burdocks grow in the garden in the city? We collected burdocks and played very happily.” Foma didn’t want to play the trick and dance.” the selected child dances and all the children clap for him.

Expected result:

Play:why do you need to water flowers?Understand: howHold the watering can correctly, do not overfill the water.Apply:ability to carry out assignments, water flowers.

Technological map First junior group. Educational area: knowledgeChapter: Ecology.Subject : “Find out by taste” Target: teach children to identify vegetables and fruits by taste (tomato, carrot, onion, apple, pear, lemon), to give an understanding of the usefulness of these products.Equipment:vegetables and fruits, chopped vegetables and fruits, forest toy.Vocabulary work:vegetables, fruits. Bilingual component: carrots – withә bі h, tomato -қ izғ anaқ , onion – piyaz, apple – alma, pear – almұ mouth, fruitsі With.

Meet the forester. Show interest in the missing bag

The children find the bag in the garden and are happy and interested.

Organizational and search.

Offers the game "Wonderful Bag"

Organizes the game “Where does what grow?”

The teacher offers to try them and determine their taste.

The teacher asks the question - What are the benefits of vegetables and fruits?

Why should you eat them?

Adds information with a story about the benefits of vegetables and fruits.

They take out objects from the bag, name them (apple, pear, tomato, carrot, etc.), examine them, say what shape, what color. Notice similarities and differences.

They remember that vegetables grow in the garden, fruits grow on trees in the garden. They distribute vegetables into the “garden”; for fruits they find trees and name them from them (apple tree, pear tree, etc.)

They come to the table and taste the fruits, identifying an apple, a sweet pear, and a sour lemon. They try carrots - they are sweet, onions - bitter, tomatoes - sour.

They answer the question and tell the story. – Why you should eat fruits and vegetables.

They listen, they remember.

Reflexively - corrective.

The teacher invites the forest boy to play with the children.

D/i “What has changed?” for attention.

They join the game, repeat the words and movements, and thank the forester.

: practical actions in games.Understand:what vegetables and fruits are, where they grow, that each has its own taste.Apply:apply the skill of examining an object, determining the round, oval shape, as well as the taste of the proposed vegetables and fruits

Technological map First junior group. Educational area: knowledgeChapter: Ecology.Subject: "Plant Parts" Target: Help children remember parts of a plant (stem, flower, leaf). Create a desire to care for plants. Material: plants.Vocabulary work:Flower, leaf, stem.Bilingual component:Guli, zhapyrak.

Considering a houseplant.

They accept the grandmother’s request and agree to help.

Organizational and search.

Tells how to care for plants.

Game “Name what I’ll show you!”

The grandmother shows the trunk, the children call the leaves. Asks the children to help water and wipe the leaves. Brings in a flower. Asks children to consider how they differ from each other (the presence of a flower). Asks the children to smell how delicious the flower smells. Offers to admire.

They remember how to care for plants: water them, wipe the leaves with a cloth.

Names the parts of a plant.

Helps care for plants: water, wipe the leaves with a cloth.

They look at the flower and smell it.

They rejoice in its beauty.

Reflexively - corrective.

Gives large bouquet flowers for children.

They admire. They put the bouquet in the water.

They promise to take care of the bouquet.

Expected result: Reproduce: Name indoor plants: its parts are living plants.Understand:Ideas about how to care. How are they different?flower from a houseplant.Apply:Come to the rescue, show attention and care. Perform simple work assignments. Remember the parts of the plant.

Technological map First junior group. Educational area: knowledgeChapter: Ecology.Subject : "Plant care" Target: consolidate children's knowledge of how to care for plants. Create a desire to care for them.Equipment:indoor plants, water cans, aprons, picture “Children watering flowers”Vocabulary work:watering can, water, flowersBilingual component:flowers - gү whether

Someone is crying in our corner, do you hear?

And I hear, it’s a little flower, it’s crying, why do you think?

They are surprised and say that they don’t hear.

Children tell their versions.

Organizational and search.

Touch the soil of the flower.

So why is the flower crying?

Why do you need to water the flowers?

And if you don’t water them, what will happen to them?

Let's see how other children do it.

I show you an illustration.

What are they watering with?

They pour under the root or edge.

I choose a child to show me how to water a flower.

I suggest watering all the flowers.

Children touch the ground and notice that it is dry.

It needs to be watered.

To make them grow, they drink water.

They will wither and die.

Looking at the illustration

Children water flowers from a watering can.

They pour on the edge.

He takes a watering can with water and waters the flower. Other children watch the child's work.

Children take watering cans and water the flowers.

Reflexively - corrective.

How do you figure out what the flowers are telling us?

You've worked hard, now you can play. Game “In the garden or in the city” (Simplified version)

They say thank you, we are good children.

The children stand in a circle, the teacher walks in a circle and says: “Whether burdocks grew in the garden or in the city, we collected burdocks and played very happily. Foma didn’t want to play the trick and dance.” the selected child dances and all the children clap for him.

Expected result:

Play:information about, why do you need to water flowers?Understand:how to hold the watering can correctly and not overfill the water.Apply:ability to carry out assignments, water flowers.

Educational area: knownChapter: Ecology.Subject : Where do the birds fly? Target: introduce children to migratory birds (duck, goose), their structure, and give an understanding of why they are called migratory.Vocabulary work:geese, ducks, swallow, rooks. Bilingual component:

I take out the pictures. Who are these guys?

Winter is coming. What's the weather like in winter?

That's right it's cold in winter it's snowing, the sparrow and the crow will spend the winter with us.

And there are birds that are afraid of frost and fly to warmer climes in the fall. There will be nothing for them to eat here; they eat worms and grass.

Pinocchio brought us their illustrations

Maybe you know them, I’m showing them

Are geese and swans big birds or small ones?

How do they flap their wings?

And this is a swallow bird, she is very afraid of the cold and is the first to fly away.

What kind of bird is it, small or large?

Here is another rook bird, the rook looks like a crow.

Let's describe her, what does she have?

Let's name all the birds

These birds fly away to warmer climes.

The children say it's a sparrow and a magpie.

It's cold, it's snowing.

I challenge the children to get to know them.

Children recognize a goose, a swan, repeat several times.

Children speak big.

Children show wing flap (wave their arms)

Children look at the swallow and name it.

The children say that this is a small bird.

Children remember the name of the bird.

Children describe the bird has a head, body, tail, wings, beak

I call the children geese, swans, rooks, swallow.

Children repeat the definition after the teacher.

Reflexively - corrective.

Game "Geese Rooks"

Children are divided into two teams: one team is geese and the other is rooks.

To the command “The rooks fly away,” they run in groups and flap their wings. At the command “the rooks have flown away,” they sit down on a chair. To the command “geese fly away” a team of geese flies around the group

Expected result:

Play:Name migratory birds, goose, swan, rook, swallow.

Understand: an idea of why birds fly to warmer climes.

Apply: mindThey can name and recognize birds and talk about their structure.

Technological map First junior group. Educational area: knownChapter: Ecology Subject : « Pets » Target: Identify and name domestic animals (cat, dog, cow, horse, goat, pig, cockerel, chicken, goose, etc.) Vocabulary work: Goat, pig, cat, horse. Bilingual component: tauq, kaz, at, siyr, eshki.

Makes riddles about pets (with pictures displayed)

- How to call everyone in one word?

They solve riddles.

The answer is pets.

Organizational and search.

Let's find common signs (legs - paws, tail, covered with hair).

The “Guess” game uses a description to name any signs of the animal and asks you to guess who we are talking about.

“Who eats what?” - pronounces the name of the feed.

“Who has who?” - offers to choose a picture. (Adult animals - babies).

“Who is screaming?” - asks to imitate the animal in a voice.

"What's missing?" - covers one part of the animal's body.

Determine that all animals have the same characteristics ( appearance), conclude.

They can guess who they are talking about.

Present the corresponding picture.

They select pictures and name the baby.

They pronounce the sound - imitation.

Name the missing parts correctly (no ear, etc.)

Reflexively - corrective.

To reinforce the names, he plays the game “Who Went Home?”

Read a poem.

They remember which animals are on the table. Guessing "Who Left"

Listen to a poem.

Expected result: Reproduce: Names of domestic animals and their cubs.Understand: An idea of where domestic animals live, what they eat, what sounds they make, how people care for them. Apply: Recognize and name domestic animals.

Technological map First junior group. Educational area: knownChapter: Ecology Subject : « About a small drop." Target: clarify children’s understanding that water is very important for all living beings; plants, animals, and people cannot live without it (people need water for eating, drinking, washing the body and all objects that are in the room). Develop motor activity in children. Vocabulary work: spring, stream, river, sea. Bilingual component: water - su,

Early in the morning at dawn, little mice, and kittens, and ducklings, and bugs, and spiders wash themselves.

He asks: what do they do in the morning?

You need to wash your face in the mornings and evenings. And to unclean trumpet players - shame and disgrace, shame and disgrace!

- What do you need to always be clean?

Children listen carefully to the poem and answer the question of what they do in the morning and why.

Listen to the poem further. Answer: soap, washcloth, towel, water.

Organizational and search.

Guys, where does the water come from when we wash ourselves?

But to get to our house, water travels a long way. Shows a model of a fontanel and talks about the fontanel.

How does a person use water?

Water is needed by plants, fish, birds and all other inhabitants. Without water there is no life on earth.

How water comes into the house.

(from the river, a pump pumps water into huge tanks - settling tanks, where the water is purified and filtered.

Shows how to filter water through cheesecloth.

Proverb: “Don’t waste water, know how to value water!”

Talks about caring for water.

They remember what came from the tap. They wonder how it gets into the tap.

They watch and listen.

He drinks and washes.

They remember. They examine the gauze - it is dirty, but the water in the glass is clean. They open the tap and see water flowing - clean.

“Wash, wash, don’t be afraid of water.”

Reflexively - corrective.

He asks what they learned about water.

Riddle: “Without what can mom neither cook nor do laundry?”

The children answer that they know about water, where it comes from, and how it gets into the house.

No water.

Expected result: Reproduce: what water is needed for.Understand: that water comes into the house through pipes. Which way does the water travel?Apply: skills for conducting experiments with water.

(The fontanel is small, it flows out of the ground. And from the fontanel a cheerful stream flows. The stream flows, flows and ends up in the river. The river is small at first, and then it becomes bigger and bigger. The river flows into the sea. The sea is very large, the waves beat on shore. The water in the river is fresh, and the water in the sea is salty, it is bitter and tasteless. sea water imparts sea salt, which is dissolved in it. Sea salt– large, grayish, bitter, you can’t eat it. We put other salt in our food. It is small, white and not bitter. Fresh water in rivers and lakes.

Water has a great concern - to give water to all the inhabitants of the Earth.)

Technological map First junior group. Educational area: knownChapter: Ecology Subject: « Who eats what? Target: broaden children's horizons, the ability to name an animal, know what it eats. With the help of toys, consolidate children's knowledge about domestic animals and birds: cats, dogs, chickens, cockerels, cows and their young.Material: Looking at pictures.Vocabulary work: Cat, dog, cow, rooster, hen, etc. Bilingual component: Atesh, mysyk, it, tauyk, siyr.

Show interest and name animals and birds.

They solve riddles.

Organizational and search.

1.What do they look like? Examination of toys of animals and domestic birds.

2.Who takes care of them and how?

3. Asks to name common and distinctive features.

4. Offers to consider toys. Talks about their habits.

5.D/ game “Who has who?” asks to pick up the cub.

6 Game “Who eats what?”

Consider calling them body parts.

Listen to the teacher, share their impressions, look at the illustrations

Name the common and distinctive features.

They examine and talk about their habits.

Select appropriate toys.

Children give treats and name what animals eat. Repeat after the teacher: the chicken pecks, the cow chews. Etc.

Reflexively - corrective.

He asks what was interesting and clarifies the name. Offers to play with toys.

They answer questions and assign names.

They play with toys.

Expected result: Reproduce: The names of domestic animals and birds and their young that they live next to a person, he cares for them.Understand: Ideas about domestic animals and birds and their young. Apply:Identify the main parts of the body, what they eat, what sounds they make, etc.

Technological map First junior group. Educational area: knownChapter: EcologySubject: Wild animals. "The Fox and the Wolf"Target: introduce wild animals and their structure. Material: Examination of illustrations, conversation.Vocabulary work: Wild animals: wolf, fox. Bilingual component: Tulki, kyskyr.

They go on a trip to a forest clearing. The children get into the cars and drive into the forest.

They show interest and get used to the character.

Organizational and search.

In the clearing, the children are met by a fox: he asks the children who is this? Asks the children to look at the fox, what is it like? They ask the fox what the names of your children are? (fox cubs).

Where does the fox live?

Asks the children to repeat. They say goodbye and move on.

They meet a wolf, etc. The dialogues are similar. They say that wild animals take care of themselves and get their own food.

Children's answers.

They are considering.

They tell their impressions.

In the hole.

They look at the hare. Remember the baby's name

Repeat after the teacher.

Reflexively - corrective.

All animals are invited to the clearing to play and dance with the children.

Invites all children back to the group.

Playing with toys.

Dance with animals in a clearing.

Expected result: Reproduce: What are the names of wild animals and their young. Where do wild animals live? Understand: The idea that they have to take care of themselves. Apply:Identify wild animals.

Technological map First junior group. Educational area: knownChapter: EcologySubject: "Birds" Target:Identify and name birds (sparrow, crow, dove)Preliminary work: Bird watchingVocabulary work: Birds, sparrow, crow, dove. Bilingual component: қүstar, tөrғai, қaraқarғa.

Show interest. They solve riddles.

Organizational and search.

Comparison of crows and sparrows (size, color, habits, sounds made).

All birds are alike. – How are birds similar? - How many paws and wings? – What are they covered with? - How do they eat, how do they fly?

Exercise "Butterfly"

Exercise "Airplane". - How is a plane different from a bird?

Reads a poem about birds and watches the children's actions.

Look at the pictures and name the distinctive features.

They answer the teacher’s questions and find common signs.

Perform actions with your fingers.

Perform “airplane flying” movements. Find the difference between an airplane and a bird.

They listen to the poem and fly to the feeding trough.

Reflexively - corrective.

He asks what was interesting in the lesson, what was memorable.

Praises children for being active.

Perform actions with fingers. They answer questions and share their impressions.

Expected result: Reproduce: Name of birds.Understand: Ideas about the features of the appearance and behavior of birds. Apply: Identify and name birds, compare and observe.

Technological map First junior group. Educational area: knownChapter: EcologySubject: "Spring is red" Target: To form children's ideas about the most characteristic features spring: learn to establish the simplest cause-and-effect relationships, use verbal statements. Preliminary work: Observations on walks. Vocabulary work: Spring, melting, swollen, buds, drops. Bilingual component: koktem, zhyly, keldi.

Organizes gaming technique read the telegram together with the children with an invitation to an excursion into nature “On a visit to Spring”

They show interest and help read the telegram.

They respond to suggestions.

Organizational and search.

While walking, he suggests remembering what was written in the telegram and finding these signs in nature; feel the smells, aromas of spring, see its colors.

Reads poems. Offers to look at the icicle.

-What is the shape?

-What does it feel like? By color? - What will happen to her if you keep her in the house?

Activates the dictionary.

They remember the signs of early spring.

They are found in nature. Inhale the aroma of spring (fresh, cool, spring) and call colors (blue, sunny, bright).

Listen to poems.

They examine it, answer questions, repeat the words (transparent, slippery, sharp, icy, dripping).

Reflexively - corrective.

He asks why children like spring. Asks you to repeat new words. He proposes to launch boats into streams.

They share their impressions and repeat new words.

They launch boats into streams.

Expected result: Reproduce: those changes that have occurred in nature: the sun is warming, the snow is melting, birds are returning, streams are flowing.Understand: the most characteristic signs of spring.Apply:knowledge when telling the simplest changes in nature, weather, people's clothing. Reflect the results of observations in nature in speech statements.

Technological map First junior group. Educational area: knownChapter: EcologySubject: “Seasons” means Goal: To notice the change of seasons in nature (spring - summer, autumn - winter) and their characteristics (in winter - cold, snow in summer - hot, the sun is shining, icicles melt in spring, fall in autumn yellow leaves etc.) Distinguish between seasons by external signs and name them.Preliminary work: viewing albums “seasons”. Vocabulary work: Autumn, winter, spring, summer. Bilingual component: kuz, kys, koktem, zhaz.

He tells a fairy tale along the way, asks the children questions, shows landscapes of all seasons: notice the changing seasons in nature, and their features (in winter - cold, snow; in summer - hot, the sun is shining; in spring icicles melt, streams run, etc.)

Physical exercise "Droplets" Pronounces words with children perform movements.

We pay attention to the beauty of the changing seasons in nature.

They listen carefully to the story, look at the illustrations, answer questions, and share their impressions.

Perform movements in accordance with the text.

They admire beauty and draw conclusions.

Reflexively - corrective.

He asks. What season do children like best and why? What in the fairy tale was especially interesting?

Praises children for being active.

Answer questions. They share their impressions.

They talk about their favorite places in the fairy tale.

Expected result:

Play: The main signs of all times. Understand:Auditory attention. Apply:Distinguish the seasons by external signs and name them. Pay attention to weather conditions.

Technological map First junior group. Educational area: knownChapter: EcologySubject: "Let's go for a walk in the forest " Objectives: learn to name parts of a tree, distinguish and name trees. Equipment: pictures of trees, pine branch, cones, birch bark, rowan berries, toys - hare, squirrel, mouse, fox. Vocabulary work with a bilingual component: agash tree, birch, spruce, pine (Christmas tree), rowan, trunk, branches.

I invite you for a walk in the forest. Showing an illustration of a forest.

What grows in the forest?

They look at the illustration, answer questions, and show the trees.

Organizational and search

I suggest looking at a picture of a pine tree - trunk, branches, needles, cones.

I suggest looking at a picture of a birch tree, encouraging you to show the trunk, branches, name the color of the bark.

Similarly, we consider the image of a rowan tree - trunk, branches, berries.

Physical exercise - “trees, grass”

D/i “Hide the bunny from the fox” - learn to find a tree by name, name it.

They answer questions, repeat after the teacher, name and show parts of the tree, feel the needles, smell them, examine the cones. find a pine tree in a forest illustration.

They show the birch trunk and branches, examine the bark, name the color.

They show the trunk of the rowan tree, the branches, name it, taste the berries.

perform game movements - show the height of the tree, grass, flowers.

They choose the named tree and place an animal under it - a hare behind a birch tree, a squirrel on a pine tree, a mouse under a rowan tree - they name who is hiding where.

Reflexive-corrective

I encourage children to imitate the movements of a hare, fox, mouse, and squirrel.

They show how a fox walks, a bunny jumps, a squirrel jumps from branch to branch, and a mouse hides.

Expected result:

Reproduce: a tree, its parts - trunk, branches. Understand: examine the branches, needles, berries - name the signs Apply: an idea of the size of the tree, the diversity of trees.

Today we are going to wonderful world nature.

You will find out what we will talk about in this lesson by solving the riddle.

Mystery

And she is colorless

And, as if it’s not tasty,

But while we live,

We drink with pleasure.

Today we will talk about water and caring for it.

Globe display.

Who can tell me what this is? Yes, this is a small model of our land.

Tell me, please, what color is more on our planet? (blue)

That's right guys, most of our planet is occupied by oceans, seas, lakes and rivers.

Let's say the words “water”, “river” in Kzakh language

There is a lot of water on our planet, but is all of it suitable for drinking? Of course not. The water in the seas and oceans is salty and cannot be drunk. Therefore, we must treat water with care. Fish and animals live in fresh and salt water, and plants grow.

But it happens, guys, sometimes like this. Want to know how?

A story about the Transparent River

A river with clean, pure water flowed across the plain. And it was called Transparent. In the summer, the children swam and fished. They built a toy factory on its shore. The plant needs a lot of water to operate, so two pipes were laid from the plant to the river.

Experiment is being carried out .

Guys, you have juice with straws on your tables. Try drinking juice through a straw.

This is how water is poured into the plant one by one, and poured back into the river by the other.

Clean, clear water pours in, and dirty waste water pours out. And the river in this place became, as if out of shame for the outrages being committed, like a poppy tree.

Downstream they built another plant - a plant rubber boots. And he is clean clear water drinks greedily, throwing dirty, waste water back through the pipe. And the river became, as if out of frustration, blacker than the black rubber boots coming off the assembly line.

So this is it: the river was clean, it was even called Transparent, but it became dirty, even multi-colored. People get angry because they don’t wash or swim. And there’s no need to talk about fishermen. And this is what happened to them.

Fairy tale dramatization

Once upon a time there lived an old man and an old woman on the banks of the Transparent River. And then one day the grandfather threw a net and pulled it out not only with river grass, but also with rusty cans and broken bottles. He cast the net a second time and caught a torn shoe, plastic bags and other debris. Well, the third time, as expected, I got caught by the old man goldfish. And as is well known, the fish spoke in a human voice. Well, here’s a miracle: the goldfish did not ask the old man: they say, let me go, old man, to the river. But on the contrary, she began to beg: just don’t let me go, old man to the river, it’s better to take me home and let me go to the aquarium with clean, clear water. I will serve you faithfully in any service. I don’t want, he says, to become an “oil” fish, colorful, but I want to remain a gold fish.

Sad story, really. But people love our common home, with everyone living on earth, and try to make sure that such sad stories there was as little as possible.

I’ll tell you about this a little later, but now let’s rest.

Physical exercise. "Fish"

The fish splashed happily.

In clean, fresh water.

They will bend and unbend.

They will bury themselves in the sand.

We squat so many times.

How many fish do we have here?

One day, the most important sanitary doctor of those places came to the Multi-Colored shore. I visited the factories, found out everything and got very angry. Factories, he says, are very good, but we also must not forget about people and the nature around them. Is it possible to accept the fact that swimmers get out of the water? colorful parrots? How is it that people can’t swim, wash, or catch fish in the river? And he ordered the urgent construction of “water purifiers” at all factories. Let the water contaminated in the workshops be cleaned and washed there. All three factories listened to good advice, and the red black and green The speckled streams flowing from the pipes have dried up. From this time on, the Multi-Colored River again became a transparent, clean river: you can swim, catch fish and cook fish soup.

Guys, what is the name of our river?

Is the water in it clean?

Once upon a time there were a lot of fish and crayfish in our water. And now the crayfish have disappeared, because they live only in clean water.

A minute of poetry:

I look at the globe,

And suddenly he sighed as if alive!

And the continents whisper to me

Take care of us, take care of us!

In the alarm of the groves and forests,

Dew on the grass is like a tear.

And the springs quietly ask:

Take care of us, take care of us!