Summary of a lesson on familiarization with the outside world in the second junior group. Theme “Airplane. Lesson “We’ll build an airplane ourselves, let’s fly over the forests! Airplane educational activity for kids summary

Lesson 1

Objectives: expanding the active and passive vocabulary of nouns on the topic; exercise in matching objects by size; practical mastery of antonyms “far - close”, “high - low”; development of visual perception, fine motor skills; development of auditory attention and memory, coordination of speech with movement.

Equipment: toy plane with passengers, toy airplanes and boxes of different sizes, counting sticks.

Progress of the lesson

1.Organizational moment

Repetition of covered speech material.
On the speech therapist's table is a car (or a picture of a car). Children answer the speech therapist’s questions:
-What can a machine do? (- Drive, buzz, transport people, loads.)
-What kind of cars do you know? (- Truck, car, bus.)

2.Introduction to the topic of the lesson

The speech therapist shows the children a toy plane with passengers and asks:
-What it is? (- Airplane).
The speech therapist explains that the plane can also transport people and cargo.

3. Clarification of vocabulary on the topic

Children look at a toy plane, name its parts: wings, tail, cockpit, wheels, steering wheel. The following words are introduced into the children's active dictionary: pilot, pilot, passive - passengers, hangar (house for an airplane).

4.Construction of the “Airplane” model
Children lay out a model airplane using counting sticks, then show and name (either on their own or repeating after the speech therapist) its parts.

5. Didactic game “Each plane goes to its own house”
On the speech therapist’s table there are cardboard boxes of different sizes. The speech therapist distributes toy airplanes of different sizes to children. Children come to the speech therapist's table and choose from the arranged boxes the one that suits their airplane.

6. Game with the movement “Airplane”

The speech therapist reads the rhyme, the children perform movements in accordance with the words (for the speech therapist). When reading again, perform the movements and pronounce the words:

Airplane, airplane. They spread their arms to the sides.
There's a plane here and there. Side turns.
The plane is far away, arms extended forward.
The plane is close, hands are pressed to the chest.
The plane is high, hands are raised up.
The plane is low. Children squat.

7. Lesson summary

Lesson 2

Tasks: activation of the verb dictionary on the topic (fly, take off, land, rise, fall, fly away, arrive); development of speech hearing; development of general and fine motor skills, dexterity.

Equipment: pictures of an airplane (taking off, flying high in the sky) - two for each child, paper airplanes - according to the number of children; sticks with attached toy airplanes, large cubes.

Progress of the lesson

1. Organizational moment.

The game “Whose plane will arrive faster?”
The children have sticks with ribbons in their hands, and airplanes are tied to the ends of the ribbons. At the signal from the speech therapist, the children begin to rotate the stick, winding a ribbon around it.

2. Didactic game “Guess whether the plane is close or far?”

Children have two cards with a picture of an airplane (takes off, flies high in the sky). The speech therapist explains that when the plane takes off, it hums very loudly, when it flies high, the hum is quieter. Then he pronounces the sound “u” with different voice strengths, the children pick up the desired picture. Next, the speech therapist himself shows one of the pictures, and the children, respectively, loudly or quietly draw out the sound “u”.

3. Didactic game “Obedient Airplanes”

The children have paper airplanes in their hands, and the speech therapist gives tasks (while simultaneously demonstrating the actions). Children perform actions with airplanes: airplanes take off, fly, buzz, rise high, descend low, land. Then the speech therapist only demonstrates actions with the airplane, and the children say what the airplane does.

4. Outdoor game with speech accompaniment “Airplanes”

Reciting A. Barto’s poem “Airplane” with imitation of actions:
We'll build the plane ourselves -
Let's rush over the forests, Let's rush over the forests,
And then we'll go to mom!

“Airplane” children fly past trees, houses, and gates built from cubes, trying not to knock them over.

5. Summary of the lesson

LESSON 3

Tasks: activation of the dictionary of nouns and verb dictionary on the topic; exercise in forming the plural of nouns; development of phrasal speech; practical mastery of the prepositions “on”, “under”, “in”, “for”; development of fine and general motor skills, coordination of speech with movement.

Equipment: toy or paper airplanes according to the number of children, a picture of an airplane, counting sticks, a ball.

Progress of the lesson

1.Organizational moment
Construction of an “Airplane” model from counting sticks

2. Didactic ball game “One - many”

The speech therapist, throwing a ball to the child, names a noun in the singular. The child, returning the ball, pronounces this word in the plural: plane - planes, pilot - pilots, cabin - cabins, tail - tails, wing - wings, wheel - wheels, window - windows.

3. Didactic game “Where did the plane land?”

The speech therapist performs actions with a toy or paper pilot, pronouncing them:
-The plane landed (sat) on a table (on a chair, under a table, behind a chair, in a box). Children repeat the actions with their airplanes. Then they do the same actions
without relying on clarity, verbalizing them whenever possible.

4. Conversation based on the picture “Pilot on an airplane”

Children look at a picture of an airplane flying over the ground. The pilot is sitting in the office. Children answer the speech therapist’s questions (in full sentences if possible):
-What is this?
-Where are the wings of the plane (tail, cockpit)
-Who is sitting in the cockpit?
-Who flies the plane?
-Where is the plane flying?

5. Game with the “Pilot” movement
The speech therapist reads a poem, the children perform movements in accordance with the text:

Here's a plane flying, hands to the sides.
Dad is a pilot there. Simulates the movement of the steering wheel.
Airplane high, Hands up.
Dad is there - far away. Hands forward from you.

Lesson 4

Objectives: development of phrasal speech; development of logical thinking; development of long, smooth oral exhalation; development of visual auditory attention; development of fine motor skills.

Equipment: paper airplanes according to the number of children, subject pictures (airplane, bird, butterfly, cow, cat, table), cut pictures of four parts depicting a bird, an airplane.

Progress of the lesson

1. Organizational moment.

There are paper airplanes on the children's tables. Children blow on them (airplanes are at the level of the children's mouths). Pre-train: inhale through the nose, exhale smoothly through the mouth.

2. Didactic game “Flies - does not fly”

The speech therapist demonstrates subject pictures (one per child):
“airplane”, “bird”, “butterfly”, “cow”, “cat”, “table”.
The speech therapist shows the picture and asks:
- Who (what) is this?
Then he clarifies whether this object flies or not.
Next, the game is played without relying on pictures. Children stand in a circle. The speech therapist gives a task: if he names an object that flies, the children raise their hands up, if the object does not fly, they squat.

3.Folding cut pictures “Bird”, “Airplane” from four parts

4. Comparison of a bird and an airplane

Pictures depicting a bird and an airplane in which the pilot is sitting are displayed on the board. Children compare a bird and a plane, answering questions from a speech therapist. At the end, the conclusion is drawn: the bird is alive, it flies, flaps its wings, pecks grains, etc., the plane is not alive, it was made by people, it is controlled by a pilot (pilot)

5. Game with the “Pilot” movement

Municipal budgetary preschool educational institution

"Kindergarten "Rodnichok"

OOD summary:

“We’ll build the plane ourselves and fly over the forests.”

Tambov 2016

Annotation. One of the interesting hobbies can be considered paper modeling. This activity is very accessible for children. You will always have the necessary tools at hand: scissors, brush, glue. You can make whatever you want: buildings and cars, ships and planes.Paper modeling helps strengthen: perception, attention, memory, thinking. The activity involves mastering techniques for working with paper, tools, and diagrams. The skills of teamwork and communication, the ability to listen and hear, see and observe, and accurately follow the teacher’s instructions are developed.

Target: development of constructive and model actions of children.

Tasks .

1. To acquaint children with basic information about the emergence and development of aviation; introduce the following words into the children's active dictionary: balloon, airplane, body, fuselage, chassis, pilot, cockpit , fuel tanks , passenger compartment, luggage compartments, cargo compartments; hstrengthen the ability to cut out a model from paper, connect parts, creating an airplane; practice design using graphic models; update the use of the received information in gaming activities.

2. Develop visual-figurative perception; improve memory, fine motor skills, thinking, creativity.

3. Develop the ability to work in a team, mutual assistance;
perseverance; the ability to bring a job started to completion.

Integration of educational areas: cognitive development, artistic and aesthetic development, social and communicative development, physical development, speech development, constructive model.

Methods and techniques:

Guessing a riddle, a surprise moment "Magic Box", "The Arrival of Carlson",problematic situation“Why does a plane look so much like a bird?”, ddynamic pause “Airplane”,outdoor game "Planes".

Demo material: sample, illustrations depicting a hot air balloon, various airplanes, designers-inventors, toy airplane.

Handout: templates, scissors, brush, glue, paper napkins.

Preliminary work:

“Carloson who lives on the roof”, N. Nosov “Dunno in a Balloon”; S. Mikhalkov “From carriage to rocket.” Guessing riddles about air transport. Word game "Flies - doesn't fly." Designing an airplane from Lego. Role-playing game "Pilots".

OOD progress:

Organizing time. The children are sitting on the rug.

- Guys, I have this magic box, and to find out what is in it, try to guess the riddle.

An iron bird flies in the sky,
Leaving a trail, making noise and buzzing -
It takes people to distant lands...
This is not a dove or a sparrow.
(Airplane).

What words of the riddle helped you solve it?

What is an airplane? This is an aircraft designed to move various cargo and people through the air.

Today we will learn a lot of new things about airplanes and even learn how to create them like real aircraft designers. But first listenAncient Greek legend about Icarus: “Father Daedalus and son Icarus worked for one king. Daedalus was a skilled craftsman. Daedalus decided to escape from the king and made wings for this purpose - two pairs, for himself and his son. The time has come to escape, Daedalus and Icarus put on wings and flew. Before the flight, Daedalus warned his son - do not rise high to the sun, otherwise the wings will melt (since they are made of wax) and you will fall and break. Also, do not go low to the sea - the water will wet your wings and make them heavy. So they flew. Icarus forgot his father’s instructions and rose high - the sun melted the wax, the wings broke, Icarus fell into the sea and was broken.”

This was the first experience of human flight.

Time passed and the airplane was invented, which was controlled by a pilot.(Show picture).

Listen to the hum of the plane's engines in flight.(Audio recording)

Carlson runs in to the audio recording:

Hello guys! And I can fly too.So, I am a flying machine. I don't need fuel, I eat buns and get a lot of energy for my little engine. I fly very fast and therefore it is difficult to catch me. This motor was made by the best inventor in the world! (Points to himself). Since I came to visit you, now I’m supposed to be naughty. The best aircraft in the world, i.e. me, is being tested. Try to catch up with me! (Game with Carlson)

Landing! (Children sit on the mat).

The teacher asks to look at images of an airplane and a bird. (Show picture)flying in the sky. Children find similarities between an airplane and a bird: an airplane has two wings and a bird has two wings, an airplanebody, andThe airplane has a tail and the bird has a tail, the bird has a head - the airplane has a cockpit, the bird has a beak - the airplane has a nose.
Creating a problematic situation.
“Why does a plane look so much like a bird? (a bird can fly and a plane can fly).”

The world's first aircraft was created in Russia.(Show picture).The world's first aircraft was built and tested by Alexander Fedorovich Mozhaisky.(Show picture).Only many years later did airplanes become like this.(Show picture).

Modern aircraft designers worked hard to develop our aviation.

Aircraft designer Artyom Ivanovich Mikoyan and his planes.
(Show picture).

Andrey Nikolaevich Tupolev.PMore than one and a half hundred types of aircraft were created under his leadership.(Show picture).

Alexander Sergeevich Yakovlev.(Show picture).He created more than 200 types of beautiful, reliable aircraft.

Sergey Vladimirovich Ilyushin designeraircraft with the brand "Il".
(Show picture).

The work of these talented engineers created a wide variety of aircraft, which made our country a great aviation power. Russian aircraft are widely known throughout the world.
Now imagine that you are future designers - inventors and are creating a model of an airplane. What is a model? A model is an image of an object.

In his activities, a person very often uses models, i.e. creates an image of an object. Could this airplane toy from our box be a model? Yes. Give examples. (Doll, globe, car, etc.)

Let's look at a model airplane.

The fuselage is the “body” of the aircraft. It contains cockpit , fuel tanks , passenger compartment and luggage compartments or cargo compartments.

The plane has two wings. They are attached to the central part of the fuselage.

The tail unit is a vertically located keel .

By using chassis the plane is carrying out takeoff And landing , taxiing .

The teacher invites the children to take their jobs.

Completing of the work.

What will we design with you?(Airplane)

What lies before you(Paper)

What is shown on it?(Airplane template)

Where do we start?(A work plan is being drawn up)

1. Cut out the template along the contour.

2. Bend the part along each fold line. Ironing the fold line.

3. Glue the parts together using glue.

Dynamic pause "Airplane"

Let's fly, fly,Legs apart.

They twirled their arms forward.Rotate your arms in front of your chest.

Hands to the sides - fly

We're sending a planeExtend your arms horizontally to the sides.

Right wing forwardTurn your torso to the right while moving your right arm forward.

Left wing forward.Turn your torso to the left with your left arm moving forward.

One two three four -

Our plane took off.

Wonderful pilot

The plane was sent on its way.Free running with your arms out to the sides.

Performance evaluation.

Children look at the finished planes on the table.The teacher pays attention to the accuracy of gluing and the clarity of the fold line.

Acting out.

Carlson: " Guys, let’s play and test our airplanes.”(Audio recording).

Outdoor game "Planes".

Children run around randomly with airplanes in their hands. The teacher gives the commands: “Planes, land,” “Planes, take off,” “Planes, gain altitude,” “Planes, descend.”

Reflection.

Guys, what new did you learn today?

What have you learned?

What did you like most?

What was the most interesting thing for you? What's difficult?

Conclusion. During the lesson, children gained knowledge and skills in aircraft modeling. The activity teaches children to control their work, make a simple model, and use simple tools. The modeling process is accessible to children and develops their mental abilities, enriches their vocabulary, develops memory, activity and independence in assimilation of new information.

By engaging in this type of activity, children feel more free, liberated, and acquire the ability to peer and observe, to see the novelty of the activity.Thanks to modeling, children develop strong-willed qualities:

Bring the job you started to completion;

Ability to overcome difficulties;

Appreciate and respect your own and others’ work.

Literature:

A. P. Zhuravleva, L. A. Bolotina. "Initial technical modeling". Moscow "Enlightenment", 1982.

Children's technical magazines: “Model Designer”, “Young Technician”.

3avorotov V.A. "From idea to model." - M.: “Enlightenment”, 1988.

Timofeeva M.S. “Create, invent, try.” - M.: “Enlightenment”, 1981.

Program content: learn to draw objects consisting of several parts. Strengthen the ability to draw straight lines in different directions. Learn to convey the image of an object. Develop aesthetic perception.

Materials and equipment: a sheet of light blue paper, gray gouache paints, brushes, jars of water, paper napkins, an easel, a toy plane, pictures of an airplane.

Preliminary work: examining images of the aircraft, clarifying ideas about the features of the appearance of the aircraft (flying in the sky, in the air).

Organization of children: frontally, children stand next to the teacher.

GCD move:

Guys, today we are going on a trip. Where and on what? This is my secret. Listen to the riddle and you will immediately find out everything:

Not a bee, but buzzing,
Not a bird, but flying
Doesn't build a nest
It carries people and cargo.
(Airplane)

How quickly did you guess (show the toy, perform a “flight” with it). What a wonderful bird! Look at the plane, pay attention to its parts and the direction of the wings. What does the plane have?

Long body and two large wings.

Physical education minute:

Let's fly, fly,
(Stand legs apart)

They twirled their arms forward.
(Rotate arms in front of chest)

Hands to the sides - fly
We're sending a plane
(Spread your arms horizontally to the sides)

Right wing forward
(Turn your torso to the right with your right arm moving forward)

Left wing forward.
(Turn your torso to the left with your left arm moving forward)

One two three four -
Our plane took off.
A wonderful pilot.
The plane was sent on its way.
(Random running with arms out to the sides)

How many of you have flown on an airplane? (children's answers).

Today we will all become pilots and go on a “trip” on an airplane.

And now I will show you how to draw an airplane (drawing demonstration). Let's draw an airplane body with a tail.

Draw the body and tail.

And now the wings. Don't forget to draw portholes - these are the windows on the plane through which you can look.

Watch how we will draw. You need to take a brush, dip it in paint and apply it to a sheet of paper, again, again - these are spots.

- Children, take a brush, let's draw a plane in the air.

Children, look at what is on your table (draw the children’s attention to a piece of paper), imagine that this is the sky along which the plane you will draw is about to fly.

Children can draw several airplanes.

I encourage repetition of the image on the sheet.

The result of GCD.

At the end, lay out all the drawings on the table. I draw the children’s attention to how many different planes they drew, how beautiful the planes fly in the sky.

- Children, what did you draw? How did you draw airplanes? I really liked your drawings. Did you like drawing the plane? You and I know a poem about an airplane. (A. Barto “Airplane”).

We'll build the plane ourselves.

Let's fly over the forests,

Let's fly over the forests.

And then we'll go back to mom.

Download:

Preview:

Subject: "Planes are flying"

Program content:learn to draw objects consisting of several parts. Strengthen the ability to draw straight lines in different directions. Learn to convey the image of an object. Develop aesthetic perception.

Materials and equipment:a sheet of light blue paper, gray gouache paints, brushes, jars of water, paper napkins, an easel, a toy plane, pictures of an airplane.

Preliminary work:examining images of the aircraft, clarifying ideas about the features of the appearance of the aircraft (flying in the sky, in the air).

Organization of children:frontally, children stand next to the teacher.

GCD move:

Guys, today we are going on a trip. Where and on what? This is my secret. Listen to the riddle and you will immediately find out everything:

Not a bee, but buzzing,
Not a bird, but flying
Doesn't build a nest
It carries people and cargo.
(Airplane)

How quickly did you guess (show the toy, perform a “flight” with it). What a wonderful bird! Look at the plane, pay attention to its parts and the direction of the wings. What does the plane have?

Long body and two large wings.

Physical education minute:

Let's fly, fly,
(Stand legs apart)

They twirled their arms forward.
(Rotate arms in front of chest)

Hands to the sides - fly
We're sending a plane
(Spread your arms horizontally to the sides)

Right wing forward
(Turn your torso to the right with your right arm moving forward)

Left wing forward.
(Turn your torso to the left with your left arm moving forward)

One two three four -
Our plane took off.
A wonderful pilot.
The plane was sent on its way.
(Random running with arms out to the sides)

How many of you have flown on an airplane? (children's answers).

Today we will all become pilots and go on a “trip” on an airplane.

And now I will show you how to draw an airplane (drawing demonstration).Let's draw an airplane body with a tail.

Draw the body and tail.

And now the wings. Don't forget to draw portholes - these are the windows on the plane through which you can look.

Watch how we will draw. You need to take a brush, dip it in paint and apply it to a sheet of paper, again, again - these are spots.

- Children, take a brush, let's draw a plane in the air.

Children, look at what is on your table (draw the children’s attention to a piece of paper), imagine that this is the sky along which the plane you will draw is about to fly.

Children can draw several airplanes.

I encourage repetition of the image on the sheet.

The result of GCD.

At the end, lay out all the drawings on the table. I draw the children’s attention to how many different planes they drew, how beautiful the planes fly in the sky.

- Children, what did you draw? How did you draw airplanes? I really liked your drawings. Did you like drawing the plane? You and I know a poem about an airplane. (A. Barto “Airplane”).

We'll build the plane ourselves.

Let's fly over the forests,

Let's fly over the forests.

And then we'll go back to mom.

Lesson summary “Making an origami airplane”

The lesson can be held at school, additional education institutions: clubs, sections, associations with children 6-7 years old.

Goal: to develop skills in working according to a scheme, to develop fine motor skills and an eye; introduce types of aircraft and their purposes; foster a sense of responsibility and collectivism.

Progress of the lesson:

1. Greeting. Organizing time.

Hello guys. We continue to design using the origami technique and today we will make an airplane.

2. Conversation about airplanes and their purpose.

Tell me, guys, what are airplanes for?

Yes, the plane is the fastest mode of transport. Look at how beautiful modern airplanes carry passengers over long distances. They are called airliners.

 Airplanes carry various types of cargo.

 There are rescue planes that come to a person’s aid. (Ministry of Emergency Situations)

 Sports aircraft train skydivers.

 A story about drought in the fields: an agricultural aircraft - a seaplane.  Military aircraft: bombers, reconnaissance aircraft, fighters. Previously, airplanes were made of wood (sample showing), and were called airplanes. The airplane is the most modern, necessary and fastest form of transport.

3. Fizminutka

We get on the plane. (We squat).

Let's take off. (They start it up, get up, wow.)

We are flying above the clouds. (Hands to the side).

We wave to dad, we wave to mom. (We wave with our left hand, we wave with our right hand).

We see how the river flows. (Show waves with hand).

We see a fisherman in the boat. (They show how a fisherman casts a fishing rod).

Watch out, mountain! (Lean to one side, then to the other).

It's time for us to land! (Sit down in their seats).

4. Practical part. Making an airplane.

The work is done together with the supervisor.

5. Dynamic pause “Testing the aircraft.”

For testing, children are organized into groups at the discretion of the teacher.

6. Reflection.

Today, I became convinced that you are real modelers and designers.

What was the most difficult thing for you?

Could you fold the plane yourself according to the diagram?

Whose plane did you like best?