Lesson plan “Excursion to the LIGA department store.”

Methodological development “Lesson-excursion plan”

DURING THE CLASSES

I. Organizational moment

(teacher)

The need for typification and specialization of the CHPP-5 enterprise is associated with the diversity of population demand for various types of services - electricity, hot water, heating (winter).

II. Updating of reference knowledge

(homework): student reports on the purpose and operation of direct and alternating current generators.

III.
Teacher
There is a saying: “It is better to see once than to hear a hundred times.” In order to clearly see the process of receiving and distributing email. energy, we will go on an excursion to the enterprise of our city, CHPP-5. You need to carefully inspect the substation, the main control panel, the main generator, and the instrumentation laboratory. Pay attention to how email is transmitted. energy to consumers (via overhead transmission lines - overhead lines).

Previously, we drew a diagram of energy transmission according to the symbols adopted by GOST. During the excursion, you should pay attention to how certain elements that are familiar to you only by symbols look in reality.

You need to briefly outline the main points of the plan:

1. Organization of work (location of the enterprise, hours of operation, main equipment of the enterprise).

2. Availability of measuring instruments.

3. Equipment location in the machine shop.

IV. Safety briefing when conducting classes outside

educational institution with entry into the journal.

The teacher introduces the students to the rules of behavior at the enterprise, the students sign the safety log.

V. Excursion

The excursion is conducted during school hours for 2-2.5 hours. The excursion is conducted by a teacher together with an engineer from the enterprise.

Number of students: 15 people.

Students were given tablets with a diagram depicting the distribution of electricity. energy.

VI. Summing up the lesson

The excursion ends with a final conversation, during which the teacher, together with the students, summarizes, systematizes what they saw and heard, includes it in the general system of what has been studied on the topic or section, highlights the most significant of what was seen, identifies the impressions and preliminary assessments of the students, and outlines creative tasks for them:

1. According to the drawing - diagram (see Appendix No. 1) what equipment we saw today and how it is graphically depicted in the drawings.

VII. Homework :

Calculate the cross-section of the wire required to power the machine shop. Initial data - 2 lathes with a power of 12 kW, welding equipment with a power of 45 kW, a milling machine with a power of 5 kW. Calculate the rated current of consumers and according to the table. Determine the cross-section of the wires (see Appendix No. 2).

Reflection

: Imagine that before class we got into the elevator of a 10-story building. The lesson began and the elevator moved up. Mark with a line which floor you left after class. (Each floor is an assessment of the knowledge gained in the lesson)

Conclusion

Excursion lessons allow students to learn how to navigate the industrial environment, observe, compare, and establish connections between observed objects with previously covered material, promoting the formation of skills for independent study of the surrounding reality.

Summary of the game-excursion “Enterprises of our region” in the preparatory group

Bibliographic description:

Solovyova, M. L. Summary of the game-excursion “Enterprises of our region” in the preparatory group / M. L. Solovyova. — Text: direct // Questions of preschool pedagogy. - 2022. - No. 6 (43). — P. 101-104. — URL: https://moluch.ru/th/1/archive/199/6443/ (access date: 01/29/2022).


Tasks:

1. Introduce children to the concepts of goods, production, products (“Cognitive development”).
2. Strengthen children's knowledge of the composition of numbers (“Cognitive development”).
3. To consolidate children’s knowledge of the concepts “cheap” and “expensive” (“Cognitive development”).
4. Develop the prerequisites for combinatorial skills (“Cognitive Development”).
5. Strengthen the ability to solve circular examples and algorithms).
6. Develop creative imagination and out-of-the-box thinking. (“Cognitive Development”).
7. Strengthen ideas about professions. (“Cognitive Development”).
8. To develop the ability to answer questions, developing dialogical speech in situational conversation, the ability to draw conclusions (“Speech development”).
9. To develop children’s ability to interact with peers, to treat their peers’ answers kindly and respectfully (“Social and communicative development”).

Methods and techniques:

— practical: game situations, problem situations

— visual: demonstration pictures, handouts.

- verbal: questions, reasoning

Materials and equipment: subject pictures depicting production and goods, easels, a board, a cube with window inserts, felt machines, cards depicting an algorithm, cards with circular examples, cards with a code, boxes with planar geometric shapes.

Progress of the lesson:

Educator. Guys, I want to share the news with you, a new Supermarket store has opened in our village.

Invites children to the board, which depicts store shelves.

Name the departments that you see in the store. Pay attention to the shop windows. What did you notice?

The children name the departments, but notice that all the display cases in the departments are empty.

— What’s missing from store windows? (Products).

— Where do you think the goods come from to the store?

“Today our task is to fill the shelves of display cases in different departments of the store with goods. And a magic cube will help us with this, with the help of which we will take a tour of various enterprises and production facilities in our region and find out what goods they can supply to our store.

The teacher leads the children to a cube on which pictures depicting the production of the “Bakery Factory” are placed in the windows.

Educator. - What kind of enterprise do you think we ended up in? (Bakery factory)

- How did you determine?

Children answer and make assumptions.

Game “Sort out the goods by price”

Educator. Help the bakers put baked goods on the shelves. Take one baked goods each. Look, every product has a price. Think and determine which shelf your product should be on. Bakery products that cost less than 10 rubles should be placed on the red shelf, and bakery products that cost more than 10 rubles should be placed on the green shelf.

Children take one card at a time, determine the price of the product and attach it to a specific shelf.

Educator. Well done boys! Bakers, in exchange for your labor, give you the products of their labor. In which department of the store should we place this product? Children place goods on the display of the bakery department in the “Supermarket”.

The teacher and the children approach the cube and open the following windows with the image of the “Machine-Building Plant” enterprise

Educator. Determine the name of the next production facility we will visit. What kind of products do you think are produced here? (Cars, parts for cars).

What professions do people work at the machine-building plant? (Fitter, electrician, mechanic)

Let's help the factory workers select wheels for their cars.

Game "Match the Wheels"

Educator. Take one car at a time. Each car has a number on it. You need to select the wheels so that the sum of the numbers on the wheels is equal to this number.

Children match wheels to cars and hang them on an easel, performing mutual checks.

Educator. You did great! In exchange for your work, you receive the plant's products. And we continue our excursion.

Children place goods on the correct display in the “Supermarket”. They approach the cube and open the following windows with the image of the Toy Factory enterprise.

Educator. Look at the pictures and tell me what the name of this enterprise is? What are they making here? ( Toys )

The toy factory workers ask you to work hard.

Logic game “Pick up instructions for the toy”

Educator. Divide into pairs if desired and take a seat at the table. Children independently divide into pairs and sit at the table. The teacher gives each pair a card on which a toy is depicted, and under the image there are 3 instructions for it in the form of symbols. (For example: a robot toy is not alive, makes a sound, moves)

Educator. Choose instructions that suit your toy.

Read the selected instructions.

Each pair takes turns reading out the selected instructions and checking that the task is completed correctly.

Educator. For your work, factory workers give you their products. Where will we place this product?

Children place goods on the display of the toy department of the “Supermarket”. They approach the cube and open the following windows with the image of the “Milk Processing Plant” enterprise.

Educator. What plant do you see in the pictures? What are they producing here? (Milk, yogurt, sour cream and so on).

The entire dairy plant operates under computer control. But this morning the computer program crashed. To help milk processing plant workers restore a computer program, they need to split into two teams.

Game "Restore the program"

Children are divided into 2 teams and solve circular examples on cards. Perform mutual verification.

Educator. In exchange for the assistance provided, you receive the plant's products. Our excursion continues.

Children place goods on the display of the “dairy” department of the “Supermarket”. They approach the cube and open the following windows with the image of the Furniture Factory enterprise.

Educator. What products are produced at the furniture factory? What professions do people work here?

Children answer questions.

Algorithm game

Educator. The carpenters ask you to count how many chairs and tables they have made. To do this, you need to divide into 2 teams again. The first team, having solved the algorithm, will find out how many chairs the carpenters made, and the second team, having solved the algorithm, will find out how many tables the carpenters made.

After the teams have solved the algorithm, the teacher invites the teams to change places and test each other.

Educator. For your work you receive products from a furniture factory.

Children place goods on the display of the “furniture” department of the “Supermarket”. They approach the cube and open the following windows with the image of the Chocolate Factory enterprise.

Educator. What kind of enterprise do you think we ended up in? What delicious products are brought to stores from the chocolate factory?

Children's answers

Game "Candy Packers"

Educator. Today we have the opportunity to work as packers. We will put sweets in boxes. Take seats around the table.

Each pair has a box for candies and a diagram of the location of the candies in this box. Candies in the form of geometric shapes of different colors, sizes and shapes. Each pattern contains two types of candies.

Children are divided into pairs and put candies (geometric shapes) into boxes according to the diagram.

Educator. Now all that remains is to select a label for each box. Look carefully and choose an example that suits your box.

Children choose an example in which the first term corresponds to the number of candies of one type, the second term corresponds to the number of candies of another type, and the sum indicates the number of all candies in the box.

Each pair explains their choice.

Educator. The factory workers are very pleased with your work and give you their sweet products.

Children take the chocolate factory's goods to the appropriate department of the store.

Educator. Have we completed our task? Have all the windows of the “Supermarket” been filled?

Children offer to go to a neighboring group and report the opening of the “Supermarket”, and also share their impressions of the excursion

Literature:

1. Volosovets T. V., Karpova Yu. V., Peresypkina O. K., Ermolaeva E. V., Chernyshkova Yu. V., Vasilyeva A. N. New activities for little mathematicians: a collection of games and exercises on the formation of elementary mathematical concepts for preschoolers: educational and methodological manual. — Samara, 2022.
2. Sultanova M. N. Journey to the land of mathematics: preparatory group for school: methodological guide. - M., 2017.
3. Shatova A.D. The path to economics: program: methodological recommendations: lesson notes for children 5–7 years old. - M., 2015.