Summary of an open physical education lesson “Journey to the Autumn Forest” with children of the senior group.
MKDOU "Kindergarten No. 2 "Swallow"
MO "Untsukulsky district"
Summary of an open lesson in physical education
"Journey to the Autumn Forest"
with older children.
Target:
Formation of basic motor skills and abilities that promote health in a playful way.
Tasks:
Continue to strengthen the skills of crawling, jumping, throwing;
Strengthen children’s ability to work in various ways (frontal, continuous, group);
Develop the ability to carefully handle benefits, manage one’s behavior and deal with peers; Foster interest in physical education, promote the development of creative imagination and friendliness.
Progress of the lesson:
Instructor: - Guys, what time of year is it now? Children: - Autumn. Instructor: - What time of year will come after autumn? Children: - Winter.
I.: In the autumn forest, animals insulate their homes and prepare supplies for the winter. Guys, do you want to visit the forest and see how the forest inhabitants prepare for winter?
I.: Today we will go on foot into the forest to look at everything and not scare away the animals. Let's remember the rules of conduct in the forest. What not to do? D.: Run, scream, break branches, do not light fires, do not throw garbage so as not to fall, watch your step, walk very carefully, do not destroy anthills and bird nests.
I.: Can we meet insects along the way? And why? Let's remember some insects along the way! I.: Let's hit the road! On a cloudy autumn day, we all go to the forest together. Together we walk through the forest, and everything around is so interesting.
Walking is normal - “We will walk one after another and end up in a small forest”;
- on socks with different IP. hands - “And quietly, quietly we will pass, so as not to scare someone away”;
- on your heels, hands behind your back - “Let’s stretch our legs a little”;
Diagonal walking: “caterpillar” (walking on your knees, hands on your belt), “snail” (on all fours, simultaneously pulling your knees to your hands, moving your arms forward), “worm” (sitting with support from behind, bending your legs, moving your legs at the same time forward, pulling yourself to your feet).
Running is normal;
- with a change in tempo;
- stop on signal - “heron” (stop on one leg);
- “magpie” (stop, turn 360 degrees).
It's time to rest, my friend, let's run to the meadow and play with the autumn leaves.
O.R.U with autumn leaves to the music.
Instr.:. Guys, here we are in the forest, let's listen. Why so quiet? (birds have flown away to warmer regions, animals are preparing for winter.) Guess the riddle: What kind of forest animal stood up like a column under the pine tree? And he stands among the grass - his ears are larger than his head. (hare - picture) - Why did the hare change his gray coat to a white one for winter? —What does he eat in winter? -Where is his house?
Instructions: Now guess the following riddle:
In the summer he wanders without a path between the pines and birches, and in the winter he sleeps in a den, hiding his nose from the frost. (bear - picture)
I.: What does a bear eat? D. Mushrooms, berries, mice.
I.: What is the name of the bear's house? Does the bear store supplies for the winter?
Instr.:
In a dense forest under the fir trees, showered with leaves,
There lies a ball of needles, prickly and alive. (Hedgehog – picture)
I.: What does a hedgehog eat? D.: Mushrooms, berries, mice. I.: Where is the hedgehog’s house? D.: In the hole. Why does a hedgehog curl up into a ball? D. He protects himself from enemies, and to plant dry leaves and moss on the needles. Brings it to the burrow, insulating the home. I.: Does the hedgehog make provisions for the winter? D.: No, in winter he sleeps curled up in a ball until the spring sun.
Guess the following riddle:
I wear a fluffy fur coat and live in a dense forest. In a hollow on an old oak tree I gnaw nuts.
Where does the squirrel live? D.: In a hollow I.: How does a squirrel prepare a hollow for winter? D: She carries grass and leaves. What reserves does the squirrel make? D.: Dries mushrooms, nuts, acorns. I.: Does a squirrel change its fur coat? D.: From red to gray.
Children are divided into 4 subgroups:
1st subgroup: “The hedgehog is looking for mushrooms and berries” “The hedgehog carries the leaves into its hole. Let us see how he does it and help him!”
Motor task: walking on a board (bench) (children's choice), rolling a ball on the bench (board)
2nd subgroup: “Let's help the squirrel stock up on pine cones for the winter. Our task is to throw the cones exactly into the hollow.”
Motor task: throwing a large ball at a vertical target
3rd subgroup: “Hare jumps”
Motor task: sideways jumping; jumping through staggered hoops
4th subgroup: “The bear is looking for a place for a den”
Motor task: crawling under obstacles (benches of different heights, arches)
At the signal, the children change places clockwise.
I.: Would you like to play the game “Birds of Migratory?” Why are they called migratory? Children's answers.
Game "Birds of Migratory".
A “flock of birds” (children) gather on the edge of the site, opposite the gymnastics wall. At a signal (music sounds), the “birds” fly around the site, spreading their wings and flapping them. As soon as the music stops, “the birds fly to the trees” (“fly up” onto the stairs).
I. Well, did you enjoy playing? It's time for us to go to kindergarten, to our group. Let's say the magic words “1-2-3 turn around and find yourself back in the group.” Instructor: - Guys, today we walked through the autumn forest, admired the beautiful leaves, watched how the animals were preparing for winter and even helped them!
Instructor for MKDOU No. 2 Magomedova A.M.
Head of MKDOU No. 2 Gamzatova P. O.
MKDOU "Kindergarten No. 2 "Swallow"
MO "Untsukulsky district"
Feedback on
an open physical education lesson
"Journey to the autumn forest"
with older children.
In the introductory part Magomedov A.M. used a gaming technique in order to arouse interest in the activity and evoke positive emotions in children. The main types of movements took place in the form of a game: walking on a tightrope with bags on the head, jumping through hoops, the purpose of which was to develop and strengthen the leg muscles, strengthen the back muscles, develop movement coordination, prevent and correct poor posture; work with the ball in pairs, the goal is interaction with each other, help.
She invited the children to take a fascinating walk into the autumn forest. She motivated them to do the activities and gave them instructions for doing the exercises correctly. She used various types of walking and running, which were carried out in a continuous manner using music, without pauses or stops, which significantly increased the density of the lesson. By doing this, I prepared the children’s bodies for the load.
In the main part of the lesson, I performed a set of general developmental exercises together with the children, because this is the beginning of the older group. When organizing the main types of movements, I used the flow method, the purpose of which was to develop and strengthen the leg muscles, strengthen the back muscles, develop coordination, and prevent postural disorders.
The children were interested in high-quality performance of the exercises, since successful completion of the “obstacles” depended on this.
While performing the exercises, I drew the children’s attention to the fact that they needed to maintain their posture and tried to ensure that the exercises were performed correctly. When explaining and demonstrating, I used the correct terminology so that the children remembered the methods of execution and in the future it was easier for them to navigate based on their knowledge and experience. She paid attention to the technique of children’s movements and managed to provide assistance to those who had difficulties.
Used guidelines and commands appropriate to the age of the children.
She verbally supported shy and insecure children. Verbal assessment of children's activities was used at all stages of the lesson.
The content of the lesson is of a reinforcing nature: the movements used in the lesson are well known to children.
When organizing the lesson, elements of health-saving technologies were used (outdoor games, finger exercises, breathing exercises), which helped maintain interest and keep the children’s attention throughout the entire lesson. They found it interesting and exciting.
They especially liked the outdoor game. I think this is due to the fact that all the children and the teacher had masks. The children learned the rules of the game well because there was a correct explanation that was accessible and understandable to children.
Outdoor play is used to develop children's orientation in movement and space, as well as to develop dexterity, reaction speed, attention, resourcefulness, and coordination of movements.
In the final part of the lesson, to relieve muscle tension, I used the “inhale-exhale” relaxation exercise and “For the Berries” finger exercises. The results and reflection are summed up in the form of a surprise moment.
The children were active, attentive, and had a positive emotional attitude throughout the entire educational activity.
The children's appearance is normal.
Teacher of MKDOU No. 2 Magomedova S.M.
Head of MKDOU No. 2 Gamzatova P. O.
MKDOU "Kindergarten No. 2 "Swallow"
MO "Untsukulsky district"
Feedback on
an open physical education lesson
"Journey to the autumn forest"
with older children.
The lesson notes are compiled in accordance with the goals and objectives of the main general education program of the preschool educational institution, corresponding to the given age of the children, using gaming and information and communication technologies. To implement each task, techniques were selected to help solve software problems in an interesting and entertaining way. For each moment of the lesson, visual aids were selected that stimulated and activated children’s mental activity. Music was used during the lesson to enhance emotional perception.
The duration of the lesson corresponds to hygienic standards for children of this age - 20 - 25 minutes). OOD includes techniques that involve a change in activity: conversation, poetry recitation, theatrical activity.
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from educational areas were integrated into the lesson: “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.
The questions were simple and understandable to the children; if a question was difficult, I answered it myself. In the middle of the lesson, in order to relieve static tension, increase mental performance, and reduce fatigue, a dynamic pause was carried out.
Also in the introductory part of the lesson, children were offered various types of walking and running. The main types of movements took place in the form of a game: walking on a tightrope with bags on the head, jumping through hoops, the purpose of which was to develop and strengthen the leg muscles, strengthen the back muscles, develop movement coordination, prevent and correct poor posture; working with the ball in pairs, the goal is interaction with each other, assistance. To achieve the goals, sports equipment was used: rope, bags, hoops, balls.
The outdoor game “In an Even Circle” was carried out with the creative task “Depict an animal”. The children remembered wild animals and their walking style.
The outdoor game “Run Quietly” was carried out with the aim of practicing running technique. Throughout the lesson, the use of various types of walking and running and other movements alternated with each other. The distribution of physical activity on the child’s body and its dosage were taken into account throughout the entire lesson.
During the lesson, I paid attention to the technique of the children’s movements.
Throughout the lesson, the children tried to complete all tasks efficiently.
Using various types of activities and techniques, we were able to maintain the theme of the lesson throughout the entire time.
Teacher of MKDOU No. 8 Magomedova Z.N.
Head of MKDOU No. 2 Gamzatova P. O.
Organizational activities, preparation for direct educational activities.
Direct educational activities were carried out in accordance with the outline. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. In accordance with the content, visual, verbal, practical and gaming methods were used.
In the process of GCD, visual and game aids were selected that stimulated and intensified the activities of children, encouraged them to think (reproductions of paintings, crafts made from natural materials and children's drawings, game aids, diagrams...)
Music was used, which enhanced the emotional perception of children and contributed to the emancipation of children during the relaxation pause.
To implement each task, techniques were selected to help solve software problems in an interesting and entertaining way.
The organizational technique of “Ladoshka” was aimed at nurturing children’s friendly attitude towards each other, developing communication skills and a positive attitude towards the lesson.
The duration of the NOD corresponds to hygienic standards for children of this age - 30 minutes. During the lesson, various forms of organizing children were used to help relieve fatigue: conversation and games standing and sitting on the carpet, in a circle, performing tasks at tables, motor exercises (imitation of the flight of birds), designing a “Talking Letter”.
Didactic activities of the teacher
All aspects of the lesson are logical and consistent, subordinated to one topic. In the process of ECD, the integration of all educational areas listed above was carried out, for example: “Socio-communicative development” (familiarization with elementary norms and rules of interaction with adults and peers, emotional responsiveness, readiness for joint activities...), “Cognitive development” (generalization and clarification of children’s ideas about the time of year - Autumn, formation of a holistic picture of the world, broadening their horizons), “Artistic and aesthetic development” (development of children’s artistic perception, responsiveness to music, works of art, artistic expression..), “Speech development” (development of all components of children's oral speech - dialogical and monologue forms, grammatical structure of speech, coherent speech, expansion of vocabulary), "Physical development" (prevention of children's fatigue, formation of the need for physical activity).
During the NOD process, I tried to ask questions about quick wit, resourcefulness, ingenuity, and logical thinking - all this contributed to the effectiveness of the event and increased cognitive and mental activity.
The techniques used in the lesson were playful and educational in nature (tasks and riddles were offered to children on leaves on behalf of Autumn), contributed to the interest of children, encouraging children to apply their accumulated experience. In the process of composing the “Talking Letter,” I tried to encourage children to show initiative and independence.
During the process, NOD, in accordance with the content, tried to achieve detailed answers. Involved inactive children to participate in the conversation. Based on the results of the children’s answers, I made conclusions about the direction of individual work.
During the event, I tried to communicate with the children on the same level, “eye to eye,” and not dominate them; I tried to be in a “nearby” position.
During the ECD, children's behavior skills were practiced (the ability to listen to the answers of others, listen carefully to assignments, etc., the children's behavior in the lesson was regulated and directed, and the children maintained interest in the lesson throughout the entire time.
She applied a differentiated approach to children (she gave additional ones to children who quickly completed tasks, attracted inactive, timid children to participate, and paid attention to restless ones.
I believe that the program tasks set during the lesson were solved.
Disadvantages:
— Grammatical errors in speech, unclearly posed questions (excitement).
— Incomplete answers from children (work on coherent speech)
- Children’s behavior (restlessness, disorganization, shouting out answers, pronouncing phrases together with the teacher...) - individual characteristics of children, implement an individual approach.
