Subject:
Target:
N. Nosov “Patch”. teach to work on correct and expressive reading, through the development of understanding of the content and understanding of the emotional mood; learn to divide the text into parts and draw up a story plan; cultivate hard work and the ability to overcome difficulties; instill an interest in reading.
During the classes
I. ORGANIZATIONAL MOMENT
II. CHECKING YOUR HOMEWORK
Children's story about N.N. Nosov and an exhibition of books they read. Nikolai Nikolaevich Nosov - children's writer. Born in the city of Kyiv in the family of an actor. Before becoming a writer, he was a newspaper salesman, a digger, a log hauler, and a laborer. After graduating from the Institute of Cinematography, he worked as a director for almost 20 years, producing many scientific and animated films. He wrote stories about children your age. They create a cheerful mood and make you think about your behavior.
Nikolai Nikolaevich Nosov did not intend to become a writer. He worked in cinema. But one day he composed little funny stories for his preschooler son and his friends. The children liked these stories, and from that time on he began to serve literature.
The books of Nikolai Nikolaevich Nosov are called an encyclopedia of children's life.
Look at the book exhibition. In these books live magicians and dreamers, inventors and simpletons. The stories “The Living Hat”, “Cucumbers”, “The Blob”, “Bobik Visiting Barbos” and others are imbued with gentle humor.
III. PREPARATION FOR PERCEPTION. MESSAGE OF THE TOPICS AND OBJECTIVES OF THE LESSON
One of the writer’s books is called “Patch”. We will get acquainted with this wonderful work today in class.
What is a patch? (A piece of fabric sewn onto the torn area.)
Have you ever sewn a patch? Do you think it's easy to do?
IV. Familiarization with the text
1 Reading the story by the teacher.2 Conversation based on the text.
Did you like the story? What did you learn from listening to it?
How many complete parts would you divide the text into? Justify your answer.
3 Reading a story by children.4 Working on the text
5 Vocabulary work
Patch - the word is based on the Old Russian word plat, which means a piece of matter, from this word the words swimming trunks, dress, patch were formed.
The protective color is grayish-green (military uniform).
Inky pencil-pencil, which when wetted writes like ink.
Annoyance is a feeling of irritation, dissatisfaction due to failure, resentment.
6 Making a plan
Now you and I will read in parts and title each part.
1 part:
Why did the boy like green pants so much? (No one had such pants.)
How can you title it? (“Wonderful pants.”)
Part:
What mood was Bobka in when he tore his pants?
How did his mother greet him? Why?
What did Bobka decide to do? What should we call it? ("Hole".)
Part:
How did Bobka behave with the guys?
Who did he blame for everything?
Why did Bobka feel ashamed?
What should we title this part? (“Bobka felt ashamed.”)
Part:
How did Bobka sew on a patch for the first time?
What is the author comparing it to?
Why did Bobka start redoing it?
How might this characterize Bobka?
What did the patch look like the second time?
Name this part. (“It’s not an easy task to patch.”)
Part:
Why did the guys praise the boy?
Did Bobka like doing everything himself?
What should we call this part? ("Good job".)
Story plan
Wonderful pants.
Hole.
Bobka felt ashamed.
It's not an easy task to patch.
Good job.
What conclusion can be drawn? (They value those people who know how to do everything on their own, well and beautifully, and not haphazardly.)
7 Physical education minute
V SYSTEMATIZATION AND GENERALIZATION OF KNOWLEDGE
Group work
group: make pictograms for the text outline.
group: choose a proverb that matches the meaning of the story.
group: choose words that characterize Bobka at the beginning of the story and at the end.
VI RESULT OF THE LESSON
What do Nosov’s stories teach? (Students' answers.)
(Students summarize the lesson by completing the sentences.)
I like it...
What would I praise myself for...
Geography lesson outline:
Subject: « Well, water supply."
Goals:
1. To form an idea about artificial reservoirs: a well, a water supply system and generalize the ideas about natural reservoirs.
2. Correct the mental activity of students, spatial thinking.
3. Show that water is a unique natural compound, an active medium for the life of plants, animals and humans.
Tasks:
Expand students’ knowledge about fresh water consumption;
Introduce ways of working with various sources of information and applying them in practice;
Through the integration of knowledge in biology, geography and ecology, expand students’ knowledge about the environmental threat to fresh water bodies;
Cultivate a love for nature and respect for it...
Equipment: laboratory glassware, textbooks, notebooks.
1. Organizational moment.
Greetings to the class.
Geography teacher. Hello guys! Today a well-known, and yet mysterious, mysterious guest came to us.
There is no one stronger in the world,
There is no one more violent in the world,
You can't hold her in your hands,
And you can’t overtake a horse.
Who is she? Guess for yourself. (There is a flask of water covered with a cloth on the table. After the students answer, the teacher slightly opens the cloth.)
Of course you're right! “This water is the queen of the whole world.”
2. Preparing to study new material
Everything in the world is alive,
Including water.
And give him a drink and wash him
Villages, cities.
The rain will sprinkle from above,
And the Earth will sigh,
And fill the food with juice -
And the family lives.
Without water, of course, it’s bad,
There's just no life
Therefore it is natural
There is light.
No washing, no drinking without water,
A leaf cannot bloom without water,
They can't live without water
Bird, beast and man,
And that's why it's always
Everyone needs water everywhere!
Where can we find water?
3. Studying new material.
Can you imagine what it looks like well? From textbook 45, Fig. 45.
The well has a frame made of logs, at the top there is a shaft, a chain is screwed onto it, and at the end there is a bucket. The well has a roof on top. This is only the visible part of the well. The other is invisible. First, people dig a large hole down to the aquifer (clay), when water begins to accumulate, the walls are reinforced with concrete and logs, and a kind of trunk is formed. A bucket falls into it, scooping up water, and a man on a chain lifts the water. Nowadays, people often install pumps in wells that help raise water to the top.
Physical education minute
And now, guys, stand up.
They quickly raised their hands up,
To the sides, forward, backward.
Turned right, left,
They sat down quietly and got back to work.
Water pipes was constructed by slaves of Rome. P 46 fig 47 For this, water is taken from rivers, wells, lakes, goes into settling tanks (primary purification), then to wastewater treatment plants filtered through sand, filters, purified from bacteria that can cause human diseases. Next, pumps water pipes comes to our houses. And here we are at home, we open the tap, and clean water runs.
Long way to go clean water to our homes, so we must take care of it!!!
-What does it mean to save water?
Avoid leakage;
Do not leave the water running while you are doing other things;
Use technical inventions to save water.
4. Consolidation of new material
C 62 workbook, task 5, task 6 solve the puzzles.
5 Homework
Lesson topic: A well of matches.
Goal: Formation of skills in working with wood, development of students’ creative imagination.
Lesson objectives:
1. Subject:
Teach children to construct a cube from matches;
Form ideas about the organization of work;
Familiarize yourself with materials and tools, basic rules of conduct and work in the classroom;
To cultivate respect for the work of other people, the desire to make crafts, to do work with one’s own hands, to introduce ancient Russian culture;
Learn to organize workplace.
Cognitive:
Develop the ability to formulate answers to teacher questions;
Regulatory:
Ensure the formation of the ability to set goals and plan one’s activities;
Promote the development of self-control and self-esteem;
Communicative:
Promote the development of children's communication skills;
Ensure the development of dialogic and monologue speech;
Personal:
Contribute to the formation of value guidelines and the meaning of activity based on cognitive interests;
Help students realize the social, practical and personal value of joint activities;
Expand the creative capabilities of students by developing creative thinking.
Progress of the lesson:
1. Organizational moment.
2.Self-determination for activity..(mood)
Close your eyes. Imagine bright sun, green meadow, wild flowers. Breathe in the scent of this meadow. Take a deep breath, and now exhale slowly. (This exercise stimulates the lungs.)
3. Statement of the educational task.
Song "Well"
Guys, what is this song about?
Who knows what a well is?
Is there a historical relationship between the words well, bell, kolobok, chain mail? (All words have the historical root “KOLO” meaning “ROUND”)
The well was originally a spring, lined with a log hollowed out from a round log.
Consider how artists immortalized the image of a well in their paintings? (slide show)
Until the beginning of the 20th century, the well was made in the form of a wooden frame, usually oak. Usually a gate or crane was installed above the log house to raise the water. The hole in the well was covered with a lid.
Wells, like springs, lakes and rivers, were considered sacred; they were places of worship. Almost every village had its own holy spring, the water of which was considered healing.
Until the beginning of the 20th century, sacrifices were made, oaths were pronounced, and marriages were concluded near wells and springs.
Beliefs and superstitions were also associated with crane wells. Some believed that the well was a source of life, a symbol of fruitfulness. Others thought that through the hole in the well one could enter the underworld. According to popular belief, if the water in a well is cloudy, rain is coming.
4.Work on the topic of the lesson.
What product do you think awaits us in this lesson?
Look at this product. What materials is it made of? You know that you need to use matches very carefully. Remember the golden rule fire safety: Matches are not a toy for children. (the teacher speaks with the children)
What tools do you think we will need?
Repetition of the rules for using glue and scissors.
Rules safe work with scissors
1. Keep your work area tidy.
2. Before work, check the serviceability of the tools.
3 . Do not use loose scissors.
4. Work only with a serviceable tool: well-adjusted and sharpened scissors.
5. Use scissors only in your own workplace.
6. Watch the movement of the blades while working.
7. Place the scissors with the rings facing you.
8. Feed the scissors rings forward.
9. Don't leave scissors open.
10. Store scissors in a case with the blades facing down.
11. Don't play with scissors, don't put scissors near your face.
12. Use scissors as intended.
Rules for safe work with glue
1. When working with glue, use a brush if necessary.
2. Take the amount of glue that is required to complete the job at this stage.
3. Remove excess glue with a soft cloth or napkin, gently pressing it.
4. Wash your brush and hands well with soap after use.
In what order do you think we will do the work?
5. Completion of work. (stage-by-stage implementation by the whole class)
6. Lesson summary. Exhibition of works.
What did you like about the lesson?
What did you want to know more about?
7.Reflection of activity.
Lesson 25Subject : Learn to sew . WORKING WITH THREADS.
SEWING ON A BUTTON
Lesson type : familiarization with new material.
Pedagogical tasks: introduce different types of buttons with holes, methods of sewing such buttons, develop the ability to work with a needle and thread, introduce the tools and devices used for sewing buttons, and instill interest in the subject.
Planned educational outcomes:
Subject: know different kinds buttons, tools and devices necessary for sewing buttons, rules for working with scissors, a needle, a thimble, know how to sew buttons with holes, work with a needle and thread.
Meta-subject (criteria for the formation/assessment of components of universal learning activities - UUD):
Regulatory: with the help of the teacher, determine the educational task of the lesson, plan their own activities: draw up a work plan and determine the sequence of actions; control and adjust their own activities by making necessary changes to the method of action in case of discrepancies with the model; capable of exerting volitional efforts.
Cognitive: independently identify and formulate a cognitive goal, navigate their knowledge system - distinguish the new from the already known, extract the necessary information from the material of the textbook, educational film, illustrations, demonstrated samples, and also relying on their life experience; analyze, highlighting essential features, draw conclusions, and independently create an algorithm of activity.
Communicative: provide opportunities for cooperation - the ability to hear, listen and understand a partner in a speech statement, are able toconduct a discussion, correctly express their thoughts in speech, are able to effectively cooperate with both the teacher and peers, and provide support to each other.
Personal UUD: master the skills of adaptation in society,realize the value of acquired knowledge and skills; Students develop an attitude towards caring for material values, including their own belongings, and develop independence and personal responsibility.
Methods and forms of training : partially search, practical; individual, frontal.
Educational Resources :
http://www.fizkult-ura.ru/node/113
http://www.numama.ru/blogs/0/23/post612.html
http://www.artem.chulpanov.ru/pugoviza.html
Materials and equipment : buttons, threads; computer, projector, screen.
Visual demonstration material: multimedia series: electronic supplement to the textbook by N. I. Rogovtseva, N. V. Bogdanova, I. P. Freytag“Technology” (CD), topic “Sewing a button with two holes.”
Basic concepts and terms: textile, threads, needle, scissors, template, wrong side, right side, pull out, sew, pierce, tighten, fasten.
O organizational structure (scenario) of the lesson
I. Preparation for the perception of new material.
Communicating the topic and objectives of the lesson.
The teacher reads a poem by Z. Alexandrova.
I'm sad. From my shirt
Buttons rush in fear.
As soon as I sew it on, they will come back again
They break away and run.
Without asking permission,
They go on a break.
I don’t understand what fear
Did the shirt catch them?
– Why do you think this character's buttons kept coming off his shirt?
– What can you say about a person whose buttons are torn off his clothes?
– Do you always walk around neat and tidy?
– What will you do if a button on your clothing comes off? Would you like to learn how to sew on buttons yourself?
– Today in the lesson we will learn this important skill - sewing on buttons. You, of course, know that buttons are different. Which ones?
The teacher can invite children who have buttons on their clothes to the board different types, and demonstrate button samples.
– Did you know that buttons appeared relatively recently, about 600 years ago?
The film will tell you how people got along without buttons and what the first buttons were like.
The multimedia film “Sewing on a button with two holes” is shown, part I from the words “Do you know how people invented the button?..” to the words “In our time...”.
– What do you want to say? What discoveries did you make? What surprised you? amazed?
– We have already talked about what buttons exist currently. Let's see, maybe we haven't named all the species.
The multimedia film “Sewing on a button with two holes” is shown, part I up to the words “They are used to fasten and decorate clothes...”.
– What new did you learn? What are buttons for?
The multimedia film “Sewing on a Button with Two Holes”, Part I to the end is shown.
– What tasks are we facing in class today?(Statements from students.)
II. Discovery of new knowledge.
Working with the textbook(pp. 78–79).
– Look at the pictures. Do you understand everything? To make all unclear points clear, let's watch the film.
Demonstration of the multimedia film “Sewing on a button with two holes,” part II from the words “Let’s tie a knot on the thread...” to the end.
– Now do you understand the technology of sewing on a button that has two holes?
– To make your work more successful...(let's make a plan).
III. Primary consolidation of knowledge.
Planning.
Work plan :
1. Tie a knot on the thread.
2. Thread a needle and thread through the canvas (fabric).
3. Put on the button.
4. Thread a needle and thread into the second hole.
5. Repeat the operation two more times.
6. Tie a knot on the wrong side.
7. Cut off the excess thread.
8. Let's evaluate the work.
Students compare the plan they have drawn up with the plan given in the textbook (p. 78) and in the film “Sewing on a Button with Two Holes,” Part III.
– Now that you have seen how to sew on a button correctly and have made a plan, you can try sewing on a button yourself. But be very careful not to prick yourself with a needle and try not to prick a button, because even buttons can be afraid.
The teacher reads a poem by E. Menzhinskaya.
The buttons were frightened, confused,
They rolled around the corners and ran away.
I ask loudly: “Why did you run away?”
They whisper: “The needle has a nose like a sting!”
Thin, prickly, we were very scared.”
I collect buttons in my palm.
I say to the frightened ones: “Oh, you little ones!
Calm down, I'll sew you up quietly!
I won’t prick a single button!”
Independent work.
– Was it difficult to sew on the button? What did you find particularly difficult?
On Monday
On Monday I swamDepict swimming.
And on Tuesday I painted.Depict drawing.
On Wednesday I took a long time to wash my face,They pretend to wash themselves.
And on Thursday I played football.Run in place.
On Friday I jumped, ran,Jumping in place.
I danced for a very long time.Turns in place.
And on Saturday, SundayClap your hands.
I rested the whole day.Squat down, hands
under the cheek - “fall asleep.”
Working with the textbook(p. 80).
– You sewed buttons with two holes. Want to learn how to sew on buttons that have four holes?
– Look at the pictures in the textbook. What do you want to say?
– That's right, they exist different ways sewing on buttons with four holes. Tell us, using the pictures in the textbook, about each of them.
Monitoring the work in progress.
The teacher demonstrates each method of sewing buttons, the students observe.
Independent work.
Note. The teacher can show all the ways of sewing buttons with four holes at once, and then the students independently sew the buttons in all the ways shown, but, given the age of the children, it is more advisable to first show one method so that the students repeat it, then the second, etc.
IV. Lesson summary. Reflection.
– Our lesson is coming to an end. What did he teach you? What new knowledge and skills have you acquired? Will they be useful to you in later life?
Exhibition of works.
– How did you work today? Did everything work out? What was especially difficult? What seemed easy?
– Would you like to tell someone about what you learned and learned in class today?
– Would you like to teach someone what you learned today?
Additional material for the lesson
INTERESTING FACTS FROM THE HISTORY OF THE BUTTON *
It would seem, what a button - who thinks about this purely utilitarian detail when buttoning up a shirt in the morning? However, if you look at it from a slightly different angle, a lot of interesting things may open up. After all, every thing has not only its own history, but also a lot of fantastically exciting features...
Where and when did buttons appear?
The first fasteners, resembling buttons, appeared around the 3rd millennium BC. During excavations in the Indus Valley, a real button with two holes for sewing was found.
In Europe, the first buttons appeared in the 4th century BC. e., among Greek warriors. Apparently, there was a need for something that could be used (except for pins) to hold the pieces of clothing together. The leather belts on the warriors’ “uniforms” were fastened at the front with several metal buttons on the leg. Among the discovered objects of ancient Greek art dating from the 4th century BC. e. to 1st century AD e., you come across buttons made of gold.
During the Middle Ages, knights brought buttons to Europe from the Middle East, but they became widespread only in the 18th century. And at first, oddly enough, men showed interest in the new fasteners. Women greeted the appearance of buttons with hostility and continued to use pins.
Men's clothing at that time was not inferior to women's clothing in brightness and luxury. Buttons were made from precious metals and were often decorated with precious stones.
The button, which was then called a “button,” reached Russian fashionistas at the end of the 15th – beginning of the 16th centuries. Back in the 13th–14th centuries, there were no buttons in Rus', but people dressed something like this: a hole for the head was cut out in a piece of material—here’s the original model. Clothes were secured with belts.
The peak of the hobby for buttons in Russia was the 16th century, the time of Ivan the Terrible, when buttons began to be used as decoration: they were sewn on the sleeves, from the elbow to the cuff, and on the chest, from the neck to the waist. The craftsmanship and sophistication of the buttons were meant to demonstrate the wealth of their owner. Buttons made of gold, silver and ivory symbolized wealth and high position in society. Before Peter’s famous costume reform and the order to wear foreign dress, Russian boyars and boyars, without stinting, paid goldsmiths and foreign merchants a lot of money for buttons from precious metals with inserts of turquoise, pearls, corals, enamels. Such buttons were usually sewn onto outerwear and fastened with loops made of leather or cord. Some people liked openwork buttons, while others liked solid ones, with a pattern made in niello, with engraving. Their sizes were different - from a pea to an egg. Buttons were passed down by inheritance, included in dowries, used as pendants for earrings, and as beads.
With the advent of new types of men's clothing - tailcoats, frock coats, jackets, jackets - buttons begin to be made smaller, more formal, and restrained in color. At the end of the 19th century, blouses, jackets, and coats entered women's fashion, and it became impossible for women to do without buttons. That's when women started using them widely!
A button as an identification mark.
In Tsarist Russia, departmental buttons were used for the uniforms of various ministries, provincial and city governments, army and naval units, educational institutions, etc. They are very important material for historians. From the uniform button you can determine which department the official wearing it belonged to, what years he served and in what ranks. Under Nicholas I, who introduced departmental buttons into use, almost all officials empires - from the watchman to the state chancellor - wore uniforms with buttons of a certain type.
Some emblems that were depicted on departmental buttons in pre-revolutionary Russia are still used today. For example, oak branches for foresters, an anchor for navy employees, etc.
Officer's buttons differed from soldiers' buttons in that they had to be gold or silver (depending on the position of the owner), but more often they were made gilded and silver-plated. Soldier's ones were made of copper, bronze, tin and brass.
In the guards and among the generals, the buttons were coat of arms, with an eagle. In addition, in those regiments where the chiefs were members of the imperial family, there was an image of the imperial crown on the buttons.
Over the years, the material from which buttons were made became cheaper. During the First World War, Germany began to mint coins from iron and zinc instead of silver, Russia began to issue paper money instead of copper. And the buttons became iron and tin. At the beginning of the twentieth century, with the development of the chemical industry, gold, glass, and porcelain were gradually replaced by plastics. If we talk about metal, then if in the 20-30s of the twentieth century buttons were still minted from bronze and brass, then after the 50s they began to be made only from aluminum. And now we can say that the era of metal buttons is over. True, some countries (for example, Sweden, England), which care about the prestige of their army, still continue to make buttons for the military from heavy metal. Yet most armies have switched to aluminum or plastic.
Svetlana Samsonova
Summary of the excursion to the well
Excursion to the well.
Target: to introduce Russian folk traditions, to an ancient utensil - a rocker, to instill respect for wells, teach safety precautions well.
Preliminary work: asking riddles, reading Russian folk tales "By magic…", staging nursery rhymes about water, looking at illustrations, playing exercise - "Make a pattern", selection and examination suitable for well excursions, thinking through a safe route to it.
Attributes: a rocker with buckets, red flags, safety vests for each child for moving around the city streets.
Progress of the event:
Teacher's story: long ago, when people lived in wooden houses When there was no electricity, everyone had to work hard. Men worked in the fields, women at home. The most necessary thing in the house is water, but there was no running water either, and you had to go to the river or to the river to get water many times a day. well. Guess - ka, mine riddle:
Two brothers
Let's go swim in the river! (buckets).
To make the work easier, a wooden rocker was used; it can be used to bring two buckets of water at once. A lot of water was needed for the household, so the children helped the adults with everything. The children's rockers and buckets were for children.
Considering the present rocker arms: the rocker arm is made of wood, its shape is convenient for carrying weights on the shoulders, such rocker arms were made by a master cooper, the rocker arm should be strong and light, springy.
Today we will go to excursion to the well.
I want to get drunk again!
Very tasty water!
Where does it come from?
From deep... (well)
Water in well is very deep, so well water is cold. The sun doesn't heat it up there in the depths. The well is covered with a lid so that no one falls deep down, garbage also does not fall, so the water in the well is always clean.
I'll open the lid and take out the water well. Children to well You can’t approach without adults! So look how I will do everything. IN well A bucket hangs on a strong chain; you need to lower it down and scoop up water into the bucket. Now carefully lift the bucket of water up using a special lever.
Here's a full bucket of water, enough to get drunk and wash your face:
Vodka, vodka,
Wash my face
To make your eyes sparkle,
So that your cheeks turn red,
To make your mouth laugh,
So that the tooth bites!
But you and I drink water from we won't have a well, and let's water well water flowers in our flowerbed. Let's get a big one out of this, well buckets of water into our buckets and let's go back to kindergarten.
Children eagerly take turns carrying buckets of water on the yoke!
Publications on the topic:
Game: “Letter by letter” Goal: To consolidate the skill of reading short words. Game description: Along the edges of the well logs are placed in pockets.
The well was made together with my daughter to design a model of a Russian village in the group. It is made from plastic cover, which is stuck around.
A few years ago, while decorating our local area, we decided to create a model of a well. The location allowed: a hillock with growing trees nearby.
Participation in the “Vegetable Garden on the Window” competition inspired me to make a well and a crane. I really wanted to show the children of my middle group.
Parable about the Donkey and the Well The owner lived and got on with his work, and did not know any special troubles. He has a donkey on his farm. Even though he’s old, he’s pulling... nothing... But an accident somehow happened Into a well.
Summary of the excursion to the Black Well spring Summary of the excursion to the Black Well spring Objectives: to cultivate love for the Motherland, to introduce the sights of the village.