How to write a summary of the fgos lesson. How to make a lesson plan: step by step instructions. Monitoring the progress of the lesson

How to draw up a summary of the GCD in accordance with the GEF DO
Knis A.N. senior teacher of MBDOU "Kindergarten No. 3 "Smile" of the city of Kalach - on - DonVolgograd region.

Some teachers experience difficulties in the preparation of GCD notes. Let's remember how this is done. Let's start with title page.I

Full title at the top of the title page preschool. Approximately in the middle of the sheet there is an inscription: Abstract of direct educational activities in (Region) on the topic: “……………..” for children of senior preschool age.
Below the title of the abstract on the right is the surname, initials of the author and his position, group number.
At the bottom of the title page, in the middle, the city is written, and even lower is the year when the summary was written.

The next sheet begins with the purpose of GCD. What is a goal?Target This is the final result, what we are striving for. It is recommended that the goal be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc. And the tasks are to form verbs in an indefinite form: create, strengthen, educate, implement, etc.. The goals and objectives of the lesson replace the program content.
Task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Educational tasks (it is written what children will be taught in this lesson). In tasks, do not write the verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, etc.
2. Educational tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Nurturers tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written from a new line.
When the tasks are formulated, it is necessary to indicate what kind of work was carried out.preliminary work with children, the entire volume of frontal and individual work with children (Conversations with children, observation, reading fiction where they went on an excursion, what they learned, etc.)
Methods and techniques: Game, visual, practical activities of children, questions for children, verbal, didactic game, use of fiction, etc.

Materials and equipment: It is listed what equipment will be used at this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, coasters, etc.).
Further, the demonstration material is indicated, which lists not only all the manuals, pictures, but also their authors, quantity, sizes.
When describing the handout, it is mandatory to list what material is taken, indicating the size and quantity.
The following describes the structure and teaching methods used in the lesson. Parts of the lesson and specific methodological techniques are indicated. For example:
I. Introduction - 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. Main part - 15 minutes.
a) talking about weather phenomena autumn;
b) looking at weather calendars;
c) physical minute;
d) compiling stories about autumn weather;
e) naming autumn signs and sayings about autumn by children;
f) didactic game "From what tree leaf" ... etc.
III. Final part - 2 minutes.
a) generalization of the educator;
b) analysis of the GCD (about what knowledge the children showed).
And finally, the description of the course of the GCD begins.
The course of the GCD is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
GCD progress: 1. Reading the poem "Autumn" by A.S. Pushkin;
Educator: “Children, if you want, I will read you a poem by A.S. Pushkin "Autumn"?
Children: Yes, we do!
Educator: " October has already come - the grove is already shaking off
The last leaves from their naked branches;
The autumn chill has died - the road freezes through ... "
So further on all points of the GCD structure.

So, if we briefly describe all of the above, then the structure of the GCD summary is as follows:
If there is a title page, then the second page starts withGoals, if without a title page, then it looks like this:

Theme: "Snowflakes outside the window" ( Times New Roman 16)
(Middle group No. 1, Ivanov I.I.)( Times New Roman 14)
Educational area : Artistic and aesthetic development
Target: Tasks: Educational:
Developing:
Educational:
Preliminary work:
Methods and techniques :
Materials and equipment:
GCD structure:
I. Introduction:
II. Main part:
III. Final part: GCD progress:
Thank you for your attention.

memo in registration of writing a summary of continuous educational activities in a preschool educational institution

(option 1)

The abstract assumes a reflection of the main stages of the GCD:

At the beginning of the abstract the direction of activity under the program and the specific area for the implementation of this activity must be indicated.

The topic of the lesson is written briefly.

The goal is the end result, what we strive for.

Program content- something that requires execution, the decisions that need to be solved in the lesson are prescribed in detail. The trinity of tasks is observed :

about howling e (what new teacher will teach children);

developing(what cognitive processes will be developed or improved)

or correctional-developing, educational (which socially significant personal qualities knowledge about them will be brought up or replenished).

Integrable regions are indicated. Integration of educational areas: the main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets.

AT vocabulary work words are indicated that are entered into the active and passive vocabulary of children for the lesson and their meaning must be explained to the children.

The abstract summarizes what preliminary work it is required that the lesson was successful and all tasks could be completed.

Pedagogical facilities and equipment are reflected necessary for this lesson: technical (including computer, methodological, organizational tools.

The course of the lesson is described in the logic of the sequence of using the indicated means, when and which slide will be used, what questions will be asked to the children, what game will be played.


1. GCD topic;

2. organizational moment;

3. setting goals and objectives;

4. survey of students on the material covered;

5. statement of the problem situation;

6. introduction to integration;

7. debriefing.

Stages of work:

Introductory part:Organizing time, including: goal setting, which should be achieved by students at this stage of the GCD (what should be done for their further work to be effective); definition of goals and objectives, which the teacher wants to achieve at this stage of GCD; description of work organization methods students at the initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works).

Main part:Introduction to new material. Didactic game(game situation) creating motivation for action. Children are offered a game during which they remember things that will help them get to know new topic (updating knowledge and skills ). The game should be such that in the course of it there are no difficulties in the child's activity.

Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.

Discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part:Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson: a description of the positive actions of students, determining the prospects for the acquired competencies (what they learned new, where the new will come in handy).

Title page: Preschool name educational institution(in full, according to the charter), the topic of GCD, a summary of continuous educational activities, compiled by: full name, city.

Educational area:

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Integration of educational areas: cognitive development and speech development;

Type: integrated

Children's age:

Forms of continuous educational activity: Team work.

Forms of organization: group, subgroup.


Target: The end result is what we are striving for.

Tasks: educational, developmental, educational

Dictionary of new words:(if there)

Preliminary work:(if carried out)

Equipment and materials:(attributes, material)

Progress of lifelong learning activities (CLC)

A detailed summary is presented, which describes the activities of the teacher and children with the direct speech of the teacher and the expected answers of the children.

memo in registration of writing a summary of continuous educational activities in a preschool educational institution

(option 2)

On the title page in the center the type of GCD, its topic, for which age group this abstract is indicated.

In the lower right corner is written who wrote the summary (full full name, position, age group of children, group number, kindergarten number).
At the top of the title page indicate the name of the organization in the department which is located Kindergarten.
At the bottom of the title page the city and year, spelling is indicated.
On the first sheet of the abstract, information is placed in the following order:
At the top of the sheet is type, type, topic of GCD, age group of children. Compiled software content, where are included:
1. Learning tasks(it is written what children will be taught in this lesson).
2. Development tasks(it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educational tasks(what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
vocabulary work scheduled for every lesson. The words planned in active and passive vocabulary. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" must be entered.
It should be remembered that each new task is written from a new line. When tasks are formulated, it is necessary to indicate which equipment will be used on this GCD (for example: interactive board, easel, wall board, cubes, coasters, etc.).
The following is indicated demo material, where not only all manuals, paintings are listed, but also their authors, quantity, sizes are indicated.
Describing Handout, it is mandatory to list what material is taken with an indication of the size and quantity.
Next, you need to describe previous work as an educator in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc.
After that, preliminary work with children is indicated, the entire scope of frontal and individual work with children (where they went on an excursion, what object they observed, what they read to children, what they learned, etc.)
After that, it is written what individual work with whom (the names and surnames of the children are indicated) in which part of the lesson it is planned to conduct. It is advisable not to forget to enter this work in that part of the lesson in the outline in which you planned.
The following describes structure and methodical methods, used in class. Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes.
a) reading the poem "Autumn";
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. The main part is 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) naming autumn signs by children;
d) compiling stories about autumn weather;
e) naming sayings about autumn by children;
d) didactic game "From what tree leaf" ... etc.
III. The final part - 2 minutes.
a) reading a story about autumn;
b) listening to the record "September";
c) generalization of the educator;
e) analysis of the lesson (about what knowledge the children showed).
The following describes organization of children in continuous educational activities. The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out.
And finally, the description of the course of the lesson begins. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
Educator: “Children, what season did the artist depict in his picture?”
Children: (suggested responses of children)
Educator: "That's right, the picture shows an autumn landscape. The artist conveys the beauty of autumn nature with colors, the writer and poet - with words, epithets, and the composer with music. Listen to an excerpt from the work "September" (turn on the tape recorder).
That is, after direct speech, in the middle of the line, the actions of the educator are indicated in brackets (“I turn on”, “hang out”, “remove”, etc.).
The lesson ends with words of analysis.

So, to briefly describe all of the above, then abstract structure , as follows:
1. Type, type, topic of the GCD with an indication of the age group of children.
2. Program content (educational, developing, educational tasks).
3. Vocabulary work.
4. Class equipment.
5. Demonstration material.
6. Handout.
7. Previous work of the educator in preparation for the lesson.
8. Preliminary work with children (with the whole group, with a subgroup, individually).
9. Individual work with children in GCD (what, with whom, in what part of the lesson).
10. The structure of the lesson and teaching methods.
11. Organizations of children in the classroom.
12. The course of the lesson (in direct speech). At the end of the final phrases or analysis of the lesson.

Lesson type:

Integrated(according to the principle of combining several types of children's activities and various means of speech development). Integration can be thematically.

Issues for discussion

1. What, from your point of view, is changing in the organization of the GCD in the context of the introduction of the Federal State Educational Standard?
2. What difficulties do you experience when analyzing a modern lesson?
3. What do you think, how realistic is it to introduce the principles laid down in the Federal State Educational Standard into the practice of preschool teachers?
4. In your opinion, can the proposed methodological tools provide real assistance to a kindergarten teacher?
5. What, in your opinion, has changed in the organization of the correctional work of the educator with the introduction of the Federal State Educational Standard?
6. What difficulties do you experience in the implementation of the activity approach in the educational process?
7. What forms and types of educational activities do you consider the most effective in the context of the introduction of the Federal State Educational Standard?
8 What needs to be changed, from your point of view, in the content of methodological and didactic materials available in the pedagogical piggy bank of preschool teachers?
9. What difficulties do you experience in organizing different forms and types of educational activities?

10. What difficulties did you encounter when writing a summary of a modern lesson?

Consultation for educators

Prepared by senior teacher

Ganieva Irina Hindullovna

Many teachers do not pay attention to the design of notes. In the summary write the topic, goal, tasks. And often the tasks go through the target.

Let's remember how this is done.

Let's start with the title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet is the inscription:

Abstract

Direct educational activities in (Region)

On the topic: “……………..” for children of the senior group.

Below the title of the abstract on the right is the name of the author and his position.

At the end of the title page, in the middle, your village is written, and even lower is the year when the abstract was written.

Igrim

2010

The next sheet begins with the purpose of GCD. What is a goal? The goal is the end result, what we strive for. The goal is realized through tasks, which in relation to the goal are means, i.e. how we will achieve this goal. A task is something that requires execution, a solution.

Tasks in relation to the goal are and are:

  1. Educational;
  2. Developing;
  3. educators.

Let's look at an example:

Purpose: development of children's aspirations to consciously improve movements.

Tasks:

  1. Teach the elements of dance movements;
  2. Develop plastic expressiveness of movements;
  3. To instill in children the desire to perform exercises beautifully and for the benefit of their health.

It is recommended that the goal be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc. And the tasks are to form verbs in an indefinite form: create, strengthen, educate, implement, etc. the goals and objectives of the lesson replace the program content.

The synopsis also indicates vocabulary work - these are new words, the meaning of which children need to explain. Don't forget about methodological support pedagogical process. Any activity begins with a motive. A motive is a reason that motivates an action. Previously, we called the motive an interesting moment before the lesson.

The following motives for activities for children are distinguished:

  1. Game. The child can realize the need for his significance by “helping” various toys to solve their practical and intellectual problems.
  2. Communication motivation. Motivation is based on the desire of the child to feel his need and significance in terms of helping an adult. An adult turns to the child with a request to help him, he says that he cannot do without the help of the child. At the same time, do not forget to thank the child.
  3. Motivation of personal interest. This motivation encourages the child to create various items for own consumption.

After motivation comes the method of conducting the lesson. In this section, you should highlight the parts of the lesson. Children's answers are not written in the notes.

A good, useful lesson cannot be held without preparation. That is why it is so important to think over its course in advance. Federal State standard main general education emphasizes that the educational process should be organized so that students can achieve general cultural, personal and cognitive outcomes. Therefore, there are several general requirements how to plan a lesson.

What is a lesson outline?

Each competent teacher, before conducting a lesson, draws up his outline plan. What does this term mean? Since student times, everyone has become accustomed to the fact that the abstract is set out in writing information just heard. In the teaching world, things are different. The outline (or in other words the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information gathered together about what the lesson is about, how it is built, what meaning it carries, what its goal is, how this goal is achieved.

Why do you need to plan a lesson?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, with what exercises to consolidate it, work it out, then the process of assimilation will go much faster and better.

Lesson notes are often required to be presented to the head teachers, because this is a direct reflection of how the teacher works, how the teaching methodology meets the school requirements and curriculum. According to the notes, the strengths of the teacher, as well as his methodological errors and shortcomings, are clearly visible.

Primary requirements

It is difficult to come up with general requirements that all lesson plans should meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The lesson plan for the Russian language will be fundamentally different from the lesson plan, for example, for the world around. Therefore, there is no unified unification in pedagogy. But there are several general requirements for how the outline of the lesson should look like:


What else is worth paying attention to?

As a rule, the teacher, when drawing up a lesson plan, needs to think through every little thing. Up to how much time will be spent on the implementation of each of the points of the plan. It is necessary to write down all the remarks said by the teacher, and give them the expected answers of the students. All questions that the teacher is going to ask should also be clearly spelled out. It will not be superfluous to indicate separately what equipment is supposed to work with in the lesson. If some kind of handout is used in the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson summary in printed and electronic form. The summary should end with a summary and homework.

How to make a summary?

For himself, the teacher can draw up a plan in any form. It can be just notes, individual remarks, suggestions, or a detailed script. Some schematically depict the necessary information. If you want to hand over the abstract for verification to the authorities, then the most common form is in the form of a table. It is very convenient and visual.

An example of compiling a brief outline plan

Brief lesson plan. 5th grade

Thing: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to new part speech.

Main tasks:

  • develop speech skills and abilities;
  • develop the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

During the classes:

  • Organizing time;
  • examination homework;
  • explanation of new material (reading the rule, working with it, doing exercises to consolidate the material);
  • repetition of the studied material;
  • summarizing the lesson, assessing students' knowledge;
  • homework.

Please note that all points of the course of the lesson must be described in detail by the teacher, down to each cue. In addition, opposite each item you need to write maximum time, which will be assigned to each of them. So there will be no situation that the lesson is coming to an end, but only half of what the teacher planned has been done.

Not all outlines will be the same. Highly great importance has the age of the students when we talk about lesson plans. Grade 6, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For class 2, this option will be ineffective. For kids, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another abstract.

English Lesson Plan, Grade 7

Subject: repetition of the passed grammatical material.

Lesson type: combined.

The purpose of the lesson: to consolidate the acquired skills on the topic of translating sentences from direct speech into indirect speech.

Main tasks:

  • develop communication skills;
  • develop the ability to work in a team;
  • to form the ability to highlight the main thing in the studied material.

Equipment: board, chalk, presentation, tape recorder.

During the classes:

  • Organizing time;
  • phonetic warm-up;
  • lexical warm-up;
  • repetition of the material covered (exercise, independent work, teamwork);
  • checking homework;
  • summarizing the lesson;
  • homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be done at the beginning of the lesson, in the middle, or you can even end the lesson like this. For the teacher, the main thing is not to be afraid to experiment, invent and bring something new to each lesson, so that the lesson is interesting and special for children. To make them look forward to it. Depending on which type is chosen, the lesson plan will also depend. Grade 7 (unlike, for example, from younger students) allows you to build a lesson outside the box. Repetition of the studied can be carried out in the form of a game or competition. Give students the opportunity to demonstrate their skills through independent work. The main thing is to understand what type of activity is suitable for a particular class, a particular group of students (you need to take into account both age and overall performance in the class).

Summing up

So let's summarize all of the above. A step-by-step instruction for compiling a lesson plan will look like this:

  1. Subject/class.
  2. Lesson type.
  3. Lesson topic.
  4. Target.
  5. Main tasks.
  6. Equipment.
  7. During the classes:
  • organizational moment, warm-up, etc. (we begin to prescribe in detail the speech of the teacher and students);
  • checking homework;
  • introduction of new material, its development;
  • consolidation of the past, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the abstract is not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it is not a matter of experience and not the ability to experiment on the spot. No one bothers to bring novelty, zest to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the abstract). But in any case, there must be a lesson plan. You got 8th grade, 3rd or 11th - it doesn't matter! The class is active or passive, catches on the fly or long explanations are needed - it doesn't matter! Make it a rule - before each lesson, make a plan. It certainly won't be redundant.

Dzagoeva Irina Yurievna
Position: senior educator
Educational institution: preschool department of MBOU Odintsovo secondary school No. 3
Locality: Odintsovo, Moscow region
Material name: article
Subject:"How to draw up a summary of the OOD in accordance with the GEF DO"
Publication date: 27.01.2017
Chapter: preschool education

Municipal budgetary educational institution Odintsovo secondary school No. 3 (preschool department)
SCHOOL OF YOUNG TEACHER
“We draw up a summary of organized educational activities in accordance with the Federal State Educational Standard of Education” Prepared by: Senior teacher of the Preschool Department of MBOU Odintsovo secondary school No. 3
Dzagoeva I.Yu.
G. Odintsovo 2016
The abstract is the main document of the educator, without which no organized activity can take place! Most importantly, the abstract should reflect current trends in the development of preschoolers and children.
be methodologically literate.
First of all, it should be noted that there is no clear replacement for the word “occupation” at the moment. In some regions they call
"directly educational

activity"
(GCD), in others -
"organized educational

activity"
(OOD), thirdly -
"educational situation"
(OS). All these definitions are correct, as they reflect a specific educational activity. So, how to make a summary. There are two options for preparing this document, but the title page must always meet the following design requirements: 1. Title page. At the top of the title page, in the center, the name of the educational organization is indicated. The center also indicates the type of organized activity, its topic, for which age group this summary was compiled. In the lower right corner (not quite on the edge of the sheet) it is indicated who compiled the abstract (full name, position, group number - if any). At the bottom of the sheet, in the center, the name of the settlement and the year of writing are written. Further: Option 1 At the beginning of the synopsis, the direction of the program activity and the specific area of ​​implementation of this activity must be indicated. (Type of OOD) 1. The topic of the lesson is written briefly. 2. Goal - the end result, what we are striving for. The program content is what requires execution, the solutions that need to be solved in the lesson are prescribed in detail. 3. The trinity of tasks is observed: teaching (what new teacher will teach children); developing (which cognitive processes will be developed or improved) (or correctional-developing) educating (what socially significant personal qualities will be brought up or knowledge about them will be replenished). 4. Integration of educational areas: the main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets. 5. In the dictionary work, words are indicated that are entered into the active and passive vocabulary of children for the lesson and it is necessary to explain their meaning to the children. Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In the classes on the development of speech, tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily entered. 6. The outline summarizes what preliminary work is required in order for the session to be successful and all tasks to be completed. 7. The pedagogical tools and equipment necessary for this lesson are reflected: technical (including computer, methodological, organizational tools. 8. The course of the lesson is described in the logic of the sequence of using these tools, when and which slide will be used, what questions will be asked children what game will be played. (If the game was compiled by the author independently and is not reflected in the teaching aids, both the course of its implementation and the purpose of using it at this stage of the lesson should be indicated).
Stages of work: 1.
Introductory part:
Organizational moment, including: setting a goal that should be achieved by students at this stage of the OOD (what should be done for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works). 2.
Main part:
Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity. 3.
Final part:
Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things. **** Repetition and development tasks. (Given in the abstract at the request of the educator) 4.
Summing up the lesson
: a description of the positive actions of students, determining the prospects for the acquired competencies (what they learned new, where the new will come in handy). Option 2 1.
Type of OOD:
classes on communication of new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated
2.

Purpose of OOD
3.
software content,
which includes: 1. Learning tasks (it is written what children will be taught in this lesson). 2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties). 3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
4.

Integration of educational areas
5.
vocabulary work
scheduled for every lesson. The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In the classes on the development of speech, tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily entered. It should be remembered that each new task is written from a new line. 6.
Equipment
, which will be used in this DTE (for example: interactive whiteboard, easel, wallboard, cubes, coasters, etc.). The following is indicated
7.
demo material,
where not only all manuals, paintings are listed, but also their authors, quantity, sizes are indicated. eight.
Handout,
it is mandatory to list what material is taken with an indication of the size and quantity. nine.
Previous work as an educator
in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc. After that, preliminary work with children is indicated, the entire volume of frontal and individual work with children (where they went on an excursion, what object they observed, what read to the children what they learned, etc.) 10.
individual work,
with whom (the names and surnames of the children are indicated) in which part of the lesson it is planned to conduct. It is advisable not to forget to enter this work in that part of the lesson in the outline in which you planned. eleven.
Structure
and
methodical methods,
used in class. Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes. a) reading the poem "Autumn" by A. S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage). II. The main part is 15 minutes. a) a conversation about weather phenomena in autumn; b) looking at weather calendars; c) naming autumn signs by children; d) compiling stories about autumn weather; e) naming sayings about autumn by children; d) didactic game "From what tree leaf" ... etc. III. The final part - 2 minutes. a) reading a story about autumn; b) listening to the recording of P. I. Tchaikovsky "September"; c) generalization of the educator; e) analysis of the lesson (about what knowledge the children showed). 12.
Organization of children on educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out. thirteen.
Description of the lesson
. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
So, if we briefly formulate all the requirements, then the structure looks like

summary will be as follows:
1. Type, theme of the OOD with an indication of the age group of children. 2. The purpose of OOD 3. Program content (training, developing, educating tasks). 4. Vocabulary work. 5. Equipment for OOD. 6. Demonstration material.
7. Handout. 8. Previous work of the educator in preparation for OOD. 9. Preliminary work with children (with the whole group, with a subgroup, individually). 10. Individual work with children in OOD (what kind, with whom, in what part of the activity). 11. The structure of the OOD and methodological techniques. 12. Organization of children at OOD. 13. Move OOD (in direct speech). 14. At the end of the final phrases or analysis of the lesson. "Properties of Water". Lesson on cognitive research activities with elements of experimentation
OOD: "Journey with a drop"
Cognitive research activity with elements of experimentation.
Target:
To form an idea of ​​the properties of water
Tasks:
educational tasks. 1. Continue to acquaint children with the properties of water (it has no color, taste or smell). Development tasks: 1. Develop cognitive activity children in the process of experimenting by comparison. 2. Activate children's vocabulary (colorless, tasteless).
educational tasks. 1. Cultivate accuracy in work in the process of experimentation.
preliminary work
1. Conversations on the topics: "Where you can meet water"; “What and who needs water”; 2. Conducting experiments with water. 3. Consideration of illustrations on the theme "Water". 4. Reading fairy tales, poems, stories, proverbs, guessing riddles about water. 5. Observation of indoor plants in a corner of nature, running errands (watering).
Kind of activity:
cognitive research
Form - work:
experimentation
Children's age:
second junior group(3-4 years)
Methods and techniques:
1. Visual (schemes - symbols indicating the properties of water). 2. Practical (observation, experiment). 3. Verbal (teacher's story, search questions, artistic word).
Integrations of educational areas:
Cognitive - research, social - communicative.
Material for classes:
Water drops made from paper; schemes - symbols indicating the properties of water; glasses of water and straws for a cocktail (according to the number of children).
Lesson progress
Educator: Oh, guys, what happened this morning, I forgot to tell you - I just went into the kindergarten, A droplet came to me (shows a picture of a droplet, Says, I’m a miracle guest, Here I admire from above, I like your Earth, Blue and big Educator: Guys, a droplet asked us a riddle... So that it rains from the sky, So that ears of bread grow, So that ships sail, So that jelly is boiled, So that there is no trouble - You can’t live without .... (Water) Educator: - That's right without water, So what are we going to talk about today? (about water).
What is water? (children's answers). What kind of water happens, do you know its properties? Today we will learn the properties of water. And a droplet came to visit us and to her droplet sisters who live in our group. Just couldn't find them. Educator: - Guys, let's show Droplet where the droplet sisters live, what they do with us and what benefits they bring. Children in the group find a drop in a corner of nature: near plants. Flowers need to be watered, they will wither without water, they need water. Near the sink (sink) they find a drop: the assistant teacher needs water to wash the dishes. A droplet is found in the play corner, water is needed to wash toys. At the table, on which there is a decanter of water, they find a drop, water is needed so that we can drink it. A drop is found in the toilet room, water is needed so that the children can wash their hands and face. Educator: Well done guys. - Here is Droplet, how many droplet sisters live in our group, who bring us great benefit. And we promise to take care of them with the guys. Educator: Guys, did we find answers to the questions, what kind of water is there? Maybe in the laboratory we will find answers to our questions? Educator: Let's go to the laboratory and invite Droplet with us. Before starting research, let's remember the rules of behavior in the laboratory: - Do not make noise - this is how we disturb others. - Handle dishes with care. - Listen carefully to the teacher. - After completing the observation, draw a conclusion. Experience No. 1: “Water is a liquid” One is with water, the other is empty. Gently pour water from one to the other. Teacher: What happens to the water? Children: It pours. Educator: Why is she pouring? Water flows because it is liquid. So what is water? (Liquid). Since water is liquid and can flow, it is called a liquid. Conclusion: Water is a liquid (I hang the symbol on the board). Experience No. 2 “Clear water” There are two cups in front of the children: one with water, the other with milk. Children throw coins into both cups. Educator: In which cup is a coin visible? That's right, in a glass of water. Why do you think the coin is visible in this cup? Children: Water is clear, but milk is not. Conclusion: Water is colorless, has no color (I hang the symbol on the board). Experience number 3: "Water has no smell." The teacher invites the children to smell the water. Educator: Children, what does water smell like? It doesn't smell right at all. Pure water is odorless (I hang a symbol). Experience No. 4 "Water has no taste." The teacher invites the children to take a straw for a cocktail and try the water. Educator: Children, tell me, does water have a taste? (Answers of children). That's right, pure water has no taste. The water is tasteless, has no taste (I hang a symbol). And if we put sugar or salt in a glass of water, what will the water taste like? (children perform the experiment themselves). Salty and sweet. Educator: Guys, having done our experiments, did we find out what kind of water is? (Answers of children). That's right, water has no color, no taste and no smell. Well done boys! Educator: Guys, let's please our guest and give her beautiful soap bubbles. Experience No. 5. This experience is called “Salute from soap bubbles” Materials: glasses of water, pipettes with liquid soap, cocktail tubes.
Drop liquid soap from a pipette into a glass of water. Dip the cocktail straw into the glass and blow through the straw. What do you see? (soap bubbles appeared). Educator: Well done guys, thank you! Droplet is very glad that you know so much about water.
Outcome:
Droplets thank everyone for the fact that you know her droplet sisters so well, you know how they help and what benefits they bring to us. (Children are given bubbles with soap bubbles as a gift).

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