Lesson on the topic “Pisces” in the middle group

Tasks:

developing in children the idea of fish as living creatures living in water;
developing children's knowledge about the characteristic structure of fish: body shape, fins, gills, etc.
activation and enrichment of children's vocabulary.
to evoke a desire to take care of the riches of nature, to help understand that only then will there be a lot of fish in reservoirs, when the water in them becomes clean, and each fish will have the opportunity to leave offspring;
cultivate an interest in nature.

Preliminary work:

1. Consideration of an aquarium - an aquatic ecosystem.

2. Observations of aquarium fish.

3. Acquaintance with the models “Fish”, “Who Lives in the Pond”. 4. Reading fiction: A.S. Pushkin “The Tale of the Goldfish”, Permyak “The First Fish”, I. Tokmakova “Where the Fish Sleeps”, Russian folk tale “At the Command of the Pike”. 5. Drawing Fish in an Aquarium.” b. Getting to know the names of aquarium and river fish.

7. Watching the video “On rivers and reservoirs.”

Progress:

Game "Fish swims in water"

Insert a large atlas of the world, pay attention to the fact that there is a lot of blue on the map. Educator: Guys, what does the color blue and blue mean on the atlas?

Children:

This is water: oceans, rivers, lakes.

Educator:

And, do you know who inhabits these expanses of water? (Children's statements.)

- Yes, it's not just water. This is a house where all kinds of creatures live. Name them.

Children's answers.

Physical exercise: “Journey along the bottom of the sea.”

Educator:

Let's take a look at them.

Examination of illustrations and pictures depicting aquatic animals.

Educator:

Guess the riddle: “Parents and children have all their clothes made of coins.”

Children:

These are fish.

Educator:

That's right, well done! Select pictures of fish.

Educator:

Guys, think and tell me how fish differ from other animals?

Children's answers.

Educator:

All fish are distinguished from other animals by common characteristics.

Invite the children to draw the body shape of a fish on the board (an option is a wind-up fish toy).

Educator:

Look, the body is elongated, the head smoothly turns into the body, and the body into the tail. Fish have fins, scales, and gills.

—Have you ever picked up a fish? What does it feel like?

Children:

Slippery.

Educator:

The body of the fish is covered with scales and mucus, this makes it slippery, so it glides easily in the water.

- The fish constantly lives in the water, there it finds food, in the water the eggs hatch into fry, from which a new fish then grows.

Educator:

How does a fish breathe underwater? Has anyone thought about this?

(Children's statements.)

Educator:

“It’s dark at night, it’s quiet at night, fish, fish, where do you sleep?”

Where does the fish sleep and how? Children's answers.

- Yes, she has a special device for breathing under water - gills.

Consideration of the “Fish” model

Educator:

Look at this diagram and tell us about the main distinguishing features of the fish.

Educator:

Guys, tell me, what is needed so that the fish does not die, but lives?

Consideration of another model: “What is needed for fish.”

Discussion with children. Summarize that fish need water, food, air and aquatic plants.

Educator: Tell me, how does a fish appear? Examination of the model.

Educator:

Yes, indeed, guys, fish emerge from eggs, eggs become fry, and fry grow into big fish.

Educator:

Who knows the names of the fish? Name it!

Children's answers.

Educator:

How should people take care of fish so that they are happy and have babies? Will they be able to survive if the water in the seas and rivers is dirty? Can you do anything beneficial for the fish?

Teach children that the water should not be polluted, that the fry of different fish should not be destroyed, and that they should not catch too many fish. Tell us who the poacher is.

Game "We are fish."

Result:

What new did you learn? What were they talking about? What or who else do you want to know about?

Note:

All schemes are narrated by children with a high level of development, and some – by children with an average and low level of development.

Lesson summary “Where the fish live” for the middle group

"Where the Fish Lives"

Middle group

Tasks:

To form in children ideas about fish as living creatures living in water;

To develop knowledge about the characteristic structure of fish: body shape, fins, gills, etc.

Activate and enrich children's vocabulary.

To evoke a desire to take care of the riches of nature, to help understand that only then will there be a lot of fish in reservoirs, when the water in them becomes clean, and each fish will have the opportunity to leave offspring;

Cultivate an interest in nature.

Progress:

- Guys, today we will go on a water trip. What will you and I sail on? Children's answers: steamship, ship, boat. — That’s right, now you and I are going on a trip on a motor boat. - Get ready, take the steering wheel in your hands, start the engine (Children pronounce the sound “rrrr...”). Carefully! Turn - right, then - left, again - right, once again - left, now we are heading straight; turn off the engine... (children pronounce the sound "rrrr..." quieter and quieter). - And now we find ourselves on a pond (the teacher shows a magnetic poster “Reservoirs”). — Guys, what kind of reservoir do you think this is? Children's answers: river, pond, lake. - Indeed, guys, we found ourselves on a freshwater body of water (river or lake). Look how diverse and beautiful the flora and fauna on the pond are! - Please note that it is as if the reservoir is divided into two parts: one part is the surface and coastal ones, almost indistinguishable, the other is the underwater world. - Tell me the inhabitants of the surface world that you see in the picture. Children's answers: insects (water striders, butterflies and dragonflies, etc.), frogs, herons, beavers, water lilies, lilies, etc. - Tell me the inhabitants of the underwater world that you observe. Children's answers: snails, crayfish, river fish, swimming beetle, algae, etc.

Let's take a look at them. - Examination of illustrations, pictures depicting aquatic animals.

Guess the riddle: “Parents and children have all their clothes made of coins.”

Think and tell me how fish differ from other animals?

All fish are distinguished from other animals by common characteristics.

Invite the children to draw the body shape of a fish on the board (an option is a wind-up fish toy).

Look, the body is elongated, the head smoothly turns into the body, and the body into the tail. Fish have fins, scales, and gills.

—Have you ever picked up a fish? What does it feel like?

The body of the fish is covered with scales and mucus, this makes it slippery, so it glides easily in the water.

- The fish constantly lives in the water, there it finds food, in the water the eggs hatch into fry, from which a new fish then grows.

How does a fish breathe underwater? Has anyone thought about this?

- Yes, she has a special device for breathing under water - gills.

Consideration of the “Fish” model

Look at this diagram and tell us about the main distinguishing features of the fish.

Physical education

A fish lived in the lake, the fish swam to the shore, (legs shoulder-width apart, hands on the belt, bending to the sides) wagged its tail, looked for food for itself. (we jump our legs to the sides, together) There is a worm near the shore, Wriggling like this, (hands on the belt; we make circular movements with our hips to the left and right) The fish swims up, the worm is grabbed. (separate the wrists of the hands (open mouth) and connect them (closed mouth)) The fishermen pulled the fishing line, but the worm broke loose, (clap our hands in front of the chest and behind the back) The fish was not caught, I was left with the worm. (we make wave-like movements with our palms folded together: imitation of the movement of a fish)

Guys, tell me, what is needed so that the fish does not die, but lives?

Consideration of another model: “What is needed for fish.”

Discussion with children. Summarize that fish need water, food, air and aquatic plants.

Tell me, how does a fish appear? Examination of the model.

Yes, indeed, guys, fish emerge from eggs, eggs become fry, and fry grow into big fish.

Who knows the names of the fish? Name it!

How should people take care of fish so that they are happy and have babies? Will they be able to survive if the water in the seas and rivers is dirty? Can you do anything beneficial for the fish?

Game "We are fish."

Result:

What new did you learn? What were they talking about? What or who else do you want to know about?

Abstract of GCD on artistic creativity in the middle group on the topic “Goldfish”

Summary of GCD on artistic creativity in the middle group

Summary of educational activities on artistic creativity in the middle group on the topic “Goldfish”.

Author: Antonina Viktorovna Nedopekina, teacher at GBOU Kindergarten No. 1524, Moscow. Description of the material: I offer you a summary of direct educational activities for children of the middle group (4-5 years old) on the topic “Goldfish”. This material will be useful to middle school teachers, parents, and preschool children. This summary is aimed at cultivating the interest of preschoolers in artistic creativity. Goal: Image of a fish based on an oval and carefully painting over the shape, adding appropriate details (tail, scales, fins, eyes). Objectives: To clarify the idea of the appearance of fish. Develop a sense of shape and color perception. Continue to cultivate interest in co-creation with the teacher and with other children in creating a collective composition. Exercise children in selecting different shades of the same color. Develop a sense of composition (beautifully arrange fish by color one after another). Improve technical skills. Continue to develop the ability to examine and evaluate created images. Demonstration material: Illustrations depicting fish. Preliminary work: Feeding the fish in the aquarium and observing their behavior. Conversations about the appearance and lifestyle of fish. Looking at illustrations of fish. Reading a fairy tale by A.S. Pushkin “The Tale of the Fisherman and the Fish” Handout: “The bottom of the underwater world” depicted on a sheet of blue paper (35 cm by 55 cm format, for group work), gouache, a set of brushes No. 8, No. 3, jars of water, napkins. Progress of the lesson: Educator: Listen and guess the riddle. She wags her tail back and forth - And she’s gone, and there’s no trace. Children: Fish. Educator: Correct, what fish do you know? (Show a picture with fish)

Children: 1 - pearl gourami; 2 swordtail; 3 - molynesia; 4 - betta fish; 5 - guppy. Educator: Listen, which fairy tale by A. Pushkin is this excerpt from? For the third time he threw the net, - The net came with one fish, With a difficult fish - a gold one. Children: The Tale of the Fisherman and the Fish. Educator: Who is the fairy tale about? Children: About a goldfish. (Children briefly retell the plot of the fairy tale.) Educator: Where does the goldfish live? Children: In the underwater world. Educator: Let's take a look into the underwater world! What is happening there? How beautiful it is: there are colorful pebbles on the sandy bottom, green algae bending under the water. And who is this swimming? Gold fish. (Showing a blank for group work)

Educator: What color is the fish? Big or small? What do you think helps the fish swim? Children: Tail, fins. When a fish swims, its tail moves from side to side. (The teacher shows the movements of the fish with his hand and invites the children to also do with their hands like a fish with its tail)
.
Educator: Do you think the fish sees us? Children: Yes, because she has eyes. Educator: What do her eyes look like? Children: On small black beads. Educator. Do you want to play fish? Physical education minute: A rowan tree grew by the river (crouching, gradually straightening the torso, shaking your arms up).
And the river flowed and rippled
(with smooth movements of the hands in front).
Depth in the middle
(bends forward, arms straight).
Fish-na
(walking) was walking there.
This fish is not easy
(jumping).
It's called golden
(walking in place).
The fish swims in the water
(smooth movements of the hands in front)
The fish has fun playing
(jumping)
Fish, mischievous fish We want to catch you.
The fish arched its back, (bend back and stretch)
and winked at us with its eye.
The fish waved its tail, the fish quickly swam away. (Children pretend to be frolicking fish)
Educator: The goldfish wants to tell us something.
You see white bubbles rising from her lips. Oh, trouble, trouble! The fish lost its sisters, the goldfish. She is sad without them. Guys, we need to help the fish! Educator: Do you want to learn how to paint a Goldfish? ( showing a drawn sample of a fish)

Think about what form is the basis of its image?
Children: Oval. Educator: What else does the fish have? Children: Tail, scales, fins, eyes. Educator: I’ll try to draw a fish, for work I’ll take a large brush and yellow gouache. I will draw an arc on top and an arc on the bottom so that it turns out to be an oval. The arcs should intersect in one place, this will be the tail of the fish. (Showing the drawing sequence).

Educator: I carefully paint over the oval. And I let it dry.

Educator: Then I take a smaller brush and paint the fish’s tail and fins.

Educator: What else should I add to the fish? Children: Scales and eyes. Educator: Correct. The fish definitely needs to draw scales. (show) Educator: So I got a goldfish.

And now you try to draw the Golden Fish and her sisters, as you remember. But first, let's stretch our fingers. Finger gymnastics: “Fish” The fish swam and dived in clean, warm water (put your fingers together in a pinch, making wave-like movements with your whole arm - from the shoulder to the hand):
Then they will clench
(clench your fingers very tightly),
they will unclench
(spread your fingers to the sides),
then they will bury in the sand
(put your fingers together and alternately make movements with your hands, as if you were digging up sand). Educator: We've stretched our fingers, let's start drawing fish. ( Children draw goldfish. The teacher provides individual assistance, pays attention to how the children pick up paint and whether they are holding the brush correctly) Teacher: Well done, you painted beautiful fish! Guys, look, the Goldfish was happy that her sisters were found. She thanks you for your help. They can fulfill your wishes.

Educator: Guys, explain the proverb: “You can’t even pull a fish out of a pond without difficulty.” (Children explain the meaning of the proverb.) Educator: That’s right, if you try and work hard, then everything will work out. You learned how to draw Goldfish and helped the fish. Well done!

We recommend watching:

Outline of GCD for children of the middle group. Wild animals GCD outline for children of the middle group. My Homeland GCD outline for preschoolers of the middle group. Topic: Transport Summary of the GCD for children of the middle group “Geometric Kaleidoscope”