Summary of GCD for modeling in the middle group “Kitten. Sample notes for modeling classes in the middle group
Open modeling lesson in middle group. Theme: "Duck"
Abstract open class in modeling in the middle group.
Theme: "Duck"
Target: teach children to sculpt an object consisting of several parts, showing some characteristic features (elongated beak, tail).
Tasks:
Educational: Reinforce sculpting techniques: separate parts from a whole piece and maintain their size when sculpting, roll plasticine between your palms, connect the parts, pressing them tightly together, practice using the technique of pinching and pulling.
Educational: Develop fine motor skills of the fingers, logical thinking, speech, using complex sentences.
Educational: Develop the ability to work in a team, causing a positive emotional response to the overall result. To instill in children a sense of compassion and a desire to help others in difficult times.
Materials and equipment: plasticine, boards, napkins for each child, pictures of poultry, a lake, a toy - a duck and a duckling. hostess costume for the teacher; musical accompaniment.
Preliminary work. Conversation with children about poultry (geese, ducks, chickens). Examination of illustrations of ducklings, chickens, geese, goslings; game “How are they similar? What is the difference?" (comparison of chicks and ducklings); guessing riddles about birds.
Progress of the lesson.
(Children enter the group and are greeted by a teacher in Russian folk costume).
Educator:
Hello children!
Children: Hello!
Educator: Oh, what guests I have! I'm so glad to see you! It’s already morning, and I was just getting ready to feed my poultry. And you will find out which ones if you help me.
The sun has risen in the sky.
It looks at the poultry yard.
Invites all guests
Visit our yard soon!
Here the chicken went out for a walk,
And behind her, the guys are yellow...(chickens).
Near the house, in the yard,
The cockerel is walking.
And my beloved,
Sings a song
Early in the morning
He will sing to us: ... (“Ku-ka-re-ku!”)
The goose shouts to us: ... (“Ha-ha, ha-ha”)
Show me the enemy!
Red-legged, long-necked,
Important, angry, knows how to hiss.
Pinches everyone's heels.
Run away without looking back!
Educator: And I also have my favorite pets. Guess who it is.
She walks in the rain
Loves to pick grass!
"Quack!" screams
It's all a joke
Well, of course it is...
Children: Duck!
Educator:
Amazing child!
Just got out of diapers
Can swim and dive
Like his own mother.
Children: Duckling!
Educator: Well done! So you guessed it. This is a duck and ducklings. Let's go look for them on the lake.
(Children pass a strip with physical education equipment: hummocks. The teacher and the children approach the table on which the lake is decorated. They surround it on all sides. One duck swims on the lake).
Educator: Look, children, a duck is swimming on the lake.
Children:
Children(answer options): ... you can blind...
Educator: Of course, you can make ducklings! But first, let's play with you a little.
The ducks came out into the meadow, (we walk like ducklings) -
Quack-Quack-Quack!
A cheerful beetle flew by -
Zhzhzhzhzh! (we wave our arms - wings).
Geese arch their necks -
Ga-Ga-Ga (circular rotation of the neck).
The feathers are straightened with the beak (the body turns left and right).
The wind swayed the branches (we sway with our arms raised up),
The ball also growled -
Rrrrr... (hands on the waist, bending forward, looking in front of you).
The reeds whispered in the water -
Shhhhhhhh...(raise your arms up and stretch),
And again there was silence -
Shhhhhhh... (sat down).
Educator: Well done! children, we must help the duckling. Let's look at a duck with ducklings and tell us what they are like.
(Looking at a picture of a duck with ducklings).
Educator: Which duck and which ducklings?
Children: The duck is big and the ducklings are small.
Educator: What color is the duck? What color are the ducklings?
Children: The duck is white and the ducklings are yellow.
Educator: Guys, what parts does a ducklings body consist of?
Children: Heads and torsos.
Educator: What do ducks have on their heads?
Children: Eyes and beak.
Educator: And on the back of the body, what do ducklings have?
Children: Tail.
Educator: Well done!
Educator: What shape is the head?
Children: Round.
Educator: Show me how we make a round head. (The teacher performs circular movements together with the children).
Educator: What shape is the body?
Children: Oval.
Educator: How can we make an oval? (children's answers).
Educator: You must first also roll the ball into a round shape, and then roll it into an oval using back and forth movements. (The teacher, together with the children, first performs circular movements, then back and forth movements).
Educator: Which part is larger, the torso or the head?
Children: Head, torso. The head is smaller, the body is larger.
Educator: That's right, the torso is larger than the head, so more plasticine is needed on the torso.
Educator: Now, guys, let's sit down at our desks to do the work. (Children sit down.)
Educator: Look, guys, what colored plasticine is on our plates. Touch it, what is it like?..
Children: Solid, colorful.
Educator: What color should we take for the ducklings?
Children: Yellow.
Educator: Show everything yellow.
Educator: What needs to be done to make the plasticine soft?
Children: Warm it in your hands.
Educator: That's right, warm it up.
Educator:(Teacher demonstration). To make a duck, you first need to divide the plasticine into two parts. One piece, which is larger, will be the body. And the smaller piece is the head. So we can sculpt a duckling's head. You need to take a smaller piece of plasticine and roll it into a ball in your palms. From a larger piece we also sculpt the body, only then roll it out a little into an oval. Next, we connect these two parts, pressing them tightly against each other. But be very careful so that the shape does not break. Then we guys, by pinching, make a beak on the head of the duckling and pull it back a little, and on the body, where the tail should be, we pull it out. Look how I do it.
Our duckling is almost ready. Is he missing some eyes or something else?
Children: Wings!..
Educator: Look, you have buckwheat cereal on your plate, make eyes out of it for the duckling. Carefully! And the wings can be drawn in a stack on plasticine.
Educator: Let's stretch our fingers and we can get to work.
Finger gymnastics.
Educator: Our fingers are warmed up and we can start our lesson.
Independent work of children.
(Music sounds, the children begin the task. After finishing the work, the teacher turns to the children).
Educator: Our duckling in the lake is really waiting for his friends - ducklings! Come on, children, let's go and put all the ducklings on the lake.
Educator: Look how happy the duckling is! And the duck is happy too. After all, we did a good deed. Is it true?
Children: Yes!!
Educator: What a great fellow you are! Everyone turned out to have such beautiful ducklings. (A short analysis of children's work).
Educator: And me and the duck and ducklings thank you
(The teacher treats the children.)
Educator: Let's say goodbye to the duck, ducklings and guests. It's time to say goodbye, because there are still many good deeds to do for you, for me, and for the guests.
Modeling lesson in the middle group
Duck theme
1. Target: teach children to sculpt an object consisting of several parts, showing some characteristic features (elongated beak, tail).
Tasks:
- Reinforce modeling techniques: rolling the dough between your palms;
- Practice using pinching and pulling techniques;
- Strengthen the ability to connect parts, pressing them tightly against each other, and smoothing seams;
- Cause a positive emotional response to the overall result.
Vocabulary work: beak, tail.
2. Methodical techniques: verbal (guessing riddles about a duck), visual (examining a toy duck with children), explanation (what shape is the body, what is the head, beak, tail), independence (children’s work), moment (providing individual assistance from the teacher), surprise (dancing around the lake in hats and masks).
3. Materials and equipment: salted colored dough; boards; napkins; duck toys for each child); lake is a mirror; duck mask hats for each child; house layout; wattle fence; toys – pet birds; hostess costume for the teacher; musical accompaniment; a huge toy egg to encourage children and “Worms” marmalade.
4. Organization of children during the lesson in subgroups.
5. Preliminary work. Conversation with children about poultry (geese, ducks, chickens); looking at illustrations of ducklings, chickens, geese, goslings; game “How are they similar? What is the difference?" (comparison of chicks and ducklings); guessing riddles about birds.
Progress of the lesson.
(Children enter the group and are greeted by a teacher in Russian folk costume).
Educator: Hello, guys!
Children: Hello!
(Music sounds from the voices of poultry and animals).
Educator: Oh, what guests I have! I'm so glad to see you! Come in, dear guests! And I was just about to feed my poultry. Now you can guess which birds.
She walks in the rain
Loves to cut grass!
"Quack!" screams
It's all a joke
Well, of course it is...
Children: Duck!
Educator: Well done, guys, here's another riddle.
Amazing child!
Just got out of diapers
Can swim and dive
Like his own mother.
Children: Duckling!
Educator: Well done! So you guessed it. This is a duck and ducklings. They are not in the yard, they probably went to the lake. Let's go look for them.
(Children pass a strip with physical education equipment: a bridge; hummocks. The teacher and the children approach the table on which the lake is decorated. They surround it on all sides. One duck swims on the lake).
Educator: Look, guys, the duck is swimming alone, you can see the kids are hiding in the grass. The mother duck felt lonely and began to call them. “Quack-quack-quack!”, but the ducklings don’t respond. Mother duck asks you to help find her ducklings. Let's help her! How can we help her, guys?
Children (answer options): ... you can blind...
Educator: of course, you can make ducklings! But first, let's play with you a little.
The ducks came out into the meadow, (we walk like ducklings) -
Quack-Quack-Quack!
A cheerful beetle flew by -
Zhzhzhzhzh! (we wave our arms - wings).
Geese arch their necks -
Ga-Ga-Ga (circular rotation of the neck).
The feathers are straightened with the beak (the body turns left and right).
The wind swayed the branches (we sway with our arms raised up),
The ball also growled -
Rrrrr... (hands on the waist, bending forward, looking in front of you).
The reeds whispered in the water -
Shhhhhhhh...(raise your arms up and stretch),
And again there was silence -
Shhhhhhh... (sat down).
Educator: Well done! Now sit down at the tables, we must help the mother duck. Look, guys, what wonderful colored dough is on our plates. Touch it, what is it like?..
Children: Soft, yellow...
Educator: Look, children, what parts does a duck consist of?
Children: Head, torso. The head is smaller, the body is larger.
Educator: What do you think, what is this?
Children: Beak, tail.
Educator: Well done! First you need to divide the dough into two parts. One piece of dough, which is larger, will be the body; a smaller piece is the head. To sculpt the body of a duck, we need to take a larger piece of dough and roll it into an oval with our palms. Then we also sculpt the head, only with a ball. Next, we connect these two parts, pressing them tightly against each other. But be very careful so that the shape does not break. Then we guys pinched the beak on the duckling’s head and pulled it back a little, and on the body, where the tail should be, we pulled it out. Look how I do it.
Our duckling is almost ready. Is he missing some eyes or something else?
Children: Wings!..
Educator: look, you have buckwheat in your plate, make eyes out of it for the duckling. Carefully! Where the eyes should be, press the grain. If everything is clear, start the lesson.
(Music sounds, children start the lesson).
Educator: Our duck in the pond is really looking forward to her ducklings!
(The children finished their work).
Educator: Now, guys, let’s go and put all the ducklings on the lake.
There is a fish in the pond,
And ducklings love to eat
This fish in the morning
In the mornings and evenings.
And of course at lunch too!
The fish will help them grow!
Our duck is one, but there are many ducklings! Let's count them guys! Well done, you did a great job today! Look how happy the mother duck is! And the ducklings are happy too, they have returned to their mother! Everyone has fun, and so do we! After all, we did a good deed. Is it true?
Children: Yes!!
Educator: So that our guests also have a good mood, let's dance for them together with our duck and ducklings. Please, everyone stand in a circle around the lake, and I will put on duckling hats and masks for you. Now listen to the music and repeat all the movements after me.
(Music sounds. Children dance the dance of little ducklings).
Educator: What great fellows you are! Me and the duck thank you for the wonderful dance. And the duck also wants to thank you for returning the babies to her! She passed on treats. Now let’s not bother our duck and ducklings, let’s go to our group. (Children leave).
Target:
Clarify children's knowledge about insects, their characteristic features, adaptability to living conditions; teach to express their movements with facial expressions, gestures and plasticity, to call them with one general word: “insects”
Development of visual attention, logical thinking, memory, connected speech.
Continue to consolidate the sculpting technique: sculpt with straight, circular movements of the palms, flatten, and connect the parts tightly, pressing them to each other, convey the features of the appearance of the dragonfly
Foster a caring attitude towards insects and a love of nature.
Strengthen the ability to help game characters, empathize with them, bring what they started to the end and beat the work done.
Equipment:
Pictures of insects, riddles.
Toy marionette "Chicken - Timi"
Plasticine
Modeling boards
Preliminary work:
Didactic game: “What insects do”
"Where the insect sits"
"The Fourth Wheel"
"Guess whose house it is"
“What the artist forgot to draw”
Outdoor game: “Grasshopper”
"Catch a mosquito."
Examination of illustrations and conversation: “What benefits do insects bring?”
Guessing riddles
Progress of the lesson:
A small clearing with riddles. Guys, now we’re going for a little walk. Do you agree.
Children: Yes.
Educator: Oh, guys, listen carefully (riddles):
Moved by the flower
All four petals.
I wanted to rip it off.
He took off and flew away. (butterfly)
small helicopter
Flies back and forth.
Big eyes
Her name is….(dragonfly)
She eats aphids from the branches
And he helps us in the garden
Sitting deftly on the sheets
This is God's... (bug)
Educator: Guys, what can you call a butterfly, dragonfly, ladybug in one word?
Children: these are insects.
Educator: Guys, let’s remember what body parts insects have?
Children: Abdomen, head, eyes, antennae
Educator: Well done, you named everything correctly.
Oh, guys, are you listening? Someone is coming to visit us.
(Chicken Tim (puppet doll) appears: Oh, oh, oh. How hungry I am. I really want to eat, but I have nothing to eat. Help me friends. Feed me. OH, oh, Oh, how hungry I am. This is what happened to I'm in trouble.)
Educator: Hello cute little chicken. What is your name.
Chicken Tim: My name is Tim.
Educator: Why did you sing a sad song? What happened to you.
Chicken Tim: I didn't sing, I cried. Because I really want to eat. (crying)
Educator: Tim, calm down and tell me what you like to eat most.
Chicken Tim: I love the big dragonfly.
Educator: Guys, let's help our guest.
Children: yes.
Educator: Dear Tim, get some rest. Oh, the guys and I will cook something for you.
While our chicken Tim has a rest, we will make a dragonfly. (Showing the sequence of sculpting a dragonfly)
Children sculpt a dragonfly with its characteristic features, using appropriate sculpting techniques.
Physical education lesson “Dragonfly”
Here is a dragonfly flying (children imitate the flight of a dragonfly)
Like pea eyes (depict big eyes dragonflies)
And she’s like a helicopter (rotation)
Left, right, back, forward (tilts).
The children, having rested, continue their work. They try to complete everything to the end.
Educator: Well done guys.
What did you make?
For whom?
Who is this dragonfly?
The children took their dragonflies and flew. Acting out your work. At this time, Tim the chicken wakes up. Tim woke up and was surprised: how many dragonflies were flying. They are so different, beautiful and very tasty.
Chicken Tim: Oh, I'm full. Thank you guys very much. I’ll go and tell everyone how kind and attentive you are. Thank youoooo. Goodbye.
Modeling a turtle
Program content. Teach children to sculpt a turtle from separate parts: shell, head, paws, tail; practice the techniques of rolling, pressing, rolling out, attaching and smearing: learn to give expressiveness to the image: a turtle is crawling, was scared of something, saw something, etc.
Equipment. Clay, planks, stacks, large board, toy, turtle.
Methodology of conducting the lesson. On the eve of the lesson, the children and the teacher look at the turtle and talk about it. During the lesson, the teacher asks her to tell her what parts her body consists of. After this, the teacher explains how to sculpt a turtle. He takes a piece of clay, divides it into three parts: large, smaller and even smaller. From a large piece he sculpts a shell with a body - rolls it into a ball, and then slightly flattens it. He divides the second piece of clay into two parts and rolls out long cylinders from each, bends them in half and attaches them to the lower part of the body - these are the paws; from the remaining small piece he makes an ovoid-shaped head and a small tail.
After the explanation, the teacher asks the children to think about what the turtle will do. Everyone must come up with something of their own: a turtle can crawl - spread its paws in different directions; may get scared - then she hides her head, tail and paws under her shell. Etc.
During the lesson, the teacher helps the children, advises, and shows how to sculpt. At the end of the lesson, the works are analyzed, compared with the image, and the expressiveness of each figure is noted.
Modeling based on the work of K. Chukovsky “Fedorino’s Mountain”
Program content. Strengthen the ability to sculpt dishes; learn to compose a composition based on a literary work; cultivate interest and desire to depict episodes of literary works in modeling.
Equipment. Clay, planks, saucers with damp cloths, a large board.
Methodology of conducting the lesson. Before plot modeling, several classes are held on modeling dishes. A day or two before class, the teacher reads K. Chukovsky’s work “Fedorino’s Mountain” to the children, shows illustrations to it, and talks about what he read. Starting the lesson, the teacher says that today the children will sculpt on the theme of the poem they know, “Fedorino’s Grief.”
- What is it talking about, Tanya? That's right, about how the dishes ran away from the dirty and slobby Fedora. What else?
- Fedora said that she would wash the dishes, and the dishes took pity on her and returned.
- What kind of dishes are they talking about?
- About plates, glasses, cups, kettle.
- Right! So I made Fedora. Now do the dishes. First think about who will sculpt what kind of dishes. Olya, have you figured out what you will sculpt?
- Cups and saucers.
- And Igor?
- Glasses.
- You can sculpt different dishes. Let's immediately agree on what we will depict: how the dishes run away from Fedora or how they come back. (He asks several children to say.) Everyone wants us to depict how the dishes run away from Fedora. She is sad, crying, running for her dishes.
During the lesson, the teacher helps the children with advice and demonstration.
At the end, the teacher approves of the children’s actions and shows interesting, correctly completed work. He brings a large board (it depicts a mountain), puts Fedora in front of it, who stretches out her hands to the dishes, and asks the children to place the dishes so that the dishes running away from Fedora are clearly visible. Children take turns placing their dishes. The teacher says that in the evening they will show this work to the children of the senior group and their parents.
Modeling on the theme “Let’s show mothers that we can sculpt”
Program content. Arouse children's interest in the activity, find out how children use previously mastered modeling methods; reinforce the correct techniques. Help children conceive a topic and bring it to completion.
Equipment. Clay, boards.
Methodology of conducting the lesson. Place a small piece of clay on a board. After the children sit down at the tables, the teacher says: “Today, children, you will sculpt whatever you want. Then we will collect all the works, put them on a shelf and show the mothers what we can sculpt. Let them look and rejoice." The teacher gives the children the opportunity to think about what each person will sculpt, then asks several children about their idea and advises where to start.
The teacher watches the children for some time, then helps those who have difficulty.
At the end of the lesson, children place their work on a special board, gather around it and look at what they did. The teacher asks the children to talk about their work, praises them for their efforts and interesting content, and in the evening shows the children’s work to their parents.
Modeling on the theme “Funny little animals”
Program content. To make children want to sculpt animals they know: a hare, a mouse, a bird, a fish, a chicken, a duckling, a bear, etc.; practice technical and visual skills in sculpting animals; develop independence, cultivate interest in plot compositions, teach them to creatively create them.
Equipment. Clay, colored plasticine, planks, stacks, a large round board in the shape of a circus arena.
Methodology of conducting the lesson. For two months the children learned to sculpt animals. Before class, the teacher arranges an exhibition of animal toys, which he used as a model in previous classes, and offers the children several new sculptures or toys arranged in funny compositions, for example: a bunny with a drum, a chicken singing a song, a mouse flying on an airplane, etc. d. Before visiting the exhibition, he tells the children that today there will be an interesting activity - sculpting funny animals. “We already know how to sculpt birds, fish, mice, and chickens,” says the teacher, “and today you will see how these little animals perform in the circus, what numbers they perform.”
Everyone looks at the compositions together and discusses them. The teacher suggests thinking about who and what they would like to make. During the lesson, the teacher already knows what each child is planning to sculpt, and only reminds how to make the composition interesting so that the poses of the animals are successful. You can invite everyone to sculpt an animal separately, and together with a friend, come up with what the animals do, how they perform together in the circus. During the lesson, the teacher helps the children with advice, reminds them of depiction techniques, and suggests composition to some.
At the end of the lesson, he suggests leaving the work on the boards, carefully going around the tables and seeing who completed the task and how. The teacher notes interesting ideas, then offers to put the work on one large board and says that the children will show their funny animals senior group and talk about them. In the evening, the children, together with the teacher, go to visit the senior group.
Modeling a mouse
Program content. Teach children to convey the similarities and characteristic features of a mouse in sculpting; consolidate techniques for creating an oval shape: rolling small balls and flattening them, rolling out and attaching parts; to arouse in children the pleasure of producing a similar image, as well as the ability to admire their work and the works of their comrades.
Equipment. A toy or sculpture of a mouse, a sculpted large mouse, clay, a large board.
Methodology of conducting the lesson. On the eve of the lesson, the teacher looks at pictures with the children, where a mouse is drawn, and talks about it. Children themselves determine what shape and color it is, remember where it lives, what it can eat. The teacher asks what fairy tales about the mouse the children know, and leads them to highlight the characteristic properties of the animal: the mouse is small, fast, with sharp teeth and a long tail.
Starting the lesson, the teacher asks the children:
- Who are they talking about - little girl?
- About the mouse.
- Right. Little mouse. She is small and lives in a hole. (Takes out a toy and shows it to the children.) Here it is! Today we will sculpt it. Let's think about where to start sculpting.
- From the body.
- Right! What shape is it?
- Oval.
- Yes, only where the mouse’s head is, it’s a little sharper. Here's a look at how to do it. I have a lump of clay, I will separate the clay a little into the ears and tail. From a large piece, I first roll it into a ball, and then roll it out slightly. Now I’ll roll out one end slightly with my palms. Like this. (Places his palms at an angle to each other.) Now I’ll use my fingers to make the tip not so sharp. What else does the mouse have?
- Ears.
- What shape are they?
- Round.
- How to make them? And like this. You need to roll two small balls and flatten them in your palms. (The balls are prepared in advance. The teacher just flattens them.) Now they need to be pressed to the body on the sides of the pointed end, where the mouse has a muzzle. What kind of tail does a mouse have?
- Long.
- Is he all the same?
- No, the body is thicker.
- Right. Figure out for yourself how to make a ponytail.
The teacher invites everyone to start working, provides the children with help as needed, and at the end of the lesson invites everyone to leave their work on the boards and everyone to go and admire who made which mouse. Children look at the figures. The teacher draws attention to the expressiveness of the figures: “Tanya’s mouse seemed to be scared, all curled up into a ball. Seryozha is running. I smelled something tasty from Nina and raised her muzzle up.” Etc. Then the children put the sculpted mice on a large board and arrange them around the large mother mouse sculpted in advance by the teacher.