- Age group
The lesson was held in the middle group
- Starting time
The lesson was conducted in the first half of the day, according to the schedule of direct educational activities at 9-00
- The end time of the activity
The end of the lesson was fixed at 9-20, which corresponds to the duration of 20 minutes.
- Theme of the lesson
Theme of the lesson is “wintering birds”
- Integration of Educational Areas
Class on speech development, acquaintance with the outside world
- Educational objectives (cognition and development)
– Reinforcing the concept of “wintering” birds;
- Educational objectives (developing qualities and attitudes)
– to develop a caring and friendly attitude towards birds;
- Vocabulary tasks (what was given at the fixing level and what words were new for children)
– to activate in speech generalizing words: “wild animals”, “wintering birds”; the ability to say “loudly – quietly”, to develop the power of voice; to expand the vocabulary: forage, feeder, cold, hungry; to introduce into passive vocabulary the description of winter: blizzard, severe, frosty.
- Type of lesson on familiarization with the environment
– consolidation of previously acquired knowledge
- How was the work area organized at the beginning of the lesson, what equipment was used? Was it prepared according to the number of children? If no, how was access to it organized?
Demonstration material: pictures of a hare, squirrel, fox, wolf, sparrow, crow, bullfinch, tit; pictures of mixed-up birds; models of kinds of winter birds’ food; an envelope with a letter.
Handout material: half a sheet of cardboard with models of the kinds of feeding of wintering birds, birds: sparrow, crow, tit, bullfinch, cut into pieces (head, torso, tail).
Equipment: laptop, tape recorder, audio recording of bird voices, models of trees, clipboard, carpeting.
All the handouts used in the lesson were prepared in advance according to the number of children present
- Main purpose of the introductory part
During the introductory phase the educator aimed at organizing the children’s attention to the beginning of the lesson using playful activities
- Was a problematic question put during the introductory part? If yes, what was it?
In the introductory part the children were asked a problem question – to guess riddles, in the form of a game technique, corresponding to the theme of the lesson.
- Methods and Techniques of Work with Children in the Introductory Part
In the introductory part the teacher used the following methods: game method, partially exploratory method
- Duration of the introductory part
The duration of the introductory part was 2 minutes
- Appropriateness of used methods (analysis of educator’s activity)
The used methods were appropriate and corresponded to the declared topic of the lesson
- Children’s activity during the introductory part. Analysis.
During the water part the teacher managed to interest the children, the pupils participated with enthusiasm in the game organized by the teacher
- Verbal activity during the introductory part
They actively answered the teacher’s questions.
- The main goal of the main part
Reinforce the knowledge and concept of wintering birds, their habits
- Methods and techniques of work with children in the main part
In the main part the teacher used the following methods: partly exploratory, conversation, experiment, demonstration, demonstration, encouragement
- Were there investigative activities during the main part? What was the purpose of these activities? What was the educator’s role in the process?
During the main part the pupils extracted new knowledge with the help of riddles through guessing. The teacher encouraged the children. When the children recognized all the birds – the pictures are pinned on the carpet.
- Is there a change of activity, what is it? Its appropriateness?
The change of activity was present, there was a physical minute in the form of a movement game. Under quiet music children “fly around”, waving their hands like wings.
- Duration of the main part
The main part of the lesson was 9 minutes
- Expediency of methods used (Analysis)
All of the techniques used in the main part of the lesson corresponded to the theme of the lesson, conducts the game “Confusion”. In the envelope there are fragments of pictures of birds. The visual method was used (the use of illustrations, presentation).
- Activity of children in the main part
During the main part children were active too, they did the tasks received from the tutor with interest, they did not feel tired.
- Speech activity in the main part. Level of children’s speech development
The children were active when answering, the tutor was achieving complete answers. Children’s level of speech development was appropriate for their age.
- The main goal of the final part
In the final part the educator pursued the goal – to generalize the children’s knowledge.
- Methods and Techniques of Work with Children in the Concluding Part
- Duration of the final part
- expediency of used methods (analysis of educator’s activity)
All methods used in the final part were expedient, corresponded and harmonized with the theme of the lesson
- Activity of children in the final part
Children’s activity in the final part was also active.
- Speech activity in the final part
They actively answered questions, what they liked about the lesson, shared their impressions
- Communication style of the tutor with the group
Democratic style of communication – the tutor tried to establish emotional contact with the children, positive evaluations prevailed in communication.
- Is there a variation in the forms of organization of the learning process
Throughout the lesson there was variety: games, riddles,
games, riddles, problem situations
- Was there a connection with previously passed material
The work with the children was carried out beforehand:
- observation of birds on a walk;
- considering illustrations of wintering birds;
- diagnosis riddles;
- talks about wintering birds;
- Didactic game “flies away – does not fly away;
- a didactic game “Know by Description”.
- Analysis of educator’s documentation:
The lesson corresponded to the calendar-thematic planning of the tutor, which was reflected in the written plans. All the educator’s documentation was kept in time.
It is possible to trace, that at the lesson also the teacher pursued the development of the speech of the pupils. The theme of the lesson corresponded to the words used in the lesson, which expanded and enriched the active vocabulary of preschool children.