Technological map with the didactic structure of the lesson “Outdoor games.

The teacher offers to build a car and drive it with the children to the dacha. First the teacherwarns children about the upcoming move, that they need to pack their things, load them into the car and sit down themselves. After this, a driver is selected. On the way, you should definitely tell your children about what the car is passing by. Having sorted things out at the dacha and settled in a new place, the teacher will ask the driver to bring food, then take the children to the forest to pick mushrooms and berries, or to the river to swim and sunbathe, etc.

Role-playing game type "drive" is built along the lines of connecting it to other game themes, such as “Shop”, “Theatre”, “Kindergarten”, “Hospital”, etc. Drivers need to take (bring) passengers somewhere, deliver goods to their destination.

The teacher takes on the role of a “driver”, inspects the car, washes it, and, with the help of the children, fills the tank with gasoline. Then the “dispatcher” writes out a waybill, which indicates where to go and what to transport. The “Chauffeur” leaves for the construction of a residential building. Further, the plot develops in this way: a lot of building material is needed to build a house, one driver cannot cope, many trucks and many drivers are needed, who wants to help the builders and is ready to transport goods to the construction site?

Cargo delivery bureau. In the group, a subject-play environment is created in advance: a city street is built, transport toys (trucks, vans) are brought in, loads are prepared. The teacher informs the children that the cargo delivery office has received many orders (groceries to the store, parcels to the post office, bricks to a construction site, medicines to the pharmacy), but there is no one to deliver the goods. What to do? They make a decision to deliver the goods to their destination, distribute roles: the teacher takes on the role of the director of the bureau, distributes waybills, helps choose a travel route, and accepts new orders.

Cars on the city streets. A problematic situation is created: all the cars have disappeared from the city (all transport toys are removed). What to do? How to get around the city? Children take on the roles of drivers of different cars, plan the storyline of the game, and carry out game actions.

Busy intersection. The teacher informs the children that the traffic light is broken at the intersection, and there is a lot of traffic there. To prevent an accident from happening, a traffic controller is needed to control the movement of cars. A traffic controller is selected who, using signal cards (flags, batons), regulates traffic at the intersection.

Taxi park.A game situation is created: the teacher loudly tries to call a taxi on the phone, but he fails. Then he turns to the children for help and a taxi fleet is created in the group.

Rescuers are rushing to help. The teacher tells the children that there was a fire in the city (an accident, a person became ill), the residents of the burning house call the rescue services. Who's ready to help? They assign roles and discuss what special machines and services the victims will need.

Parking.The teacher tells the children a new rule: cars cannot be parked in the wrong place on city streets, so a parking lot is needed. They choose a place for it, build it, choose a security guard who helps place cars in the parking lot and regulates their entry and exit.

Let's clear the city streets. The teacher tells the children that there was a strong hurricane at night and now the city streets are littered with fallen trees, garbage, etc. There are traffic jams on the roads, cars cannot pass due to the rubble. What to do? What machines help people clear the streets? Who wants to help clean up the city streets? Assign roles and start the game.

Car trip. The family decided to go on a trip in their car. What should you take with you on the road? How to choose a route on the map? What can happen on the road? What kind of meetings are possible? What stops will travelers make? After discussing options for developing the game, they assign roles and go on a journey.

If the teacher sees that interest in the game is disappearing,you can use the following game techniques: you have run out of gas, you need to stop at a gas station; The car has a punctured tire, you need to go to a car repair shop; there is a traffic jam on the road; another driver’s car breaks down, you need to take it in tow and take it to a repair shop or call a tow truck; the car has become dirty, you need to go to the car wash; the traffic inspector stops the car, checks the driver’s documents; a traffic inspector issues a fine for illegal parking or violation of traffic rules; I received an urgent call: I need to take my family to the station (to the theatre, on a visit, etc.); an urgent order was received for the delivery of cargo to a cafe, for the delivery of pizza around the city; the tour desk invites you on a bus tour of the city; an accident has occurred, you need to call the traffic police, traffic police, and rescue services.

Technological map of the didactic game “Family”
Students of 3 “B” group Vera Aleksandrovna Moshchenko
middle group
Goal: to develop children's concepts of family.
Tasks:
- consolidate children’s ideas about the family and its members;
- instill in children love, an affectionate and sensitive attitude towards family members, teach them to take care of loved ones;
- develop children's communication skills;
- cultivate respect for the daily work of parents;
- cultivate feelings of family cohesion (based on ideas about the family, its composition, relationships and home comfort).
Preliminary work
Looking at plot pictures about the family, talking with children on the topic: “My family”, “What do your family members do?”
Vocabulary: activate the use of verbs in speech: washes, cooks, buys, cleans, rides, plays, catches, etc. Equipment: silhouette of Luntik, plot pictures depicting family, mother, father, sister, brother, grandmother, grandfather, uncle , aunts; subject cards with the image “What are relatives doing?” Stages of activity Activities of the teacher Activities of children Organization of children Techniques and methods of managing the game
Motivational-problematic Guys, an unusual guest will come to us today. He lived on the moon completely alone, and he was very sad that he did not have a family. Have you already guessed who it is?
Educator:
- Let's call him! - Luntik, Luntik!!! Sit on chairs
Surprise moment
ActivityName of the game
Rules of the game

Progress of the game Luntik:
- Hello guys! I'm very glad to see you all! I recently arrived on earth, and here I made many friends. Now I live with them in a fairyland. Who do you guys live with?
Educator:
- What do you call it, in one word?
Luntik:
- What is a family?
Educator:
- Guys, let's show Luntik what a family is?
Dynamic pause (children imitate movements).
This finger is grandpa
This finger is grandma
This finger is mommy
This finger is daddy
This finger is me
That's my whole family.
Luntik:
- I understand what a family is!
Educator: -Let's play the game "Family" with Luntik
Educator:
- Luntik, now the guys will tell you how interesting and fun it is to live in a family! Guys, I will give you large cards with pictures of mom, dad, grandmother, grandfather, brother, sister, aunt and uncle. We will put small cards with objects on which it is written what the relatives are doing in a bag. Each of you, in turn, will take 1 small card from the bag and say what the relative with whom he has the large card will do. For example: “Grandma will play hockey with me today!” If this has never happened in your life, the card is returned to the bag; if it has happened, it is placed on a card with a picture of the grandmother. Then the next player draws a small card from the bag, and so on. The game ends if there are no more small cards.
Direct play activity Children's answers
-Family!!!
- Mom, dad, brother, etc.
Repeat the movements after the teacher Sit on chairs
Near the teacher
At desks Explanation
Showing methods of action
Role participation
Reflective Educator:
- Luntik, now you know what relatives do in every family!
Luntik:
- Thanks guys! I decided never to go to the moon again! I don’t have a dad or mom, but Grandma Capa and Grandpa Cher appeared in their fairyland. They loved me very much and became my family. For some reason I was late with you, I’ll quickly run to my grandparents! Goodbye, guys! See you!
Educator:
Family is happiness, love and luck,
Family means trips to the country in the summer.
Family is a holiday, family dates,
Gifts, shopping, pleasant spending.
Family is work, caring for each other,
Family means a lot of housework.
Family is important!
Family is difficult!
But it’s impossible to live happily alone! Thank you very much for such a wonderful game!! You’re all smart guys, you worked hard!! Correctional

Attached files

Technological map (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"We are builders" ,

"Room for a doll" .

Tabletop theater "Three Bears" .

Theater on flannelgraph to fairy tales "Teremok" .

Science Center

Game - experimentation “Which house is strong?” (research of materials stone, wood).

Making a map plan "Safe path from home to kindergarten" .

House coloring pages (urban, rural).

Painting silhouettes of dishes.

Manufacturing of a high-rise building,

furniture for an apartment from unformed materials.

Construction of houses from building materials according to diagrams.

Layout games "My street" .

Subject:

"The house I live in" .

Final event:

Tour of the village. Mathematics Center

Didactic game "House" (for laying out geometric shapes).

Didactic game "What changed?"

Didactic game "Count it" (verbal).

Looking at photographs with views of the village.

Reading fiction on the topic "My house" .

Creating an Album "My dream house" .

Didactic games:

"Cut pictures" ,

"We're playing shop" .

"Home - home" .

Physical education minutes, finger games, outdoor games on the topic "My house"

Children's drawings on the theme "My house" carried out jointly with parents.

Home reading with your child:

E. Alyabyeva "Everyone has their own home" , O. Vieru "New house"

Routing (from 5 to 6 years)

Center for Creative Play

Plot-role-playing games:

"We travel by bus around the city" , "Builders" ,

"Airport" ,

"Family" .

Costumes, attributes for games. Science Center

Experimentation “Can it “boil” cold water?"

Experimentation "Whirlpool" .

Artistic and creative center

Getting to know the works of Krasnoyarsk artists (V. Surikov, A. Pozdeev).

Construction and design center

Constructor "Railway" .

Construction from the average designer using pictures. Subject:

"City on the Yenisei" .

Final event:

Photo exhibition "My Krasnoyarsk" . Mathematics Center

Didactic games:

"Find your bus" ,

"A store without a salesperson" .

Center for Literacy and Speech Development

Selection of visual teaching aids, fiction, demonstration material on the topic "Krasnoyarsk city" .

Audio recording of songs about Krasnoyarsk.

Didactic games:

"Find out and name" (plants, animals of the Krasnoyarsk Territory"),

"Collect a coat of arms" .

Fitness and fitness center

Finger gymnastics "My family" , exercise minute “I am sailing along the Yenisei” .

Meeting famous Krasnoyarsk athletes (Ivan Yarygin, Olga Medvedtseva, Evgeny Ustyugov, Nikolay Olyunin, Sergey Lomanov and others). Parent Information Center

Folder - moving “They glorified our region” .

Routing (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"Zoo"

"Journey to the Autumn Forest" , "Veterinary hospital" .

Imitation of habits and images of animals in improvisations.

Theatrical masks of birds and animals.

Interesting facts about animals.

Experience with a pen.

Artistic and creative center

Coloring pages about animals.

Stencils.

Bird painting exhibition (Gorodetskaya).

Making a book "Animals are cartoon characters" .

Construction and design center

Various types of constructor;

materials for creativity. Subject:

.

Final event:

“Give a book about animals to a kindergarten” . Mathematics Center

Didactic games:

"Settled into the house" ,

"Count the Birds" ,

"Magic Square" .

Counting sticks, mosaic.

Center for Literacy and Speech Development

Examination of paintings and illustrations on the topic "Wild animals and birds in autumn" .

Getting to know "Red Book of Russia" .

Card index of proverbs and sayings about animals.

A selection of books with illustrations about animals.

Reading fiction: poems, stories, fairy tales relevant to the topic.

Didactic games:

“Stories in pictures on the topic “How animals prepare for winter” ,

“Where, whose tail?” , "Zoological Lotto" . Fitness and fitness center

Outdoor games "Geese-geese" ,

"Owl" , "Jackdaws and Crows" , "By the Bear in the Forest" , "Sparrows and Cars" .

Finger gymnastics: "Bunny" , "Squirrels" , “Good animals are friends” , "Hedgehog" , “Meadow Bear came to visit” , "Glove" . Parent Information Center

Screen for parents "Rules of behavior in nature" .

Routing (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"Family" , "Daughters - Mothers" , "My house" . "Meeting with guests" , "Mom's holiday" .

Costumes and attributes for games. Science Center

Experience "Secret Letter for Mom" (milk, vinegar)

Experience "edible glue" (jelly, paste).

Artistic and creative center

Materials and tools for drawing.

A selection of pictures on the topic "Women's clothing" .

Making outfits for paper dolls.

Construction and design center

Construction "Our house" , "Our street" .

Schemes, building materials. Subject:

"A mother's heart is better than the sun"

Final event:

Photo exhibition “My mother also went to kindergarten” .

Mathematics Center

Didactic games:

"On the farm" ,

"A toy shop" .

Center for Literacy and Speech Development

Didactic games:

"Professions" ,

"Mom is making soup" .

Reading fiction about mothers. Fitness and fitness center

Sports leisure “Mommy and I try, we play sports” .

Parent Information Center

Consultation "Maternal folklore in family education" .

Presentation of certificates and letters of gratitude to mothers who demonstrate parental responsibility and social activity.

« Outdoor games"

2. Lesson topic: Outdoor games

4. Purpose of the lesson:

1. At the teacher level:

View document contents
“Technological map with the didactic structure of the lesson “Outdoor Games””

Technological map with didactic structure of the lesson« Outdoor games"

1. Avdienko Elena Vladimirovna

2. Lesson topic: Outdoor games

3. Place: MOBUSOSH No. 1, Novokubansk

4. Purpose of the lesson: promote the development of interest in physical education through outdoor games.

1. At the teacher level: promote the development of interest in physical education through outdoor games; promote the development and improvement of physical qualities.

2. Subject learning outcomes: choosing the most effective ways to solve problems depending on specific conditions; creating conditions for students to learn the rules of outdoor games and develop physical qualities.

- Personal learning activities: students’ establishment of a connection between the purpose of educational activity and its motive.

-Regulatory UUD: setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown.

- Communicative: planning educational cooperation with the teacher and peers; control, correction, evaluation of the partner’s actions.

5. Lesson type: repetition

6. Didactic structure of the lesson

7. Plan for studying new material:

Introductory and preparatory part:

Construction, organizational moment;

Walking and its variations;

Running and its varieties;

Walking with breathing restored;

Formation into columns of two;

Main part:

Conducting outdoor games (with volleyballs);

Final part.

Construction;

Summing up the lesson, individual comments and advice.

8. Educational and methodological complex:

Equipment requiring special training: jump rope, gymnastic mats, volleyballs, skittles.

Technical (or electronic) teaching aids:

Auxiliary equipment: whistle, stopwatch.

Didactic support:

Literature for teachers (including Internet sites): www. edu. ru

Literature for students (including Internet sites): Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013. Evseev Yu. I. Physical education.

Software (educational electronic resources on CD-ROM): educational film 2011

9. Educational pedagogical technologies: lesson with educational orientation.

10. Interdisciplinary connections: life safety fundamentals.

11. Intrasubject connections: cross-country training, volleyball, basketball.

DURING THE CLASSES

Lesson stage (min)	Planned learning outcomes				Components		Activity
	subject	metapre- marksmanship (R,K,P)	personally- fat	teachers			students
Organized start of lesson (1 min)
1.Organizational moment		Regulatory: development of attention, ability to evaluate the correctness of an action; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made. Cognitive: extract the necessary information from the teacher’s explanation and their own experience.	the need for physical education, personal responsibility for one’s actions, an attitude towards a healthy lifestyle.	Educational program in physical education		I check the students’ readiness for the lesson (availability of sports uniform and replacement shoes). I'm building. Greetings.		They line up in one line. - organize themselves for work; preparing for independence.
Preparatory part of the lesson
1 . Updating knowledge	Be able to properly use accumulated knowledge; navigate your knowledge system.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities; contribute to the formation of the ability to adequately assess the correctness of the actions of oneself and a friend, focusing on the teacher’s demonstration of movements.	understand the need to comply with the rules of safe behavior during class;			I will repeat the safety precautions. I answer questions from students. I remind you of the distance - arm outstretched, follow the guide.		Students express their assumptions regarding TB.
2. Walking and its variations: Walking on toes Walking on your heels Walking on the inside and outside of the foot Heel-to-toe rolls Running and its varieties: One lap at a steady, medium pace Galloping left side/right side Easy running Running backwards Easy running Fast walk Walking while restoring breathing Formation around the hall into columns of three.	Be able to correctly perform special running exercises.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities.		Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013.		I give commands for students to follow while walking. I correct the performance of walking exercises. I give commands for students to carry out while running. I correct the execution of running exercises.		Do walking exercises. They move around the hall following the teacher’s commands. When moving around the hall, keep a distance of 2 steps Do the exercises. Do running exercises. While moving in a circle, perform breathing exercises. Perform breathing exercises.
3. Outdoor switchgear without items: For posture:(4 reps.) IP: feet shoulder-width apart, hands on the belt. 1. The left leg is pulled back, arms up, palms facing each other. 3. The right leg is pulled back, arms up, palms facing each other. On the shoulder girdle:(4 reps.) I.P.: feet shoulder-width apart, arms along the body. 1-4 Rotation of arms forward. 5-8 Rotate arms backwards. On the hands:(4 reps.) IP: feet shoulder-width apart, arms forward. 1-4 rotate the hands inward 5-8 rotate outward Forward bends:(4 reps.) 1. Tilt towards the left leg. 3. Tilt at the right leg Lateral bends (4 repetitions) IP: feet shoulder-width apart, hands on the belt. 1. Tilt to the left; 3. Tilt to the left; For the muscles of the trunk:(4 reps.) I.P.: feet shoulder-width apart, hands on the belt 1. turn your hand to the left side behind your back. 3. turn your hand to the right side behind your back On the knee joint: ( 4 reps.) IP: legs slightly bent at the knees, hands on the knees. 1-4 rotate clockwise. 5-8 rotate counterclockwise. For leg muscles:(4 reps.) Squats I.P: feet shoulder-width apart, hands on waist 1. Squat, arms forward; 3-4-repeat Leg swings:(4 reps.) I.P: Feet slightly wider than shoulders, arms forward to the side. 1. Swing of the left leg towards the right hand 3. Swing the right leg towards the left hand. Jumping:(4 reps.) I.P: Feet shoulder-width apart, hands on waist 1-3 jump on two legs. 4 – legs are drawn up.	Be able to correctly perform outdoor exercises that purposefully influence the development of basic physical qualities. Be able to correctly perform outdoor activities that purposefully influence the development of basic physical qualities.	observe and analyze your own learning activities. observe and analyze your own learning activities. observe and analyze your own learning activities.	promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance.	Evseev Yu. I. Physical education.		I’m showing the outdoor switchgear complex. I correct the execution of the complex exercises. I show the outdoor switchgear complex and correct the execution of the exercises of the complex.		Perform the complex exercises, taking into account the teacher’s instructions. Perform the complex exercises, taking into account the teacher’s instructions. Perform the complex exercises, taking into account the teacher’s instructions.
Main part of the lesson
Educational component
1. Updating knowledge	Recognize dangerous moments when performing tasks.	organizing yourself to anticipate the outcome	independence			I repeat the safety precautions		They listen carefully.
2. Formulation of the problem.	Be able to navigate your knowledge system.	Formulate your thoughts orally with sufficient completeness and accuracy of thought. Formation goals-motives of educational activities.	understand difficulties and the desire to overcome them			I ask a question: are physical qualities such as speed and dexterity relevant to outdoor games?		Students think and give several answers.
	be able to act from the perspective of the content of the subject	To develop the ability of educational cooperation and collective discussion of problems and assumptions	understand difficulties and the desire to overcome them			I’m comparing judgments. In previous classes we studied cross-country elements such as running. Now your knowledge, speed and dexterity will help you be the best in the outdoor games that we will play.		Listen carefully and remember the knowledge learned in previous classes.
Motor component
No. 1. Game “Calling Numbers” № 2. Game "Day and Night" № 3. Outdoor game "Feet off the ground" Game "Fishing Rod"	contribute to the formation of the ability to apply acquired knowledge in practice; understanding the rules of the game; independent performance of exercises in health-improving forms of exercise. Use acquired knowledge and skills, develop skills in selecting the necessary physical activity.	contribute to the formation of the ability to perceive and maintain a learning task, plan your actions in accordance with the task to achieve a positive result. determine, together with the teacher, criteria for assessing their educational activities (regulatory UUD); build positive relationships in the learning process (communicative UUD); perform basic technical actions used in the starting acceleration (subject);	contribute to the formation of the ability to understand the reasons for the success and failure of educational activities and the ability to act constructively even in situations of failure.	Whistle, skittles, etc.		The columns are calculated in order. The teacher gives an example (for example, 10-4) and the answer to this example will be the player's number. The player with this number must run around the pin, run around his team and return to his place. The teacher counts the points. The team with the most points wins. Tasks: practice running in different directions, act on a signal. Description: All participants are divided into two teams. One command is “day”, the other is “night”. A line is drawn or a cord is placed in the middle of the hall. The teams stand at a distance of two steps from the drawn line, with their backs to each other. At the command of the presenter, for example, “Day!” the team with the appropriate name begins to catch up. Students from the “night” team must manage to run beyond the conditional line before their opponents have time to tarnish them. The team that manages to stain the most players from the opposing team wins. Objectives: learn to follow the rules of the game. Description: The driver walks around the hall with other guys. As soon as the teacher says: “Catch!”, all participants scatter, trying to climb to any height where they can raise their feet above the ground. You can only insult those whose feet are on the ground. At the end of the game, the number of losers is counted and a new driver is selected. Objectives: develop dexterity, attention, speed of reaction. Description: participants sit in a circle. In the center there is a driver - a teacher. He is holding a jump rope in his hands. The driver rotates the rope in a circle just above the ground. Students jump in such a way that the jump rope does not hit their legs. Those participants whose legs are hit by the jump rope are eliminated from the game.		Completing assigned tasks Perform exercises, agree on the distribution of functions and roles of joint activities.
Diagnostics of learning outcomes
1.Analysis of participation in outdoor games.	determine, together with the teacher, criteria for assessing their educational activities Identify your own and your partner’s actions that contributed to or hindered productive communication.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities (communicative learning activities); identify your own actions and those of your partner that contributed to or hindered productive communication (communicative UUD);				I'm building. I summarize the results of outdoor games.		Analyze their own activities and answer the teacher’s questions.
2. Solving the problem.		generalize ideas about a solved problem				I'm asking.		Students answer.
Reflection	identify your own problems	observe and analyze your own educational activities and the activities of your partner in the process of joint activities. To promote students’ ability to predict the results of the level of mastery of the material being studied.	contribute to the formation in students of an understanding of the importance of knowledge about physical education and motor skills in human life.			What did we do in class today? What did you like, what did you not like? What was difficult, what was easy? Were you able to resolve the problem?		Students answer.
Homework organization
1.Homework.						I set homework for everyone: an evening walk and morning exercises.		Listen and remember to perform.
Organized end of lesson						I say goodbye		Students say goodbye.