Assignments on the topic of clocks for preschoolers. How to teach a child to understand time by a clock: games and methods for children

Tatiana Tikhonova
Summary of GCD in the preparatory group “Clocks. Time" (Kindergarten 2100)

Direction:

cognitive - speech development.

Educational area:

cognition (formation of elementary mathematical concepts, formation of a holistic picture of the world).

Types of activities: communicative, gaming, cognitive-research, motor.

Tasks:

Introduce children to the dial of a clock, develop ideas about determining time by a clock (accurate to the hour). To consolidate and expand children's knowledge about different types of watches, the principles of their operation, and their role in human life. Systematize students’ knowledge about the sequence of days of the week, months, and seasons.

Develop creative imagination and logical thinking, the ability to draw conclusions and express thoughts. Promote the development of independent thinking. Practice using complex sentences with the conjunction “because”; clarification and expansion of the vocabulary on the topic.

Cultivate interest in technology, determination, mutual assistance and the ability to interact with peers.

Vocabulary work:

Activation - watchmaker, watchmaker, water, solar, oil;

Passive vocabulary - dial, mechanical, electronic.

Materials and equipment: petals for the game “Annual Flower”, TSO for demonstrating photos, various types of clocks, notebooks “One is a step, two is a step”, simple pencils, a ball, a Time Fairy doll, an easel

Progress:

1. Emotional mood.

Children stand in a circle, holding hands.

Educator: “You and I are a big, friendly family, through our hands we convey our warmth and good mood. Look at each other and give your most charming smile

A smile makes a gloomy day brighter

A smile in the sky will wake up a rainbow

And she will return to you more than once. ”

2. Educator: - Guys, do you like to travel?

Educator: “Today we will go to an unusual country, the Land of “Time.” How do you think you can get there?

Children: name the options, including a time machine.

Educator: - Let’s go, stand in a circle, put our hands on each other’s shoulders, close our eyes. (space music sounds)

Here we are. Look, we are greeted by the Time Fairy (a doll appears).

Fairy: - Hello guys, you probably like to learn something new and that’s why you came to visit me? Well then answer the question: what is time? How do you understand?

Children: These are hours, minutes….

Fairy: That's right, but it's not just a clock. For example, they say “Time of year”. What does it mean?

Children. This is winter, spring, summer, autumn,

Fairy: Do you all agree? Each season has its own months, but how many are there in a year?

3. Fairy: Let’s collect “Annual Flower”. Every season

matches your color, take one petal at a time and, calling the month, assemble a flower from them.

(Children collect a flower, calling the months in order.)

Fairy: And every month consists of weeks. How many days are there in a week?

4. Fairy: Name the days of the week in forward and reverse order.

Children: Standing in a circle, passing the ball to each other, name the days of the week.

Fairy: Well done. Listen to the riddle

On New Year's Eve he came to the house

Such a ruddy fat man,

But every day he lost weight

And finally he disappeared completely.

Children: Calendar

Fairy: Who thinks differently? Why did you decide so? Well, of course, this is a riddle about a calendar. Every plucked leaf is a day gone by from us, flown away like a bird. Do people need a calendar?

Children: So as not to confuse days, months, weeks.

5. Fairy: So, in order to know exactly what month, day and hour it is, people came up with a calendar. Guess another riddle

We don't sleep day and night

Day and night we knock, we knock

We have no legs, but we walk

There is no mouth, but let's say: when to sleep,

When to get up, when to start work.

Children: Clock

Fairy: Does everyone think so? That's right - it's a watch. The person who makes and repairs them is called a watchmaker or watchmaker. The place where watches are assembled is a watch factory, a repair shop is a watch workshop. Guys, do you think clocks have always existed? Does anyone know how people knew the time before, when there were no clocks?

Children: (children's answers)

6. Fairy: invites children to take their seats in front of the TSO. A long time ago, when there were no clocks, people knew the time by the sun. The sun has risen - it's time to get up; It’s getting dark – it’s time to finish work and get ready for bed. But one day people noticed that the shadows of all objects were moving in a circle; become longer and shorter depending on the position of the sun in the sky, and they came up with a clock: they dug a pillar into the ground, drew a circle around the pillar and divided it into equal parts. Each part was equal to 1 hour. They called this clock a solar clock (show photos on TSO). But people could not always use them.

why do you think? Children: reason (if you need to find out the time, you will always have to run to them; in cloudy weather you cannot tell the time).

Fairy: Yes, people did not use such clocks for long, but they invented a water clock that reported the time both at night and on a gloomy day (photo showing). Water was poured into a tall vessel with a small hole at the bottom. There are lines on the vessel: how much water has poured out, so much time has passed. Do you think these watches are comfortable?

Children: No, the water had to be constantly refilled

Educator: It is no coincidence that since then they have been saying “So much water has flown under the bridge!” Fairy: Then they invented a candle clock, or a fire clock (show photo). Divisions were applied to the candle, which were equal to the period of time. But what is the danger of such watches?

Children: The candle may fall and there will be a fire.

Fairy: Right

Many years have passed since then,

And people understood the answer,

That there is only sand

And god, and king and lord.

And they came up with the hourglass. (Slide show.) They consist of two cones connected together, with sand inside. Such watches are designed for a certain period of time: 3.5, 10 minutes. The clock is turned over and the counting continues. Do people use hourglasses now? Where and who?

Game: “Good-bad” (Hourglass is good because, But it’s also bad because)

Fairy: But all these watches are not entirely accurate and are inconvenient to use. Then people invented mechanical watches, then electric, electronic. Let's take a look at the watch (we're looking at a real watch). This circle is called a dial; moving arrows point to the numbers - this is how we find out what time it is at the moment. The clock hands are different: one is longer, the other is shorter. The long hand moves faster, it shows the minutes. The short one walks in circles very slowly. She shows her watch. A minute is a small period of time, and an hour is a long one. When the minute hand goes all the way around the dial, it means an hour has passed; when the long hand is at 12, and the short hand is at 6, for example, this means that it is exactly 6 o’clock now. Let's play.

7. Physical exercise.

Game “Arrows Walk in Circles”

Cards with numbers from 1 to 12 are laid out on the floor in a circle. Children stand near the cards. The teacher stands in the center and pronounces words with the children.

We are a clock - our time is precise,

The arrows lead a round dance.

arrows go around in circles

And they want to catch up with each other

(children walk in a circle holding hands)

Arrows, arrows, don't rush

Tell us the time.

(children squat next to the nearest card).

The game is repeated 2-3 times.

8. Educator: Now let’s sit at the tables and complete task No. 1 in a notebook. (Notebook “One step, two steps,” Peterson, lesson No. 21) What do you think needs to be done here?

Children: Children's answers.

Educator: Look at the clock dials in the picture. Use a “magic thread” to connect the watch dial with the corresponding number in the circle. The task is completed with commentary: -The first picture shows the time 3 hours, so the thread is drawn to the number 3 (work independently). Let's play.

9. Educator: Now tell me the name of the clock that:

Hanging on the wall - ... (wall-mounted)

Stand on the floor -... (floor)

Stand on the table - (tabletop

On the hand - (wrist)

They lie in your pocket -... (pocket)

Stand on the fireplace - (fireplace)

Educator: Look at what other watches there are (examining different watches). Now time has passed unnoticed and it’s time for us to return back to the group. Let's say goodbye to the Fairy.

Educator: We take our seats in the “time machine” (music, “return” to the group.

10. Educator: - Guys, did you like the trip? What new did you learn today? Tell me, how would we live if there were no clocks?

Children: reasoning.

Educator: Whoever was interested in the Land of Time, raise your hands, and who found it difficult, sit down. What was difficult? Interestingly? Who else would like to visit the Land of Time? The fairy gave you a gift - a task for each child “What time is it?” (determine which clocks show the same time and color them in pairs with the same colors).

Thank you for your work, you can consider gifts from the Time Fairy.

Back forward

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Target: development of temporal concepts in children of senior preschool age.

Tasks:

• Introduce children to the history of watches.
• Expand children's knowledge about different types of watches, the principle of their operation and their role in our lives.
• Cultivate an interest in technology and respect for equipment.
• Cultivate curiosity and respect for time.
• Expand your horizons and enrich your children’s vocabulary.

Progress of the lesson

– Guys, please imagine this picture: all the clocks in our city have disappeared. What would happen then? (Children's answers)

– But once upon a time, a very, very long time ago, there were no clocks; people recognized the time by the sun.

SUN (slide 2)

The sun has risen - it's time for people to get up and get to work. The sun rose higher - it was time for dinner, but the sun hid and set - it was time to return home and go to bed.

SUNDIAL (slide 3)

One day a man noticed a shadow falling on the ground from a tree. He took a closer look and noticed that the shadow did not stand still, but moved after the sun. A man watched a shadow running in a circle and came up with a clock: he dug a pillar into the ground, and around the pillar he drew a circle, dividing it into parts. Each part was equal to one hour. The sun rose and the shadow of the pillar slowly moved in a circle, marking hour after hour. They were called solar. (According to I. Melnikov).

The sundial was invented by the ancient Egyptians.

Listen to the poem:

There is also a sundial - the ancestor of all clocks!
Now they are rare.
The dial lies on the ground, but the sun runs across the sky!
They happen in squares, on the lawn, in the garden - in full view of the sun!
(Elmira Kotlyar)

But people could not always use a sundial.

– Why do you think?

– On a cloudy, rainy, gloomy day it is difficult to determine the time because there is no sun.

– Do you know which watches are called live?

– Have you heard about living clocks?

CLOCK-ROOSTER (slide 4)

“This clock walks importantly around the yard, flaps its wings and, flying up onto the fence, shouts “cuckoo.”

- Did you find out who it is? The sun has not yet risen, and the rooster is already crowing, scratching its throat...

Morning is coming! Enough sleep!

The peasants noticed that the rooster began to crow for the first time when the sun had not yet appeared, but had only released its first ray. It was with the first cry of the rooster that the housewives got up to milk the cows and drive them out to pasture. The cockerel also helped arrange a meeting. For example, they said this: “Tomorrow we will go to the forest to pick mushrooms and berries. And we’ll meet outside the outskirts after the third rooster.”

Listen to the poem "Cockerel"

Crow-crow!
The cockerel crows loudly.
The sun shone on the river,
A cloud is floating in the sky.
Wake up, animals, birds!
Get to work.
The dew sparkles on the grass,
The July night has passed.
Like a real alarm clock
The cockerel woke us up.
He fluffed his shiny tail
And straightened the comb.

But it is difficult to determine the exact time by the crowing of a rooster. Either a rooster falls from its perch in a dream and starts screaming prematurely, then the fox gets scared and starts screaming, or the fox carries the rooster away and eats it.

– Have you heard about the flower clock?

FLOWER WATCH (slide 5)

A long time ago, people noticed that some flowers open in the morning and close during the day, others open in the evening, and others only at night, and are always closed during the day. Flowers open not when they please, but at “their own” time. In the morning, in a sunny meadow where dandelions grow, you can find out the time without a wristwatch. Dandelions open up in unison at five o'clock in the morning, and by two or three o'clock in the afternoon they extinguish their golden lanterns and fall asleep.

Listen to a poem about dandelions.

There is a green meadow by the river,
Dandelions around
They washed themselves with dew,
They opened their doors together.
Like the lanterns are burning,
They tell you and me:
"It's exactly five o'clock,
You can still sleep!"

Dandelions are meadow clocks. But water lilies are river watches. No wonder they are called “tourists’ watches.” At seven o'clock in the morning they open their snow-white petals to the sun's rays and turn to follow the sun throughout the day.

This is how the flower clock appeared. They were invented by the Swedish scientist Carl Linnaeus. He observed plants for many years and found out when the flowers of different plants open and close. Carl Linnaeus planted a flower clock in his garden. Chicory and rose hips, dandelions and potatoes, marigolds and many others grew in a round flowerbed. Carl Linnaeus could tell the time by seeing which flowers were open. But such watches only work in sunny weather. In cloudy weather the flowers are closed.

FLOWER CLOCK (slide 6)

The modern world liked the idea of ​​flower clocks so much, and such clocks – flowers – appeared in many cities. The largest flower clock is located in Moscow on Poklonnaya Hill. The diameter of the dial reaches 10 meters, and the minute hand weighs more than 30 kilograms.

– How do you find out the time at night?

WATER CLOCK (slide 7)

And the man came up with another watch, more reliable. Water was poured into a tall glass vessel with a hole at the bottom. Drop by drop it oozed from the hole. Marks were made on the walls of the vessel, which showed how much time had passed since the moment when water was poured into the vessel. It was a water clock.

– Do you think this watch is comfortable?

“They turned out to be inconvenient because water had to be constantly added to the vessel. It is no coincidence that since then they have been saying about time: “How much water has flown under the bridge!”

HOURGLASS (slide 8)

People began to think about how to come up with a better clock so that it would show time equally accurately day and night, in winter and summer, and in any weather. And they came up with it. This watch has no hands, no circle with numbers, no gears inside. They are made of glass. Two glass vials are connected together. There is sand inside. When the clock is running, sand flows from the upper bubble into the lower one. Sand spilled out, which means a certain amount of time has passed. The clock is turned over and the counting of time continues. This clock was called an hourglass. (According to M. Ilyin, E. Segal)

And there are hourglasses - accurate!
Grains of sand flow in them - seconds fly by!
How the grains of sand gathered and settled into a mound
in a glass flask, and the minute is up!
(Elmira Kotlyar)

Hourglasses are still used in clinics and hospitals. Patients receive medical procedures using this clock, but it is impossible to find out what time it is from them.

MECHANICAL WATCH (slides 9, 10)

The man thought a little more and came up with a watch that we still use today. This is a watch with a mechanism. I put a spring inside them, twisted it, and to prevent it from unwinding, I attached a gear wheel to it. It clings to another wheel and turns it. The second wheel turns the hands, and the hands show the hours and minutes. This is a mechanical watch. They have a crown. When it is turned, a creaking sound is heard inside the clock. This is the spring being wound up. To keep the clock from stopping, it must be wound constantly.

There are watches without a spring. Instead, there is a small electric motor inside the watch, which is powered by a battery. There is no need to wind such a watch. And the crown serves only to move the hands. (According to I. Melnikov)

Mechanical watches were invented in the 17th century by the scientist Christian Huygens, and since then they have served us faithfully.

ELECTRONIC WATCH (slide 11)

The man didn’t stop there and came up with a clock without hands. These watches have only luminous numbers on the dials that change with each passing minute. These watches are called electronic and operate on electricity and batteries.

And there are new ones - electronic
restless hours!
Just start it once
If you start it, you can run it for a year! (Elmira Kotlyar)

– Now let's talk about modern watches. Each of us has a clock in our house. Maybe not alone.

Try to talk about them. Where are they located? What is their shape?

WATCHES (slide 12)

Watches can be wristwatches. They are put on the hand using a bracelet or strap.

Fashionistas love a beautiful watch in the form of a pendant or ring. A pendant on a chain is worn around the neck, and a ring on the finger.

And then there are the watches – tiny ones!
How my heart beats in my chest!
“Tiki-taki, tiki-taki” -
All day long.
(Elmira Kotlyar)

POCKET WATCH (slide 13)

Some men prefer chunky pocket watches. They are attached with a chain to a belt and carried in a trouser pocket.

ALARM CLOCK (slide 14)

You probably have an alarm clock at home.

Why do we need such a watch?

– You can set an alarm clock for a certain hour, and with its bell or melody it will wake us up at the right time.

TABLE CLOCK (slide 15)

A clock that is usually placed on a desk is called a desk clock.

WALL CLOCK (slide 16)

A clock hanging on the wall is called a wall clock.

Is there a wall clock?
Decorous, sedate!
Don't run away
keep up!
hit on time!
Pendulum: back and forth...
Today, tomorrow and always!
(Elmira Kotlyar)

LORD CLOCK (slide 17)

– Where do you think the grandfather clock is?

- These clocks are on the floor. They are tall, massive, with heavy weights attached to chains, and with a melodic beat.

There is a clock
Standing on the floor
Speaking in a deep voice:
“Bom! Bom! Bom!!” –
For the whole house.
(Elmira Kotlyar)

CUCKOO CLOCK (slide 18)

– What kind of watch “can cuckoo”?

- Cuckoo-clock! A “cuckoo” is hiding in a clock made in the shape of a patterned wooden hut. Every hour the door of the house opens and the cuckoo appears on its threshold. She sings loudly: “Ku-ku, kuk-ku,” reminding us of what time it is.

Listen to the poem "The Cuckoo Clock".

Lives in a carved hut
Merry cuckoo.
She crows every hour
And early in the morning he wakes us up:
"Kuk-ku! Kuk-ku!"
It's seven in the morning!
Cuckoo! Cuckoo!
It's time to get up!"
The cuckoo does not live in the forests,
And in our old watch!

STREET CLOCK (slide 19)

There are also clocks on city streets and squares. They are installed on towers, station buildings, theaters and cinemas. They are called street and tower.

This street clock on a pole is familiar to you
They are very necessary here: the arrows - the giants are visible from afar!
(Elmira Kotlyar)

CLOCK-FAIRY TALE(slide 20)

A fairy tale clock hangs on the wall of the Central Puppet Theater in Moscow. As soon as the hands freeze on the number 12, the golden rooster sitting on a high pole turns importantly, spreads his wings and shouts throughout the street: “Ku-ka-re-ku-u!” - inviting people to the show. The ringing of bells is heard, followed by 12 measured strikes. Everyone is waiting for a miracle. And a miracle happens.
One after another, the doors of the magic houses open, and musicians, led by a bear, appear and begin to play cheerful music. The donkey dashes the strings of the balalaika, the ram stretches the bellows of the harmonica, and the cymbals ring in the bear’s paws. “Whether in the garden or in the vegetable garden,” the musicians sing cheerfully.
The musicians will play and hide in the houses again. (According to I. Melnikov, B. Radchenko)

TOWER CLOCK (slide 21)

Many cities around the world have towers with beautiful old clocks. Every hour they strike the time and play a tune.

KREMLIN CHIME (slide 22)

The most famous clock in Russia is the Kremlin chimes, installed on the Spasskaya Tower of the Moscow Kremlin.

The first clock on the Spasskaya Tower appeared at the beginning of the 17th century. They were created by the English master Christopher Galovey. For his work, he received a royal gift - a silver cup and, in addition to it, satin, sable and marten fur.

After some time, Russian Tsar Peter I ordered another watch from Holland. At first they were transported by ship by sea, then delivered on 30 carts to the Kremlin.

Master Galovey's old watch was removed and replaced with a Dutch watch. When this clock also became dilapidated, another large chiming clock was installed in its place, which was kept in the Armory Chamber.

For several centuries, the Kremlin's Spasskaya Tower has been decorated with clocks. A whole team of experienced watchmakers maintains their work, making sure that the watches do not lag behind and are not in a hurry. There are 117 stone steps leading to the chimes. Behind them begin the cast-iron steps of a spiral staircase leading to the eighth floor. The chiming mechanism is located here.

“The iron colossus is all shiny, lubricated with oil. The polished copper discs of the dials shine, the levers are painted red, the gilded pendulum disc, similar to the circle of the sun, shines. It reigns over this system of shafts, cables, gears, forming a complex mechanism for keeping time” (L Kolodny)

On December 31, with the first strike of the Kremlin chimes, the country enters the New Year. Having heard the chime of the famous clock, we wish each other happiness and congratulate each other on the New Year!

Who hasn't heard
how they beat
The giant chimes on the Spasskaya Tower
They are the main clock -
Sovereign!
(Elmira Kotlyar)

Literature:

1. Soshestvenskaya N.M. Lesson at the GPD “What do we know about watches”, article from the “Open Lesson” festival
2. Safonova L.A. A series of classes to familiarize children with time, an article from the Open Lesson festival
3. Shorygina T.A. "Conversations about space and time." Toolkit.
4. Kotlyar Elmira “Watch - watch”. "Baby", 1986.
5. Kobitina I.I. “For preschoolers about technology.” "Enlightenment", 1991.
6. Ubelaker Eric "Time". "The Word", 1990.

Cognitive leisure in the senior preparatory group

Lesson summary for children 5 - 7 years old "Journey into the past of hours."

Author: Nikolaeva Olga Ivanovna, teacher
Place of work: MADOU TsRR d/s No. 121, Kaliningrad
Description of material: I present to your attention a summary of the lesson “Journey to the Past of Clocks,” which is aimed at showing children’s interest in the history of clocks, an educational dialogue with an adult, and gives an idea of ​​the importance of the work of adults. This material will be useful to teachers of the senior and preparatory groups of kindergarten, additional education teachers, and primary school teachers.
Children's age is 5 - 7 years.
Target: Formation of children's ideas about watches, the history of watch creation.
Tasks: introduce the history of watches, teach to establish cause-and-effect relationships between their purpose and methods of use, and cultivate respect for the work of people - inventors, creators, creators.
Material: pictures depicting different types of watches; clock mechanism; different watches: hourglass, mechanical, electronic, electric; a painting of a sundial, whatman paper with a circle in the middle of the sheet; plate with yellow paint (gouache); a damp cloth (napkin) for each child.
Preparatory work: examining different types of clocks, memorizing the poem “The Clock” by V. Berestov, memorizing riddles.

Progress of the lesson:

Educator: Guys, today we are going on an exciting journey! Want to take a trip back in time? Then try to guess the riddle.
No legs, let's go in
There is no mouth, but let's say:
When to sleep, when to get up,
When to start work.
Children: Watch.
Educator: Today we're going back in time to hours.
(They go to the first table, on which there is a picture with a cockerel).

We'll talk about watches, but what does the cockerel have to do with it? Can anyone explain?
Guys, in ancient times people found out the time by “live clocks”. This “clock” walks very importantly around the yard, and when it flies up onto the fence, it begins to crow! Have there always been cockerels everywhere? Is it possible to determine the exact time by the crowing of a rooster?
Children: No!
Educator: We conclude: although people used “live clocks,” they were very inaccurate and inconvenient.
We approach the second table.
(On the table for each child is a damp cloth, a plate with yellow paint (gouache), a large sheet of Whatman paper with a circle drawn in the middle).
Educator: Guys, let's wet our palm in a plate with paint and place it with our fingers up on our circle (shows how), then wipe our palm with a rag.
What did we get? Of course, radiant sunshine!

Educator: If the cockerel suddenly got sick or overslept, the sun would wake people up. Listen to an amazing story.
A long time ago, a man noticed that the shadow that fell from a tree to the ground did not stand still, but ran after the sun. During the day the sun made a circle across the sky, and the shadow also ran around the circle. A man watched this miracle and came up with this: he drove a post into the ground, and around the post he drew a circle and divided the circle into 12 parts, each part - 1 hour.

The sun rose, and the shadow from the pillar slowly moved in a circle, measuring every hour. This is a real invention! So man invented the dial (circle). People used these watches for a very long time, even though they only worked on sunny days!
Who invented the sundial?
Children: Human.
Educator: What can you call such a person?
Children: Creator, inventor.
Educator: Now, guys, let's go to another table.
(on the table there are illustrations depicting an hourglass and a waterglass).

Listen to another story. Scipio Nazicus, a very intelligent resident of the ancient city of Rome, watched as water oozed from a jug. The drops fell drip...drip...drip...drip. Arriving home, he drilled a small hole in the bottom of the vessel, poured water into the vessel, and began to watch how the water flowed out of the vessel, drop by drop. So an hour passed, the water level dropped and he made a line on the vessel, an hour later he made another one and continued making lines until there were 12 marks, each of which was equal to one hour. This is how the water clock was invented in Ancient Rome.
But the hourglass, they also have no hands and are somewhat similar to a water glass, only instead of water there is sand in them, and they need to be turned over all the time.
- Do you think these watches were comfortable?
- No one uses water clocks now, but sand clocks can be found in hospitals, in the laboratories of chemists and biologists.
We approach another table.
(On the table there are images of different watches and an disassembled alarm clock mechanism).

Educator: Time fled, new instruments for measuring time appeared. Inventor - Another smart person came up with a clock with hands and a dial. True, the clock was very large, the shaft-drum was wooden and the size of a whole log, and instead of a chain, a very thick rope with heavy weights was wound around the drum. The clocks were so bulky that they did not fit at home; they were installed on high towers.
Then “walking clocks” appeared in houses, they were hung on the wall, under the clock there was a pendulum. The mechanism of such a watch consisted of many gears and springs. Such watches were called mechanical.

Then pocket watches appeared, they were very expensive, only very rich and noble people could afford such watches, they were shaped like an egg. They wore such a watch on a chain in their pocket and wound it with a special key.
The engine of such a watch was an ordinary spring.
By that time, watchmakers - watchmakers - had appeared. They began to invent clocks in the form of boxes, turrets, gazebos, and taught clocks to play music. One of the representatives of the watchmakers was the master-inventor Kulibin Ivan Petrovich.
Physical education minute.
Tick-tock, tick-tock, -
So the walkers are knocking.
(Children tilt their heads left and right to the beat of the words.)
Knuckle-tock, knock-knock, -
So the wheels are knocking.
(Alternately, with your right and left hands, describe a circle in front of you.)
Toki-tok, toki-tok, -
So the hammer knocks.
(Represent hammers with fists).
Touki-tok, tok-tok, -
That's how the heel clicks.
(Heels click).
Educator: Now let's go to another table.
(There are images of electric and electronic clocks on the table)
Educator: Life did not stand still, people began to value their time more and more, and watches became a necessity for all people. Watches began to constantly improve. Electronic and electric watches appeared, inside which a tiny electrical station was placed - a battery. (battery demonstration).
A watch has appeared that cannot be bought, but each of you can see it in squares, train stations, and on the streets.
- What do you think is more important: a person or devices?
On the pipe and on the wall,
And on the tower above
They walk, they walk smoothly
From sunrise to sunrise.
This is the difficult path the watch has gone through so that we can see it the way we see it in our time. And we owe such amazing transformations to man - the creator, creator, inventor.
Time does not stand still, and, of course, new watches will appear over time.
- Now remember what kind of watch you know?
- Why did man invent watches?
- Thank you everyone for your active work. So we traveled in time, into the past of hours.

Games and exercises for developing ideas about time.

Parts of the day.

Exercise “When does this happen?”

Target

Material: a thematic set of pictures (parts of the day).

Task options:

1. Children are shown pictures that depict contrasting parts of the day (day-night, morning-evening). The teacher asks questions:

What is shown in the picture?

When does this happen? (If the child finds it difficult, a hint is given: “When does this happen, day or night?”)

Why do you think so? How did you know that night (day) had come?

What do you do at night (day)?

What time of day is it now?

2. Pictures are presented that depict adjacent parts of the day (morning-afternoon, evening-night). The teacher asks questions:

What is shown in the picture?

When does this happen? What do you do in the morning? What about during the day?

How did you know that morning (evening) was over and day (night) had come?

What time of day do you like best? Why?

3. The teacher asks the children to choose a picture that shows morning (day, evening, night).

4. The teacher invites the children to arrange the pictures in order, what happens first and what comes later: “First it’s night, then...” When the children have already learned the order of the parts of the day, you can introduce an element of humor - name the sequence of parts of the day with errors, and the children must correct the mistake .

Game "Day"

Target - determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day, fixing the names of the parts of the day, their sequence.

Material. 4 pictures depicting night, morning, afternoon and evening.

Progress of the game: The child, together with the teacher, looks at the pictures and determines what is depicted on them. After this, the adult asks the child to choose a picture depicting the night and put it in front of him. The remaining pictures are flipped face down. The teacher begins the story: “The night has passed, it’s getting light, the sun has appeared in the sky. What happened? (Morning). The child is asked to choose a picture depicting the morning and place it on the picture depicting the night. The story continues: “The sun rose high, everything was brightly lit, and it became warmer. What happened? Having answered the question, the child finds a picture depicting the day and places it on top. Then the teacher says: “The day has passed, the sun is dropping below the horizon, it’s getting dark. What happened? After answering the question, the child takes a picture of the evening and places it on other pictures. After this, the teacher asks the last question: “The evening has passed, what comes after it?” If the child cannot answer the question, he is asked to look at the pictures and guess what comes next in the evening.

Working with the “DAY” clock:

Target – clarification of ideas about the parts of the day, consolidation of the names of the parts of the day, their sequence.

Material: clock with 4 sectors (pictures: morning, afternoon, evening, night)

Progress of the game:

The teacher points to the sector where morning is depicted and asks the child:

What is drawn here? When does this happen? What do we do in the morning? (wake up, wash, do exercises, have breakfast, etc.)

Pay attention to the position of the sun:

In the morning it becomes light, the sun rises.

The teacher shows the sector where the day is depicted and asks:

What is drawn here? When does this happen? What do we do during the day? (We take a walk, go to the store, have lunch, go to rest, etc.)

The day is also bright, the sun is high in the sky.

The teacher shows the sector where the evening is depicted and asks:

What is drawn here? When does this happen? What are we doing in the evening? (We walk, have dinner, play, read, go to bed, etc.)

In the evening it gets dark, the sun sets and goes down.

Shows the sector where night is depicted and asks:

What is drawn here? When does this happen? What do we do at night? (Asleep)

It's dark at night, the moon is shining.

Then he circles the calendar with his hand and says: morning, day, night and evening can be called in one word - day. They are like four girlfriends - they can live without each other, and they always follow each other.

You can draw the child’s attention to the colors in which the sectors are painted, tell that girlfriend Morning wears a pink dress, Day wears yellow, Evening wears gray, and Night wears purple.

Tasks for children:

The teacher names a part of the day and asks the child to name the part of the day that comes next.

The teacher asks questions, and the children answer and show the desired part of the day on the clock: (When do we have breakfast? When do we sleep? etc.)

Game "Name the missing word"

Target - determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day.

Progress of the game: The teacher says a sentence, omitting the names of the parts of the day: “We have breakfast in the morning, and for lunch ...”, “We will go for a walk ...”, etc. Children name the parts of the day, for each correct answer - a token.

Game "Name the Neighbors"

Target - fixing the sequence of parts of the day.

Progress of the game : The teacher says the title: “Name the neighbors in the morning.” etc. Children name the parts of the day, for each correct answer - a token.

Game "Parts of the Day"

Target - clarification of ideas about the parts of the day, consolidation of the names of the parts of the day, their sequence.

Material: 4 pictures (morning, afternoon, evening, night), a selection of poems.

Progress of the game:

The teacher displays pictures depicting parts of the day, children name the parts of the day and determine their sequence. The teacher reads a poem about each part of the day, and the children, in accordance with his reading, show the desired picture.

Game option: Pictures are distributed to children; when reading a poem, children pick up the corresponding picture.

Game "What did you do"

Target - determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day.

Progress of the game : One leading child is selected. The teacher tells him the task: “Show me what you did this morning.” The child depicts the action, but does not name it. The rest of the children guess.

Yesterday Today Tomorrow.

Game "Yesterday, Today, Tomorrow"

Target - introduce children to the concepts of “yesterday”, “today”, “tomorrow”.

Material: multi-colored stripes, a selection of poems.

Progress of the game: The teacher explains that every day, in addition to its name, has another name (yesterday, today, tomorrow).

The day that has come is called today.

A day that has already ended is yesterday.

And the day that is yet to come is tomorrow.

We designate the colors (stripes): today – blue, yesterday – blue, tomorrow – purple.

First, we fix the color designation: the teacher names the concepts, the children show the corresponding strip.

Then the teacher reads the poem, the children determine what day the poem is about (yesterday, today, tomorrow) and show the corresponding strip.

Working with the “Yesterday, Today, Tomorrow” block

Target - consolidation of ideas about the present, past, future time (the concepts of “yesterday”, “today”, “tomorrow”).

Material: a strip (block) divided into 3 squares, in each square there is Velcro and picture cards.

Progress of the game:

The teacher shows the children the block and explains that every day something interesting happens. This interesting thing can be noted in the block. Under the inscriptions yesterday, today, tomorrow there are empty squares with Velcro. We will hang cards on this Velcro that depict what we did during a certain day.

For example:

What we did today: we drew - we hang up a card that means drawing.

Let's remember, what did you do yesterday? - went to the store. We hang up a certain card.

Now let's think about what you will do tomorrow? - Tomorrow you will go to the circus.

It is necessary to draw children's attention to what has already happened, pronounced in the past tense - they went, they bought. What is happening at the moment is said differently - let's go, buy. What is yet to happen - let's go, let's buy.

Ball game "Yesterday, today, tomorrow"

Target - determining the level of children’s ability to navigate in time, consolidating ideas about the concepts of “yesterday”, “today”, “tomorrow”.

Material: ball

Progress of the game: The teacher throws the ball to the children one by one, saying a short phrase, for example: “We are doing...” The child who caught the ball finishes the phrase (... today).

Example phrases:

We are going to walk…

Did you go to the park...

Game-task “What happened before, what happened next”

Target- consolidation of ideas about the present, past, future time.

Material: set of pictures.

Progress of the game: The teacher invites the children to put the pictures in order and tell them what happened before and what happened next.

Exercise “House of Days”

Target - consolidation of ideas about the present, past, future time (the concepts of “yesterday”, “today”, “tomorrow”).

Material: a house with three windows, multi-colored stripes, a selection of poems.

Progress of the game: The teacher invites the children to look at the house and says that this is a “house of days.”

Tasks:

What is the name of the day that has already passed? (yesterday) He settled in the lower window. (insert the blue stripe into the bottom pocket)

What is the name of the day that we have now, at the present moment? (Today). He occupied the middle window (insert a blue stripe)

What is the name of the day that is coming soon? (tomorrow) He settled in the upper window (insert a purple stripe).

The teacher reads a poem to the children and invites the children to “place the poem” in the appropriate window.

Days of the week

Working with the “DAYS OF THE WEEK” clock:

Target - give an idea that 7 days make up a week, establish the names and sequence of the days of the week.

Material: clock “Days of the week” with numbers 1-7.

Progress of the game : The teacher shows the children a circle on which the days of the week are depicted. He says that this circle is called a “week”, there are only seven days in a week, each day has its own name. Each day of the week is a different color (the color of the rainbow), when naming the day, it rearranges the arrow and draws the children’s attention to the number:

Monday is the first day, it starts the week.

Tuesday is the second day.

Wednesday is the day of the week in the middle of the week, the middle.

Thursday is the fourth day.

Friday is the fifth day.

Saturday - work is over, on this day mom and dad rest and don’t go to work.

Sunday is the very last day of the week, the seventh.

Then the teacher invites the children to name the days of the week in order, rearranging the arrow. Children name the number and the corresponding day of the week.

Tasks:

1. The teacher asks the children to name the days of the week in different orders.

(What is the name of the first day of the week? What is the name of the fifth day? Etc.

On what days do mom and dad don’t go to work, and you don’t go to kindergarten?)

2. The teacher names the day of the week. And the child must name the day that was first (yesterday) and will be later (tomorrow) - thus, the following time concepts will be further consolidated - yesterday, today, tomorrow.

"Colorful Week"

Target - fix the names and sequence of days of the week, their color correlation.

Material: multi-colored circles, numbers from 1 to 7.

Progress of the game : The teacher on the demonstration circle indicates the color and names the day of the week, the children show the corresponding number.

Option. The teacher shows the numbers from 1 to 7 in order, the children show the corresponding color on their circles and name the day of the week.

Game "Live Week"

Target - fix the names and sequence of days of the week, their color correlation.

Material : pictures of gnomes in clothes of different colors.

Progress of the game: The teacher tells the children that gnomes have come to visit them. Their names are like the days of the week. Shows a picture with the first gnome: “I am Monday. Who is next?" The children name, the teacher displays the next gnome: “I am Tuesday. Who is next?" etc. At the same time, the teacher draws the children’s attention to the color of the gnomes’ clothes.

Tasks:

1. The teacher asks the children to put the gnomes in order and say their names.

2. The teacher asks the children to name the names of the gnomes:

What is the name of the gnome who is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc.

"A week, get ready"

Target -

Material: numbers 1-7.

Progress of the game : On the table there are upside-down cards with numbers lying in disarray. Children take cards from the table at a signal. They look for their partners, that is, they line up in order and name their day of the week (“The first is Monday, the second is Tuesday….).

Tasks:

1. The teacher asks to leave the day that represents Monday;... Wednesday, etc.

2. The teacher asks for the day of the week that comes after Monday, before Saturday, between Tuesday and Thursday, etc.

3. The teacher asks to come out the days of the week that are after Thursday (children with the numbers five, six, seven come out); before Wednesday (children with numbers one, two) and name their days of the week.

Ball game “Catch, throw, name the days of the week”

Target - assign names and sequence of days of the week

Material: ball.

Progress of the game: Children form a circle. The teacher stands in the middle of the circle. He throws a ball to one of the children and says: “What day of the week is today?” The child who caught the ball answers: “Tuesday.” Then the teacher throws the ball to another child and asks a question like: “What day of the week was yesterday?”

Question options:

Name the day of the week after Thursday. Name the day of the week between Thursday and Friday, etc.

If someone finds it difficult to quickly give an answer, the teacher invites the children to help him.

Game-task “Dunno's Week”

Target - assign names and sequence of days of the week

Material: doll or picture “Dunno”.

Progress of the game : The teacher tells the children that Dunno came to visit them.

Help Dunno name the days of the week. Dunno called it this way: “Sunday is a day of fun... Then Wednesday - but this is nonsense... Then Saturday - hunting for a walk. That's all!" Did Dunno name the days of the week correctly?

Children correct Dunno's mistakes.

Seasons.

Ball game “It happens - it doesn’t happen”

Target- development of verbal-logical thinking, consolidation of ideas about the signs of the seasons.

Material: ball.

Progress of the game: The players stand in a circle. The teacher names a sign of a certain time of year. The child catches the ball if this sign is appropriate.

Exercise “Repeat, don’t make a mistake”

Target - fix the names of the months (according to the seasons).

Progress of the game: The child names the names of the autumn (winter, spring...) months in order, with or without pictures.

Game "Compare".

Target - teach how to write a story - comparing the characteristics of two seasons or one season by season with the simultaneous demonstration of pictures.

Material: supporting demonstration pictures, pictures depicting the seasons (periods of the year)

Progress of the game : Children compare the signs of the seasons using supporting pictures.

Ball game "Carry on"

Target - consolidate the ability to name the signs of the seasons.

Material: ball

Progress of the game: children and the teacher stand in a circle, the teacher names the season and gives the ball to the child, the children name the signs of this season and pass the ball around the circle.

Game "Fourth wheel"

Target – teach to exclude an extra item from a series, explain the principle of exclusion.

Material: pictures from the village. "Seasons"

Progress of the game: The teacher shows the children 4 pictures, 3 of them are suitable for a certain time of year, and 1 is not suitable. Children must identify what is not appropriate and explain why it is not appropriate.

Exercise “Name the seasons, months”

Target – fixing the names and sequence of seasons, months by season.

Material: pictures from the educational manual “All about time” (seasons and months)

Progress of the game: The child puts 4 pictures (seasons) in order and names them. Then he selects 3 small pictures (months) for each season and names them.

Game When does this happen?

Target - clarify children's knowledge about various seasonal changes in nature; develop attention and quick thinking.

Material: 4 series of subject and subject pictures according to the seasons, depicting seasonal changes in inanimate nature, flora and fauna, work and life of people

Progress of the game: The teacher distributes 4 squares of different colors to all players, each color indicates a certain time of year, for example: yellow - autumn, blue - winter, green - spring, red - summer.

The teacher (or child) holds up a picture depicting some seasonal phenomenon (for example, leaf fall). Children must quickly pick up a square of the corresponding color (yellow). For a quick and correct answer, the child receives a chip. The one who collects the most chips wins.

Note. Another version of the game can be used (the game is played with a group of children), which consists of children completing the following tasks:

1) arrange an exhibition of paintings on the theme “Winter - Summer”, “Spring - Autumn” (select pictures and tell why you selected these pictures);

2) arrange an exhibition of paintings on the theme “Winter - Spring”, “Summer - Autumn”;

3) without naming the picture, tell it so that everyone understands what time of year is depicted on it.

The winner is the one who completes the task faster (quickly “arranges” an exhibition and talks well).

Game "When do trees put on this outfit?"

The goal is to develop knowledge about seasonal changes in nature.

Material:

Progress of the game: The teacher shows one of the pictures, reads an excerpt from a poem describing the corresponding time of year, and asks the children when and what time of year this happens in nature.

Game “What time of year are these items needed?”

Target - consolidate ideas about the seasons and seasonal changes in nature.

Material: subject pictures depicting the seasons, subject pictures.

Progress of the game : The teacher shows the children images of the seasons and objects and asks them to determine what time of year these objects are used and why.

Game “What first, what then?”

Target - clarify children’s knowledge about the sequence of seasons; develop attention and quick thinking.

Material: envelope with pictures depicting different periods of the seasons.

Progress of the game: At the leader’s command, the child takes the pictures out of the envelope and quickly puts them in order. Starts with any picture or as instructed by the teacher. The one who completes the task faster wins.

Game "Houses of the Seasons"

Target - consolidate ideas about the seasons and seasonal changes in nature, the order of the seasons, and consolidate the names of the months.

Material: 4 houses of different colors (red for summer, yellow for autumn, blue for winter, green for spring), pictures: 4 girls in colorful dresses (seasons), pictures of nature (by month), subject pictures.

Progress of the game : The teacher shows the children (child) the houses and tells them that each of them is home to a certain season. Children determine (by color) which house he lives in and what time of year he lives in. Then the houses are laid out in order of the seasons. Children name the months of each season in order, select the corresponding pictures and insert them into the boxes. The teacher shows the children images of objects and asks them to determine what time of year these objects are used and why. Children explain their choice and insert pictures into the windows of the houses.

Note: The houses are distributed to children; each child must name the season, its months and select the necessary pictures for their time of year.

Working with the “Seasons” clock

The goal is to clarify ideas about the seasons, consolidate the names of the seasons, their sequence.

Material: clock with 4 sectors, painted in different colors (autumn - yellow, winter - blue, spring - green, summer - red).

Progress of the game:

The teacher points to the sector where autumn is depicted and asks the child:

What is drawn here? When does this happen? What happens in the fall? (Name the signs of autumn.)

We define the rest of the seasons in the same way and clarify their characteristics.

Pay attention to the colors of the sectors.

Then the teacher asks the children

What did you call now? (Seasons) How many seasons are there in total? (“4 seasons”)

Tasks for children:

1. The teacher names the season and asks the child to name the season that comes next (or the previous season).
2. The teacher asks questions, and the children answer and show the right time of year on the clock: (When does it snow? When does the snow melt? etc.)

Ball game "What for what?"

Target - fixing the sequence of seasons.

Material: ball.

Progress of the game : The players stand in a circle. The teacher stands in the center of the circle and throws the ball to the children one by one. When throwing, the child asks a question, and when answering, he throws the ball back.

Question options: Winter, and after it? Spring, and after it? Summer, and after it? Autumn, and after it? How many seasons are there? Name the first month of autumn. etc.

Didactic game “Daily Clock”

Target : fixing parts of the day

Equipment : daily clock for the teacher and for each child, cards with the names of the parts of the day.

Progress of the game:

The teacher places the hand of the 24-hour clock on any part of the day. Children should put the hand on their watch to the same part of the day and name it.

Didactic game “Place the arrow correctly”

Target: consolidate knowledge of the sequence of days of the week.

Equipment: large cardboard circle (for the teacher). Broken into seven equal parts; each part depicts a day of the week; A movable arrow is attached to the circle. The same circles were distributed to children, but smaller in size.

Progress of the game:

The teacher places an arrow on his circle on some day of the week and loudly calls this day, for example, Sunday. Children must put arrows on their circles for that day. Which follows Sunday, i.e. on Monday.

Didactic game “What time is it?”

Target : develop children's ability to tell time using a clock.

Equipment : watch dials.

Progress of the game:

The teacher puts the hands on the dial and turns to the children and asks: “What time is it?” Children set the same time on the dials of their watches, say what time it is and show their watches. The child who correctly determines the time is given a token. The one with the most tokens wins.

Exercise “Put in order”

Target: arrange the pictures depicting the seasons in order.

Equipment: pictures that depict a landscape characteristic of a particular time of year.

Progress of the game:

The cards are turned face down. Three or four children are playing. The first one takes a card and puts it first in a row. This will be an image of the season. The second child takes the card and places it next to the first if it corresponds to the next season in order. If the card does not fit, then the child puts it in front of him. The next child takes the card. The game continues until all the cards are laid out in the correct order, and under them are pictures corresponding to each season.

Exercise “What time of year is this?”

Target: naming the seasons

Equipment: each child has signs with the names of the seasons; The teacher has paintings depicting a landscape corresponding to each season.

Progress of the game: The teacher shows a picture, and the children name the season to which this picture corresponds. One of the guys explains why he raised a sign with a particular name.

Exercise “Live Week”

Seven children lined up at the blackboard and counted in order. The first child on the left steps forward and says: “I am Monday. What day is next? The second child comes out and says: “I am Tuesday. What day is next? The rest of the children give tasks to the “days of the week” and ask riddles. They can be very different: for example, name a day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all the weekend days of the week. Name the days of the week on which people work. The complication of the game is that players can line up from any day of the week, for example, from Tuesday to Tuesday.

What time of day does this happen?

Target:

Equipment: plot pictures depicting regular activities of children and adults at different times of the day (exercise, washing, breakfast, going to school or work, studying at school or work, walking, preparing homework, playing, getting ready for bed, sleeping).

Content: The teacher, showing one of the pictures, asks the child questions: What is the child doing? What part of the day is this? How did you guess? When do you go to kindergarten (school)? When do the stars and moon appear in the sky? When does the sun shine brightly? What do you do in the morning, afternoon, evening, night? What happens when the morning ends? When does night come? And etc.

Greetings

Target: formation in children of an idea of ​​the day and the temporal sequence of events.

When introducing the concepts of week, month, year, and seasons, the following techniques are effective:

• use of graphic models Week, Year (calendar), calendar sheet; tear-off, table, wall, individual calendars;
• daily highlighting on the calendar sheet the day of the week and month of the year;
• recording observations of nature and weather in the Calendar of Nature and Labor;
• development of calendar layouts for a specific month, time of year.

To consolidate knowledge about time periods, small genres of oral folk art (riddles, proverbs, sayings) and works of art containing time categories are used.

Examples of riddles:

There are exactly seven of these brothers,

You all know them.

Every week around

Brothers walk after each other.

The last one will say goodbye -

The front one appears. (Days of the week,)

twelve brothers

They wander after each other,

They don't bypass each other. (Months.)

Every day a leaf drops.

How will the year go?

The last leaf will fall off. (Calendar.)

Examples of sayings:

December ends the year and begins winter.

An autumn day feeds the year.

January is the beginning of the year, the middle of winter.

Examples of works of art containing temporal categories:

• short stories, fairy tales (S. Marshak 12 months, K. Ushinsky Four Wishes, N. Plavilshchikov Seasons, E. Ilyin Tales of Yesterday, etc.); poems by A. Fet, F. Tyutchev, S. Marshak and others.

For this purpose, it is advisable to carry out:

• conversations on questions (What day of the week is it today? What day of the week will it be tomorrow? What day of the week was yesterday? What is the first month of the year? What month is it now? What will be the next month? etc.);
• compiling stories on various topics about time by the children themselves: What was, is and will be, About favorite winter holidays, etc.;
• didactic games Name the time of year, When does this happen, Guess the day of the week, etc.

week

Target: formation of ideas about the order of the days of the week.

Equipment: signs with the names of the days of the week.

Option:

Each child receives a sign with the name of one of the days of the week. At the teacher’s command: “Week, line up!”, the participants line up in order of the days of the week.

Similar tasks can be completed using signs with the names of months and seasons.

Silent

Target: consolidation of the idea of ​​the number of days in the week and the order in which they occur.

Equipment : a circle divided into seven parts - days of the week; a set of cards with numbers 1-7 (for each participant).

Option:

The teacher shows one of the numbers, the children hold up a card* with the corresponding name of the day of the week.

When do trees put on this outfit?

Target: formation of knowledge about seasonal changes in nature.

Equipment: pictures of trees at different times of the year.

Option:

Each child receives one of the signs with the name of the season. The teacher shows an object picture, the children whose tablets correspond to the depicted season raise them.

What time of year are these items needed?

Target: consolidation of the concept of the seasons and seasonal changes in nature.

Equipment: plot pictures depicting the seasons; subject pictures (for example: umbrella, jump rope, Panama hat, ball, skis, sled, rubber boots, fur hat, bicycle, sandals, warm boots, rubber circle, mittens, sundress, raincoat, swimsuit, etc.).

You can start becoming familiar with the order of months following each other from any of them, for example, from September. It is only necessary to maintain the system that determines the sequence of months in the year. The most important thing in the work is to gradually lead children to an understanding of the dependencies and relationships between the studied units of time. For this purpose, it is recommended to carry out the following exercises:

• to compare time values: determine from the calendar what lasts longer - 5 days or a week, 7 days or a week, a week or a month, a year or a month, etc.;
• compiling tables of the ratio of time intervals in different versions: 1 year = ... months, 1 month = ... days, 1 month = ... weeks, 1 week = ... days, etc.;
• solving simple household problems over time using a calendar: Kolya visited his grandmother from Monday to Wednesday inclusive. How many days did Kolya stay with his grandmother?; Winter holidays last from January 1st to January 10th. How many days do winter holidays last?; Calendar spring begins on March 1 and lasts 3 months. Name the spring months, etc.
• Getting acquainted with clocks and acquiring the skills to determine time by them is carried out in the following sequence of studying time measures: hour, minute, second.

Here are examples of games and exercises.

Various watches

Target: introducing children to different clocks; determining the duration of a minute.

Equipment: different types of watches: mechanical, electronic, hourglass; alarm clock, stopwatch; wrist, wall, table, etc.

At the end, the indicators of different watches are compared and the conclusion is made that the duration of a minute does not depend on the watch with which it is measured. Children should be reminded that in 1-2 minutes they can do something, and therefore time must be valued and distributed correctly throughout the day.

How much time do we waste?

Target: developing the ability to value time and use it wisely.

We know time is stretchable. It depends on what kind of content you fill it with. Sometimes it stagnates, and sometimes it flows, unloaded, empty, counting hours and days in vain. Let the intervals be uniform, That divide our days, But, putting them on the scales, We find long minutes. And very short hours.

Children are asked to make a calculation at home: how much time they spend getting dressed, washing, making their bed, traveling from home to school, and then analyze the calculations and find out whether some of the listed tasks can be done faster and save time on them .

Price per minute

Target: formation of the ability to navigate in a time interval equal to one minute.

Equipment: hourglass for a minute; paper, pencils, scissors, thread, building material.

Examples of tasks:

write the same letter carefully;

write numbers in a row, starting with one;

tie scraps of thread, each 10 cm long (at the end, you can compare who has the longest thread);

cut sheets of paper into strips;

collect building material parts into a box.

Three minutes

Target : developing the ability to navigate in a time interval of three minutes.

Equipment: hourglass for a minute; stopwatch; paper, pencils.

Examples of tasks:

turn the hourglass over three times;

watch on the stopwatch how many circles the hand will make;

draw circles on a piece of paper (when finished, count how many circles you managed to draw);

sit quietly for some time. When it seems like three minutes have passed, raise your hand.

You can use the tasks from the exercise The Price of a Minute, but without the clock. You need to finish them when it seems that three minutes have elapsed.

By analogy, acquaintance with time intervals of five and ten minutes occurs. In the process of this work, it is very important to compare the volume of work with similar content, completed over different periods of time (three, five, ten minutes), and lead children to their own conclusions.

Watch

Target: consolidation of the ability to determine time using a clock with an accuracy of one hour (up to one minute).

Equipment: demonstration and individual (for each participant) models of watches with moving hands.

The teacher demonstrates the movement of the short hand along the numbers, while the position of the long hand is fixed at the number 12. Children, looking at the model, tell the time accurate to the hour. According to the teacher’s instructions, they place arrows on individual dials so that they show 5, 7, 8, etc. hours.

After children have mastered the initial ABC of reading hours, they can move on to the ABC of reading minutes. For this purpose, the movement of the minute hand on the dial of the model is demonstrated. Then the children are given tasks: set the same time on the individual model as on the demonstration model and determine it; position the clock hands so that they show 7 o'clock; 11 hours 30 minutes, etc.

Children can also be asked to solve the problem: The break began exactly at 12 o'clock and lasted a quarter of an hour. Express in minutes how long the change lasts and show it on the model.

Works of art to reinforce ideas about time.

The impact of fiction on the mental, speech and aesthetic development of preschool children is well known. Its importance is also invaluable in the process of forming temporary ideas. The narration of literary texts, especially poetic ones, can accompany the activities of a defectologist in classes with children with mental retardation. Literary works are used during didactic games and plot-based outdoor games.

Fiction reveals and explains to the child the features of various properties and relationships that exist in the social and natural world, which are significant for the child’s cognitive development. It helps improve thinking and imagination, enriches emotions, and becomes an indispensable means of speech development.

A literary work as a means of child development is considered in the unity of content and artistic form. Isolating various ideas in it, including ideas about time, will be effective only if the child with mental retardation is prepared for this, i.e. if he has already formed these ideas at an elementary level.

Therefore, when choosing literary works for the formation of children’s temporary ideas, it is necessary to take into account the level of formation of these ideas and the level of development of coherent speech. A correctly selected literary work contributes to the formation of ideas about the seasons, parts of the day, and days of the week.

Parts of the day.

People woke up

They rush to the fields.

The sun appeared

The earth rejoices!

(A.S. Pushkin)

In the morning we go to the yard -

Leaves are falling like rain,

They rustle under your feet,

And they fly...fly...fly...

(E. Trutneva)

Who, who lives in this room?

Who, who rises with the sun?

Mashenka woke up

Turned from side to side

And, throwing back the blanket,

Suddenly she stood up on her own feet. (A. Barto)

Morning. Sky is blue.

The sun is golden in the sky.

The hippo opened his eyes

And he closed it again.

I don't want to get up,

He should all sleep and sleep.

Five minutes and five more

So twenty-five passes.

Sonya opens her eyes,

he sighs dissatisfied:

"Why does the morning come so early?"

(Tkachenko Tatyana)

Happens on a sunny day

You will go into the forest in a quiet place -

Sit down and try it on a stump,

Take your time, listen.

(Ya. Akim)

Raya, Mashenka and Zhenya,

Wash your hands well.

Don't skimp on soap!

I've already set the table.

I supplied everyone with equipment,

I handed out napkins to everyone.

Stop talking -

I poured you some soup.

(E. Blaginina)

It's already getting dark outside the window,

And the evening yawned as we walked.

I'm in a hurry from kindergarten,

I'm going to my beloved mother! ...

(M. Sadovsky)

It's already evening. Dew

Glistens on nettles.

I'm standing on the road

Leaning against the willow tree.

(S. Yesenin)

Good evening, garden, garden,

All the trees are sleeping, sleeping.

And we will all fall asleep too,

Let's just sing a song.

(I. Maznin)

Tired toys are sleeping,

The books are sleeping

Blankets and pillows

The guys are waiting

Even a fairy tale goes to bed,

So that we can dream at night,

Close your eyes

Bye bye...

(Z. Petrova)

Cried at night

Yellow maples:

We remembered the maples,

How green they were...

(E. Moshkovskaya)

The sun has set clearly,

The light of the month is nowhere to be seen,

Frequent asterisks

Hid in the clouds

And the dark, dark autumn night!

(K. Ushinsky)

I wake up smiling

I wash my face, get dressed...

I think it's wise

Start with a smile morning.

The day is full of worries, troubles,

Time goes by quickly.

You just have to want it -

You can get a lot done.

In the evenings, while relaxing,

It's nice to sit and have tea,

Watch TV

Play, sew, sing.

We got a little tired.

Night sneaks by a black cat

And under the star chime

A fabulous dream purrs.

(E. Kulagina)

Yesterday Today Tomorrow.

To wait quickly

Tomorrow's day

Children go to bed

Early, no fire. (A. Barto)

We won’t take Masha into the garden today.

Catch a cold in the cold

Can we have our doll?

(O. Krieger)

Tomorrow you guys will still be sleeping,

And we will all rush south.

There is no cold there now, no rain,

The wind does not tear leaves from the branches.

(A. Pleshcheev)

The dug-up road sleeps,

Today she dreamed

Which is quite, quite a bit

We have to wait for the gray winter

(S. Yesenin)

Mother! Look from the window -

You know, yesterday it was not for nothing that there was a cat

Wash your nose:

There is no dirt, the whole yard is covered,

It has brightened, it has turned white,

Apparently there is frost.

(A. Fet)

The swallows have disappeared

And yesterday at dawn

All the rooks were flying

Yes, like a network, they were small

Over there over that mountain.

(A. Fet)

A WEEK

"New dining room"

Visit on the first day of the week

The tits have come to us

And on Tuesday, look,

The bullfinches have arrived.

There were three crows on Wednesday

We weren't expecting them for lunch.

And on Thursday from all over the world -

A flock of greedy sparrows.

On Friday in our dining room

The pigeon was enjoying porridge.

And on Saturday for pie

One hundred and forty flew.

On Sunday, on Sunday

A spring guest has arrived to us,

Starling traveler...

That's the end of the song!

(Z.Alexandrova)

"Couch potato"

On Monday I woke up

And on Tuesday I yawned

On Wednesday I stretched sweetly,

And on Thursday I fell asleep again.

I slept on Friday

I didn't go to work on Saturday

But then on Sunday

I slept all day without waking up.

(J. Rodari)

"Clean fly"

Once upon a time there lived a clean fly,

Mukha was swimming all the time.

She swam on Sunday

In excellent strawberry jam.

On Monday - in cherry liqueur.

On Tuesday - in tomato sauce.

On Wednesday – in lemon jelly.

On Thursday - in jelly and in resin.

On Friday - in yogurt,

In compote and semolina porridge...

On Saturday, after washing in ink,

She said: “I can’t do more!”

Terribly, terribly tired,

But it doesn’t seem cleaner!

(J. Brzechwa)

On Monday I did the laundry

And on Tuesday I swept.

On Wednesday I baked a kalach with honey,

And on Thursday I played ball,

On Friday I washed the dishes

And on Saturday I bought a cake

On Sunday I rested

I read good stories.

(P. Bashmakov).

Monday is the first day.

Drive away, my friend, laziness.

We're very close on Tuesday

We got acquainted with English.

In the middle of the week

We sweated in the gym.

More musical than Thursday

Not in my life yet.

It's barely light on Friday

The ballet begins.

We've been tired for a week

We rested on the weekend.

(E. Kulagina)

Seasons, months.

"Seasons".

The mother came up with names for her daughters:

Here are Summer and Autumn, Winter and Spring.

Spring comes and the forests turn green.

And Summer has come - everything is blooming under the sun,

And ripe berries ask to be eaten in the mouth.

The generous Autumn brings us fruit -

Fields and gardens produce crops.

Winter covers the fields with snow.

In winter the earth rests and sleeps.

(A. Kuznetsova)

Mother winter brings

Christmas and New Year,

White snow and blue ice,

And snowdrifts at the gate.

Spring is shining with sunshine.

The snow has melted and the birds have returned.

The grass is breaking through

The leaves are blooming.

In a sundress, in sandals,

With strawberries in a basket

Summer beckons, at least a little bit,

Relax in nature.

Autumn with yellow leaves

Showers you and me

He calls the kids to school,

Cleans up the garden.

(E. Kulagina)

From January, leafing through the year,

Let's go on a hike.

Uncomfortable in February -

Blizzards roam the earth.

In March the sun warmed

It got brighter and warmer.

Brooks sing in April

To the cheerful sound of drops.

In a warm and cheerful May

Everything sings, everything blossoms.

The berries ripen in June,

The grass is taller and juicier.

Like a cool hand

July beckons us like a river.

August is harvest time.

When it ripens, we remove it.

In September I suddenly felt sad -

The birds have gathered to the south.

The sun shines less often

In October it is either rainy or windy.

In November the bushes are burning -

The leaves are burning down.

Snow, December, end of the hike...

Aren't you tired? Happy New Year!

(E. Kulagina)

Winter.

The days have become shorter
The sun shines little
The frosts are here,
And winter has come.

It was winter - there was cold, snow.
Winter is gone - and there is no snow.

It's getting cold.

The water turned into ice.

Long-eared gray bunny

Turned into a white bunny.

The bear stopped roaring

A bear hibernated in the forest.

Who's to say, who knows

When does this happen?

(I. Vorobyova)

"December"

In December, in December

All trees are in silver.

Our river, like in a fairy tale,

It was frosty overnight.

Updated skates, sleds,

I brought a Christmas tree from the forest.

(S. Marshak)

"January"

In January, in January

There's a lot of snow in the yard,

Snow on the roof, on the porch,

The sun is in the blue sky.

They heat the stove in our house,

Smoke rises into the sky in a column.

(S. Marshak)

"Cold"

Who meowed at the door?

Open the door quickly!

It's very cold in winter.

Murka asks to go home.

(O. Vysotskaya)

The sun warms the earth weakly,

The frost crackles at night.

In the snow woman's yard

The carrot nose turned white.

(G. Ladonshchikov)

Like a Snow Maiden in a white fur coat

Masha goes down the hill boldly.

Vasya rolls a snowball

He decided to build a house.

(G. Ladonshchikov)

There is a good skating rink on the pond,

The ice sparkles like glass.

Alyosha is running on skates,

And in the cold he is warm.

(G. Ladonshchikov)

Spring.

The cold winter will pass,

The days of spring will come,

The sun will melt with warmth,

The snow is fluffy like wax,

Emerald leaves

The forests will turn green,

And together with the velvet grass

Fragrant flowers will spring up.

(S. Drozhzhin)

The snow is no longer the same

He darkened in the field,

The ice on the lakes is cracked,

It's like they split it.

(S. Marshak)

March.

Loose snow darkens in March,

The ice on the window is melting...

(S. Marshak)

April.

April, April...

Drops are ringing in the yard.

Streams run through the fields,

There are puddles on the roads.

The ants will come out soon

After the winter cold.

A bear sneaks through

Through the dead wood.

The birds began to sing songs

And the snowdrop blossomed.

(S. Marshak)

In May.

I'll walk through the forests

There are many birds there:

Everyone flutters, sings,

Warm nests are built.

I'll walk through the meadows

There are moths there:

How beautiful they are

These May days!

(K. Ushinsky)

Summer.

June

June has arrived!

June! June!

Birds are chirping in the garden

Just blow on a dandelion

And it will all fly apart.

(S. Marshak)

August.

We collect in August

fruit harvest,

Lots of joy for people

After all the work. (S. Marshak)

On the green, in the meadow

Olechka is dancing in a circle.

A cheerful round dance

He sings a dance song to her.

(A. Kuznetsova)

The sun shines brightly,

There's warmth in the air

And wherever you look,

Everything around is light.

The meadow is full of bright flowers,

Dark sheets are covered in gold.

(I. Surikov)

Autumn.

"Autumn"

The swallows have disappeared

And yesterday at dawn

All the rooks were flying

Yes, as is flashed

Over there over that mountain.

I've been sleeping since the evening,

It's dark outside

The dry leaf falls

At night the wind gets angry

Yes, he knocks on the window.

(A. Fet)

"Autumn"

Autumn is coming in our park,

Autumn gives gifts to everyone:

Red beads - rowan,

Pink apron - aspen,

Yellow umbrella for poplars,

Autumn gives us fruits.

(I. Vinogradov)

Different leaves are falling

From poplars and oaks.

The leaves are spinning as they fall

And they fly, and they fly.

(A. Romanov)

Boring picture!

Endless clouds

The rain keeps pouring down

Puddles by the porch.

(A. Pleshcheev)

Our whole poor garden is crumbling,

Yellow leaves are flying in the wind,

It only shows off in the distance, there at the bottom of the valleys

Brushes of bright red withering rowan trees.

(A. Tolstoy)

Clear September morning

Villages thresh bread.

Birds fly across the seas

And the school opened.

(S. Marshak)

The sun hid behind the clouds,

The wind is strong, it's cold,

Leaves are falling into heaps

The wind swept them all over.

The river moves so angrily

The forest makes such a pitiful noise,

The sky is covered with clouds,

The sky is threatening rain.

The birds all huddled in the field,

The fish hid to the bottom...

It's all cold, it's cold!

(K. Ushinsky)

Riddles, proverbs, sayings about time.

Riddles about the seasons.

Seasons.

Sisters live on earth,
The sisters have a pigtail.
Here's a green braid:
This is the first sister.
Plows, sows, waters,
Opens the eyes of the kidneys. (spring)

Multi-colored braid -
Tanned sister.
He also works skillfully
So that everything grows and matures. (summer)

Golden braid -
This is the red-haired sister.
Cleans, blows, mows,
The harvest is carried to the barns. (autumn)

And the fourth braid -
Snow-white sister.
Everything will be covered with a blanket,
He'll smooth everything out, tidy it up,
And then the tired earth
He will sing a lullaby. (winter)

RIDDLES ABOUT SPRING

1. The snowball is melting,
The meadow came to life
The day is coming -
When does this happen?

(In spring.)

2. Streams run faster

The sun is shining warmer.

The sparrow is happy about the weather -

Visited us for a month...

3. The bear crawled out of the den,

Dirt and puddles on the road,

A lark trills in the sky -

Came to visit us...

4.The garden tried on white,

The nightingale sings a sonnet,

Our land is dressed in greenery -

We are greeted warmly...

5.Housewarming party at the starling's

He rejoices endlessly.

So that a mockingbird lives with us,

We made...

(birdhouse)

6. There is someone’s house here on the branch

There are no doors or windows in it,

But it’s warm for the chicks to live there.

This is the name of the house...

(nest)

7. On a forest thawed patch

A small flower has grown.

Hiding in dead wood

Little white...

(snowdrop)

8. I open my buds
In green leaves
I dress the trees
I water the crops
There is a lot of movement.
My name is... (spring).

9. We got up early today,
We can't sleep today!
They say the starlings are back!
They say that... (spring) has come!

10. The streams rang,
The rooks have arrived.
To your home - hive - bee
I brought the first honey.
Who's to say, who knows
When does this happen?

RIDDLES ABOUT SUMMER

1. The sun is burning,
The linden blossoms
The rye is ripening.
When does this happen? (In summer.)

2. A hot ball is shining in the sky

Anyone will notice this ball.

In the morning he looks at us in the window,

Joyfully beaming...

(Sun)

3. A snake rushes through the hills,

Bringing moisture to the trees.

Washing the shores

Flows through the fields...(river)

4. They are light as cotton wool

They are floating somewhere in the sky.

They keep their way from afar

Caravels-...

(clouds)

5. Here are the diamonds on the pieces of paper,

Along the paths and on the bumps -

What kind of miracles are these?

It sparkles in the morning...

(dew)

6. The clouds obscured the sun,

Thunder laughs loudly.

There's a streak of lightning in the sky -

So it has begun...

(storm)

7. Peas are falling from the clouds,

He jumps on our doorstep.

It rolls from the roof into the garden.

What's happened? This - ...

(hail)

Made us all happy again. -

Like a swarm of lazy flies

Flies from the poplars... (fluff)

9.He will cry over the gardens -

The garden will be filled with fruits.

Even the dusty plantain

Glad to wash my face in the summer...

(rain)

10. The sun sets in the evening,

Holds a brush in the sky.

He doesn’t want to leave in vain.

A trace remains...

(dawn)

11. I am made of heat,
I carry the warmth with me,
I warm the rivers
I invite you to swim.
And love for it
You all have me. I... (summer).

12. The sun is burning,
Linden color
The rye is spiking,
Golden wheat.
Who knows who knows,
When does this happen?

AUTUMN RIDDLES

1. The fields are empty,
The ground gets wet
The leaf falls -
When does this happen? (In autumn.)

2. Following August comes,

Dances with the falling leaves

And he is rich in harvest,

Of course we know him!

3. Our Queen, Autumn,

We will ask you together:

Tell your children your secret,

Who is your second servant?

4. Who doesn’t let us in warmly,

Does the first snow scare us?

Who calls us to the cold,

You know? Of course yes!

5. The field, forest and meadow are wet,

City, house and everything around!

He is the leader of clouds and clouds,

You know this is...

(rain)

6. The cold scares them so much

They fly to warm countries,

They can't sing and have fun

Everyone gathered in flocks...

(birds)

7. Autumn has come to visit us

And she brought with her...

What? Say it at random!

Well, of course...

(leaf fall)

8. There is no sun, there are clouds in the sky,

The wind is harmful and prickly,

It's blowing like this, there's no escape!

What's happened? Give an answer!

(late fall)

9. The sun no longer warms us,

The drifting snow is blowing coldly!

The breeze blew into the puddle

And he chained her...

(ice)

10.Rain and slush, dirt and wind,

Autumn, you are responsible for everything!

The man is freezing, he is freezing,

The first white one fell out...

(snow)

11. I bring harvests,
I am sowing the fields again,
I send birds to the south,
I strip the trees
But I don't touch the pine trees
And Christmas trees. I... (autumn).

12. Came without paints and without a brush
And repainted all the leaves.

What are the leaves whispering there?
Let's come and ask.
The leaves answer: ... (this is autumn).

RIDDLES ABOUT WINTER

1. Snow on the fields,

Ice on the rivers

The blizzard is walking,

When does this happen?

(Winter)

2. Whose drawings are on the window,

What's the pattern on the crystal?

Pinches everyone's nose

Winter grandfather...

(freezing)

3. He was once water,

But suddenly he changed his appearance.

And now on New Year's Eve

On the river we see...

(ice)

4. Her house is on a white cloud,

But she is afraid of the sun's ray.

Silver fluff,

Hexagon...

(snowflake)

5. She circles the snow along the streets,

Like the feathers of white hens.

Winter-winter friend,

Northern guest...(blizzard)

6. Got caught on the cornice,

The head hangs down.

Tiny acrobat

Winter lollipop -...

(icicle)

7. He is made of snow alone,

His nose is made of carrots.

A little warm, she'll cry instantly

And it will melt...

(snowman)

8. Who sweeps and gets angry in winter,

Blows, howls and spins,

Making a white bed?

This is a snowy...

(blizzard)

9. I have a lot to do:
I'm a white blanket
I cover the whole earth,
I remove it into the ice of the river
White fields, houses
My name is... (winter).

10. It's getting cold.
The water turned into ice.
Long-eared gray bunny
Turned into a white bunny.
The bear stopped roaring
A bear hibernated in the forest.
Who's to say, who knows
When does this happen?

Months.

twelve brothers
They wander after each other,
They don't bypass each other.
(months)

A week

There are exactly seven of these brothers.

You all know them.

Every week around

Brothers walk after each other.

The last one will say goodbye -

The front one appears.

(Days of the week)

What kind of birds are flying by?

Seven in each pack.

They fly in a line,

They won't go back.

(Days of the week)

Proverbs.

December ends the year and begins winter.
January is the beginning of the year, the middle of winter.
In the winter cold everyone is young.
Winter scares summer, but it still melts.
The stronger the winter, the sooner spring.
How winter is not angry, but submits to spring.
There is no winter without snow and summer without rain.
Winter is not summer, she’s wearing a fur coat.
February is heavy with blizzards, and March is dripping.

Physical exercises.

One, two, one, two - the game begins.

(children clap their hands)

We shovel the snow,

We are building a slide in the yard.

(imitate movements)

White and fluffy cotton wool

The yard is decorated in December.

(turns right - left).

One, two, one, two - the game is over.

(stomp their feet rhythmically)

The sun woke up

It stretched sweetly

(hold hands, walk to the center of the circle)

With thin rays

It touched the clouds.

(raise hands up, run back)

The clouds smiled

And down to the ground

(turns right and left)

White snowflakes-

Clouds of laughter

(raise their hands up, make lanterns)

They flew, they spun,

Quietly they sank down.

(run in all directions, crouch)

The wind plays with the leaves

(children stretch their arms forward

and swing from side to side)

It either picks you up or throws it down

(raise their hands up and rise

on tiptoes, then squat)

The falling leaves swirl in a waltz,

late autumn outfit(spinning).

On the branches of a white birch

Two leaves survived.

The wind is driving the clouds

(children raise their hands up and do

swings from side to side)

The rain is pouring tears

(“steps” lower hands down)

Oh, when will summer come to us again?

(spread arms to the sides,

turn the body right and left)

Following the summer, the birds flew south

(flapping their arms like wings)

Because the snowstorms will start singing soon.

(spinning)

Winter will end soon

(children stomp their feet)

Spring is knocking on us.

(clap hands)

The sun's hot rays

(raise hands up)

They will turn snow into streams.

(they lower their hands and squat)

The birds will begin to chirp,

(flapping their arms like wings)

Rivers - breaking thick ice.

(spread arms to the sides,

turn left and right)

Rain clouds have arrived

Let it rain - let it rain!

(arms extended, palms down)

The rains are dancing

(shake hands, stomp feet)

Like alive

Drink, rye, drink!

And the rye, bending towards the green earth,

Drinks, drinks, drinks

And the warm rain is restless

It's pouring, pouring, pouring!

(bend over, sit down)

Objectives of the lesson.

Demonstration material.

Handout.

Progress of the lesson.

- What time of year is it now? Name the spring months. How many are there?

- Spring came. The sun began to warm up more and more every day (let's look at the sun and imagine how brightly it shines, right into our eyes), so the snow began to melt quickly. And then a snowdrop peeked out from under the snow. He raised his head and said: “It’s so good that spring has come!” (All spring phenomena are shown on a flannelgraph.)

- And suddenly the sun hid, the snowdrop became cold. (And we got cold, show us how cold we are?)

- Let's help him. Let's help him survive. What do you think needs to be done?

- We need water, and not just water, but living water.

- You and I will take a glass and see how many of these glasses fit in a jar of pink water, and how many fit in a jar of blue water.

Children measure and specify that there are 3 cups of pink water and 4 cups of blue water.

-Look, we watered him, but he only felt a little better. What else can we do for him? What could we make from bricks?

-But before building a greenhouse, we must know the dimensions of the bricks, their length and width. You will now measure it using a conditional measure and lay out the numbers - the length of the sides. The first number is the length, the second is the width.

Now we know the dimensions of the bricks and can build a greenhouse, but we will do this a little later.

-We need to drive the clouds away from the sun.

-And for this we need to solve problems. And you will show the answers in numbers.

№ 1

The hedgehog gave the ducklings

Seven spring snowdrops.

Which one of the guys will answer?

How many ducklings were there? (7)

№ 2

Six funny little bears

They are rushing for the snowdrop,

But one kid is tired,

I fell behind my comrades,

Now find the answer

How many bears are there ahead? (5)

№ 3

A hedgehog walked through the forest

And I found snowdrops:

Two under the birch tree,

One is near the aspen tree,

How many will there be?

In a wicker basket? (3)

Lesson summary

- What new have you learned?

- What didn’t you like?

An example of a summary of a mathematics lesson in the senior group “Twelve months”

Software tasks:

1. Teach children to establish a relationship between the number of objects and their value
2. Teach children to identify similarities based on external features.
3. Continue to teach children to distinguish and correctly name the months of the year.
4. To consolidate children's knowledge about the sequence of seasons.
5. Develop memory, attention, imagination. Creative thinking.
6. Cultivate interest in learning activities.

Demo material:model of the year with months - inserts of the corresponding color;

Handout:18 flowers, coins, the number of which is 2 times more than flowers, colored pencils, crayons.

Progress of the lesson

Guys, now I’ll tell you a story about a girl, and you listen to her carefully and take one sector at a time - a month - and make a model of the year.

December. Cold. A girl walks through the snow, lightly covering herself with an old scarf. She needs to find snowdrops at all costs and fill the basket with them. Suddenly she came out into a brightly lit clearing and saw strange figures. She greeted the inhabitants of the clearing warmly and told them about what she needed in the forest. Months, and that was them. They began to talk animatedly and sympathetically. (children take one sector at a time - a month. Make a model of the year and present their month). Months, as you know, follow each other for a whole year, neither late nor ahead. The month of April, taking pity on the girl, offered her his services, because snowdrops appear in April. And for this he needs to miss several months.

- Which months did April make such a request?

The month of April asks March to change places with it, then February, January, December. (The children find out that 4 months gave up their time to April) April allowed the girl to pick a basket of flowers.

The girl brought flowers home. The stepmother was delighted, but did not thank the girl. She immediately thought, first of all, about money, because for each flower she would receive 2 coins very soon. Some flowers were so good that the stepmother decided to keep one out of every three - the most beautiful one - for herself.

- Now combine the flowers, place them on the floor in groups of 3 and take 1 flower from each group. How many flowers are left?

For each flower, the stepmother received 2 gold coins.

_ Many or few? (children mentally or practically correlate flowers and coins)

- How many coins would the stepmother receive if she sold the most beautiful flowers? (pairs can be recalculated: flower – coin)

- How many bagels do you think you can buy for 2 rubles, 6 rubles, if one bagel costs 1 ruble?

Now let’s play a game called “What time of year is it?” I will show the picture, and you will raise the sign whose color and name corresponds to this time of year.

- Well done boys! What did you like about our lesson? What new did you learn? What was difficult?

An example of a lesson note for mathematics in the senior group

"Let's help Dunno"

Software tasks:

1. To consolidate children's knowledge of the sequence of days of the week and months of the year.
2. Clarify and systematize children’s knowledge about the characteristic signs of spring.
3. Develop thinking, the ability to observe and analyze, compare and contrast.
4. Develop self-control and self-esteem skills.

Demo material: Dunno, paintings depicting spring.

Handout: counting sticks.

Progress of the lesson:

Guys, look. Dunno came to visit us. He says that this poem is about autumn. Listen and tell me if Dunno is right.

The teacher reads a poem:

Drops are ringing in the yard,

Streams run through the fields,

There are puddles on the roads,

The ants will come out soon

After the winter cold...

What time of year is the poem talking about? How did you guess that it says about spring?

Questions:

What were the days like in spring? How does the sun shine? Why did the snow and ice on the rivers melt? Which spring month was the coldest and which was the warmest? What changes happened to the plants in spring? Why did grass start to grow in spring? Why did the trees and shrubs turn green? Which flowers bloomed first? Why did insects appear? What birds have arrived? Why did they come back to us? How has the life of wild animals changed with the onset of spring? What do people do in the fields and gardens in the spring? Why does everything grow well in spring?

The teacher clarifies and summarizes the children’s answers.

In spring, the sun shines brightly and sends a lot of heat to the earth. The days are getting longer and the nights are getting shorter. The spring heat melted the snow and thawed the soil. Melt water ran down in small streams and stormy torrents. It watered the soil and, together with the spring warmth, awakened the plants from their long winter sleep. The first spring flowers bloomed in the thawed patches: snowdrop, mother-stepmother, lily of the valley. Flowers bloomed on the alder, willow, and hazel, then the buds burst on other trees and shrubs, and they were covered with green leaves. The grass has turned green. Fruit trees bloom in May. Bird cherry and lilac are blooming. The lives of animals have changed. Insects appeared: flies, butterflies. The squirrel, hare, fox and other animals had cubs. All the animals changed their warm, fluffy winter fur to a thinner one, and some changed their color. The hare's fur became gray, the squirrel's fur became red. Birds returned from warm countries and immediately began building and repairing nests. Spring is a generous time of year.

- Now get up from your chairs and repeat the movements with me.

Physical education minute:

The sun lifts us up to exercise,

We raise our hands at the command “one”,

And above us the foliage rustles merrily,

We lower our hands on the command “two”.

- Guys, our guest is Dunno, a cheerful, kind boy and it seems to him that he knows everything. He's such a braggart! Well, Dunno, can you name the days of the week in order?

- Certainly can! Sunday is a day of fun, Monday, and then Wednesday - well, this is nonsense, and then Saturday - hunting for a walk. That's all!

- Guys, do you think Dunno answered my question correctly? We need to help him. Let's name the days of the week in order. Let's start on Monday.

- Tell Dunno, what day was before Monday and what day will it be after?

- Ha, it's easy! Before Monday it was Friday, and after Monday it will be Wednesday!

- Mixed everything up again! Do you guys know? (children answer)

- Dunno, how many months are there in a year, which month comes after which, which was the previous one and which is the next one?

- I don’t know this!

-Do you know? How many months are there in a year, which is the first, which is the previous, which is the next? Now let's play: I will name a month, and you guess what it was before and what the next one will be. (the game is played in a competitive form. Dunno plays with children)

- Guys, thank you so much for teaching me today in class how to correctly name the days of the week and months of the year.

- And to you, Dunno, thank you for coming to our lesson today!(Dunno leaves)Guys, did you like our lesson? What task did you find difficult?

Fragment of a lesson on presenting 1 minute for children in the older group

A 1-minute hourglass is placed on each table. The teacher says:

- Children, look how in 1 minute all the sand from one hourglass can is poured into another, and the hand on the stopwatch will go one circle.

At a signal, the children turn over the hourglass, and the called child watches the stopwatch.

How much time has passed? -Children answer that 1 minute.

Let’s see what we can do in 1 minute,” says the teacher. “The one who finishes the work in a minute will complete the task correctly.” The time can be seen on the hourglass: when all the sand is poured from one can to another, 1 minute will have passed. While working, you must watch the clock and finish on time. “And now,” the teacher gives a signal, “within a minute, make patterns out of sticks, whoever wants what.”

Summing up the work, he says:

Vova, Olya (and others) completed the tasks correctly within a minute. They kept an eye on the hourglass and finished making patterns when 1 minute had passed.

How many patterns did you make in a minute, Lena? Etc.

Study of the concept of “Days of the week”, “Month” and their number

Purpose of the lesson

Learn to name the days of the week sequentially; introduce the concept of “month” (consists of four weeks, one month follows the other); practice classifying geometric shapes according to various criteria.

Materials

For the teacher: leaves from the calendar for the past month, folded by week; two sets of numbers from 1 to 7, ball. For children: a set of geometric shapes.

Progress of the lesson

Let's play

“Call me quickly”

Children form a circle. Using a counting rhyme, a leader is selected.

A goat was walking along the bridge. and wagged her tail. It got caught on the railing and landed right in the river. Whoever doesn’t believe is him, get out of the circle.

He throws a ball to one of the children and says: “What day of the week is today?” The child who caught the ball answers: “Tuesday,” throws the ball to another child and asks a question like: “What day of the week was yesterday? Name the day of the week after Thursday. Name the day of the week between Thursday and Friday.” So the role of the leader gradually passes from one child to another. If someone finds it difficult to quickly give an answer, the teacher invites the children to help him.

Educator.How many days are there in a week? (Seven.) Let's check if this is true. (Gives the children pieces of the calendar and asks them to put them in order.) How many days are there in a week? Name them in order. Use your hands to show how many days there are in a week.

Children spread their arms to the sides, thus showing the length of the week.

Then the teacher asks the children to name the first month of the year. “Look, how many weeks are there in a month? (Shows calendar leaves folded by week.) Count how many weeks there are in a month. Can you show how many days there are in a month? (Children spread their arms wide apart.) Does each week have the same number of days? How to find out? (Put the calendar leaves of one week under the leaves of another.) How else can you find out how many days there are in a month?” (Put the calendar leaves in a row.)

If the children count while completing the task, do not interfere. If not, it doesn’t matter either, they will learn it later.

Educator. What is the name of the first month of the year? Second? Listen to proverbs about January.

Note. If the group has a poster calendar, invite the children to show January on it, ask what month it is.

“Line up in order” (complicated version)

There are upside-down numbers (two sets) lying in disarray on the table. Children move to the music. At a signal, they take numbers from the table. The teacher tells the children that they need to line up in order: the days of the week in order, one week after another. The players line up in order according to the number indicated on the card. Children turn into seven days of the week. Thus, two weeks line up. Children left without cards ask the players questions:

- the seventh day of the week, name your day of the week and come up with a proverb or saying about the number seven;

- Wednesday, tell me what day is yours? Name fairy tales in which the number three appears.

Children return the cards to their original place and the game is repeated.

Sitting at the table

On the tables there are geometric figures of different shapes, sizes, and colors.

The teacher invites the children to sort the figures according to different criteria:

set aside the big red shapes and name them;

put aside the small figures, name them;

set aside all the quadrilaterals and name them;

set aside all triangles;

name the different shapes.

Guess it

Oleg has eight stamps. He gave all but three stamps to his friends. How many stamps does Oleg have left? Don’t rush to answer, tell me in my ear,” says the teacher.

After listening to the children's answers, he invites the children to justify their answer.

Tell your parents what the children learned new in today's lesson. Suggest paying attention to this in your daily life. For example, which family member has a birthday this month? On what day of the week will they go to the theater? Etc.

Orientation of children by days of the week and seasons

Time orientation

Purpose of the lesson

Practice orientation on a sheet of paper; learn to ask questions using words: “how much”, “left”, “right”, “below”, “above”; practice counting within ten; in the name of the sequence of days of the week; introduce the name of the next month.

Materials

For the teacher: a set of cards with numbers and a set of cards with circles within seven, leaves from the calendar for the previous month, folded by week.

For children: one card each, which shows three pictures in a row with objects arranged differently, a set of chips.

Progress of the lesson

Sitting at the table

In front of the children (divided into pairs) are a card and chips. The teacher suggests first looking at the pictures: “Imagine that one of you is a “teacher”. He will ask questions, and the other will answer them. First, let’s choose

“teachers.” Rub your hands, clench them into fists and show your fingers on the count of “three”; ten fingers cannot be shown.

Whoever shows the most fingers starts asking questions about the picture. One two Three".

Children put their fingers to each other and determine who starts them. The teacher, approaching a pair of children, finds out how much more they have.

After this, he reminds you what words should be in the questions: “Which picture on the left contains...? In which picture on the right are... ? What's to the left of...?"

For each question, children receive a chip. The teacher approaches the children and clarifies their questions and answers. Encourages those who are experiencing difficulties. At the end of the work he asks who asked more questions.

Let's play

"Guess the number"

Children sit on chairs standing in a semicircle. The leader is selected according to the counting count.

On the golden porch sat: the Tsar, the prince, the King, the prince, the Shoemaker, the tailor. Who will you be?

The presenter thinks of any number within ten and speaks it into the teacher’s ear. Players, using questions to which the presenter can only answer “yes” or “no,” must guess this number. For example, the number five is conceived. “Is it more than four?” - "Yes". - “Is it less than six?” - "Yes". - “Is this the number five?” - "Yes".

After the number is guessed, the player who guessed it becomes the leader.

"A week, get ready"

(complicated version)

There are upside-down cards with circles lying in disarray on the table. Children take cards from the table at a signal. They look for their partners, that is, they match a card with circles to a number and line up in order. Children who are left without cards check whether the pairs are chosen correctly and give them tasks:

- days of the week come out that are after Thursday (children come out with the numbers five, six, seven);

- the day comes out, which means Monday;

- the day comes after Tuesday. The game is played at a fast pace.

Educator. What month is it now? (February) Correct. We have lived another month in the new year. (Shows calendar leaves.) Show how many days there are in a week?

How many days are there in a month? (Children spread their arms to the sides.)

(continuation)

Let's count how many weeks there are in this month. (Four weeks.) “Which month has more days: January or February? How to find out? What do I need to do?"

This is done without counting. Calendar leaves are laid out: one month under the other. And thus, it is determined which month has more days. Then the teacher suggests remembering proverbs about February. If the children find it difficult, he names them himself.

No matter how angry February is, and you, March, no matter how angry you are, it still smells like spring!”

Educator. Who knows what the next month is called?

If children are having difficulty, ask them what month Women's Day is celebrated. (In March.) So, what month is next? (March.)

Tips for a teacher

Bring tops into the play corner. Let the children learn to spin them first with one hand, then with the other. Play the game “Whose top spins longer.”

Use origami to make a bird, you will need it in the next lesson.

Day

Target. Determining the level of children's ability to navigate in time.

Material. Four pictures depicting night, morning, day and evening.

Instructions. The child, together with the teacher, looks at the pictures and determines what is depicted on them. After this, the adult asks the child to choose a picture depicting the night and put it in front of him. The remaining pictures are flipped face down. The teacher begins the story: “The night has passed, it’s getting light, the sun has appeared in the sky. What happened? (Morning). The child is asked to choose a picture depicting the morning and place it on the picture depicting the night. The story continues: “The sun rose high, everything was brightly lit, and it became warmer. What happened? Having answered the question, the child finds a picture depicting the day and places it on top. Then the teacher says: “The day has passed, the sun is dropping below the horizon, it’s getting dark. What happened? After answering the question, the child takes a picture of the evening and places it on other pictures. After this, the teacher asks the last question: “The evening has passed, what comes after it?” If the child cannot answer the question, he is asked to look at the pictures and guess what comes next in the evening.

(continuation)

Summary of a comprehensive lesson in mathematics in the senior group “Awakening of Spring”

Objectives of the lesson.Clarify children's knowledge about the sequence of days of the week. Learn to measure the volume of liquid substances using a conventional measure. Reinforce the technique of comparing length and width using a conditional measure. Improve orientation skills on the sheet plane. Develop the ability to divide geometric shapes into four equal parts. Cultivate mindfulness.

Demonstration material.Layout images of the sun, clouds; snowdrop flower, set of numbers up to 10. Two vessels of different sizes with water, a glass - a measure.

Handout.Landscape sheets, chips, bricks made of large building material; sets of numbers up to 10; counting sticks, conventional measure (stick), geometric shapes: circles, squares, rectangles.

Progress of the lesson.Today is math class. Let's remember what day of the week it is? What was it like yesterday? Which one is tomorrow? Who can remember all the days of the week in order? Name the days off.

- What time of year is it now? Name the spring months. How many are there?

-- Spring came. The sun began to warm up more and more every day (let's look at the sun and imagine how brightly it shines, right into our eyes), so the snow began to melt quickly. And then a snowdrop peeked out from under the snow. He raised his head and said: “It’s so good that spring has come!” (All spring phenomena are shown on a flannelgraph.)

- And suddenly the sun hid, the snowdrop became cold. (And we got cold, show us how cold we are?)

The sky is gloomy, gray, and the snowdrop closed its petals, he thought about where he could hide, and grieved that no one would help him.

- Let us help him. Let's help him survive. What do you think needs to be done?

“We need water, and not just water, but living water.”

I got living and dead water, but I forgot which water was which, although I know for sure that there is more dead water and less living water. Let's think about which container has more water? How can I check this? What is needed for measurement? Can the volume of water be measured with a strip of paper? Why not? Which measure is better to take to measure the volume (3 cups, 4 cups)?

- You and I will take a glass and see how many of these glasses fit in a jar of pink water, and how many fit in a jar of blue water.

Children measure and specify that there are 3 cups of rose water and 4 cups of blue water.

What can we say? That the volume of the dish does not depend on the amount of liquid in it. A small jar may contain more liquid than a large jar.

Now we know that living water is pink. And we can calmly water the snowdrop.

Look, we watered it, but it only got a little better. What else can we do for him? What could we make from bricks?

But before building a greenhouse, we must know the dimensions of the bricks, their length and width. You will now measure it using a conditional measure and lay out the numbers - the length of the sides. The first number is the length, the second is the width.

Now we know the dimensions of the bricks and can build a greenhouse, but we will do this a little later

(continuation)

What else does the snowdrop need to bloom again?

We need to drive the clouds away from the sun.

And for this we need to solve problems. And you will show the answers in numbers.

№ 1

The hedgehog gave the ducklings

Seven spring snowdrops.

Which one of the guys will answer?

How many ducklings were there? (7)

№ 2

Six funny little bears

They are rushing for the snowdrop,

But one kid is tired,

I fell behind my comrades,

Now find the answer

How many bears are there ahead? (5)

№ 3

A hedgehog walked through the forest

And I found snowdrops:

Two under the birch tree,

One is near the aspen tree,

How many will there be?

In a wicker basket? (3)

Look, the clouds have moved away from the sun, the sky has become clear, but for some reason the sun is still not warming up. It needs to get rays so that it can warm the earth.

Let's make two suns, one from nine ray sticks, and the other from seven, and put a number next to it. You see, the sun began to warm, warm, but in which place it warms more, it does not know. So we will help him. Using a chip, we look for a place on a white sheet of paper. Place the chip in the lower left corner; in the upper right corner; to the right side of the sheet, etc. You see, we showed where the sun should shine, and the snowdrop has completely leveled out. And in order for it to always be beautiful and please people’s eyes, it needs fertilizer (these are medicines that are designed specifically for plants). These medicines have different geometric shapes. They work when divided into four parts. Separate them. Show with a number how many parts you got? So our snowdrop has become healthy and beautiful.

Now take your bricks and build him a greenhouse.

Lesson summary

- What did you like in class today?

- What new have you learned?

- What didn’t you like?

- Tag those who do everything very well.

Game "When does this happen?"

Target
Material: a thematic set of pictures (parts of the day).

Task options:

1. Children are shown pictures that depict contrasting parts of the day (day-night, morning-evening). The teacher asks questions:

When does this happen? (If the child finds it difficult, a hint is given: “When does this happen, day or night?”)

Why do you think so? - How did you know that night (day) had come?

What do you do at night (day)?

What time of day is it now?

2. Pictures are presented that depict adjacent parts of the day (morning-afternoon, evening-night). The teacher asks questions:

What is shown in the picture?

When does this happen? - What are you doing in the morning? - What about during the day?

How did you know that morning (evening) was over and day (night) had come?

What time of day do you like best? Why?

3. The teacher asks the children to choose a picture that shows morning (day, evening, night).

4. The teacher invites the children to arrange the pictures in order, what happens first and what comes later: “First it’s night, then...” When the children have already learned the order of the parts of the day, you can introduce an element of joke - name the sequence of parts of the day with errors, and the children must correct the mistake .

Game "Day"

Target - determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day, fixing the names of the parts of the day, their sequence.
Material: 4 pictures depicting night, morning, afternoon and evening.

Progress of the game:

The child, together with the teacher, looks at the pictures and determines what is depicted on them. After this, the adult asks the child to choose a picture depicting the night and put it in front of him. The remaining pictures are flipped face down.
The teacher begins the story: “The night has passed, it’s getting light, the sun has appeared in the sky. What happened? (Morning).

The child is asked to choose a picture depicting the morning and place it on the picture depicting the night.

Having answered the question, the child finds a picture depicting the day and places it on top.
Then the teacher says: “The day has passed, the sun is dropping below the horizon, it’s getting dark. What happened?
After answering the question, the child takes a picture of the evening and places it on other pictures.

After this, the teacher asks the last question: “The evening has passed, what comes after it?”
If the child cannot answer the question, he is asked to look at the pictures and guess what comes next in the evening.

Working with the “SUTKI” clock

Target - clarifying ideas about the parts of the day, fixing the names of the parts of the day, their sequence.
Material: clock with 4 sectors (pictures: morning, afternoon, evening, night)

Progress of the game:

The teacher points to the sector where morning is depicted and asks the child:
- What is drawn here? - When does this happen? - What do we do in the morning? (wake up, wash, do exercises, have breakfast, etc.)

Pay attention to the position of the sun:

In the morning it becomes light, the sun rises.

The teacher shows the sector where the day is depicted and asks:

What is drawn here? - When does this happen? - What do we do during the day? (We take a walk, go to the store, have lunch, go to rest, etc.)

The day is also bright, the sun is high in the sky.

The teacher shows the sector where the evening is depicted and asks:

What is drawn here? - When does this happen? - What are we doing in the evening? (We walk, have dinner, play, read, go to bed, etc.)

In the evening it gets dark, the sun sets and goes down.

Shows the sector where night is depicted and asks:

What is drawn here? - When does this happen? - What do we do at night? (Asleep)
It's dark at night, the moon is shining.

Then he circles the calendar with his hand and says: morning, day, evening and night can be called in one word - day. They are like four girlfriends - they can live without each other, and they always follow each other.

You can draw the child’s attention to the colors in which the sectors are painted. Tell that the girlfriend: Morning wears a blue dress, Day wears a yellow dress, Evening wears a pink dress, and Night wears a black dress.

Tasks for children:

The teacher names a part of the day and asks the child to name the part of the day that comes next.
The teacher asks questions, and the children answer and show the desired part of the day on the clock:

When do we have breakfast?

When do we sleep? etc.

Game "Name the missing word"

Target

Progress of the game: The teacher says a sentence, omitting the names of the parts of the day:
“We have breakfast in the morning, and have lunch...”, “We’ll go for a walk...”, etc.
Children name the parts of the day, for each correct answer - a token.

Game "Name the Neighbors"

Target - fixing the sequence of parts of the day.

Progress of the game: The teacher says the title: “Name the neighbors of the morning,” etc. Children name the parts of the day, for each correct answer - a token.

Game "Parts of the Day"

Target - clarifying ideas about the parts of the day, fixing the names of the parts of the day, their sequence.
Material: 4 pictures (morning, afternoon, evening, night), a selection of poems.

Progress of the game:

The teacher displays pictures depicting parts of the day, children name the parts of the day and determine their sequence. The teacher reads a poem about each part of the day, and the children, in accordance with his reading, show the desired picture.
Game option: Pictures are distributed to children; when reading a poem, children pick up the corresponding picture.

Game "What did you do"

Target - determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day.

Progress of the game: One leading child is selected. The teacher tells him the task: “Show me what you did this morning.”

The child depicts the action, but does not name it. The rest of the children guess.

Riddles about the time of day

The cockerel meets the dawn The mother washes the children Frost on the grass, like powder. What time of day is it? (Morning)
	The sun is high in the sky, And the night is far away, Short trees shade. What time of day is it? (Day)
		The day has passed. The sun is setting. Dusk creeps in slowly. Light the lamps, candles - It's getting dark... (evening)
	It's dark outside, The moon is looking out our window. Son and daughter sleeping in cribs - So it’s come... (night)
The sun has set. The light turned off. It's time for everyone to sleep. Late hour. The evening has already flown away, And sneaks behind him... (night)