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Cognitive development (K-ID)

Topic: Chanterelle.

Target: learn to create crafts from origami.

Program content:

Educational: increase interest in origami activities through the game; learn to make a new toy by folding a square in different directions; .; enrich the child’s vocabulary special. terms; create compositions with products made of paper;

Developmental: develop attention, memory, fine motor skills and eye;

Educational: to cultivate interest in paper construction.

Progress of the lesson:

1. Introductory part.

- Organizing time.

2. Main part.

- conversation:

Oh guys, look.

Someone threw it to us at the window,

Look at the letter.

Maybe it's a ray of sunshine

What tickles our face.

Maybe it's a sparrow

While flying, did you drop it?

Maybe a cat is a letter, like a mouse,

Lured to the window?

Would you like to know who the letter is from? (rep.)

Let's read the letter and find out what's inside this beautiful box.

"Friends! Hurry up everyone here quickly! A wonderful country awaits you, Take knowledge and laughter with you, Skillful hands are your ticket. Residents of the country of Origami " - you know what kind of country "Origami" is" (rep.)

Well, guys, let's go to the land of Origami? (answer) Then hold hands. Smile at each other. Origami is asking you! You are friends, get to know us! Listen carefully:

Prowls the forest day and night

Searches for prey day and night.

He walks and wanders silently,

The ears are gray and erect. (Wolf.)

What kind of forest animal

Did you stand up like a post under a pine tree?

When sitting among the grass

Are your ears bigger than your head? (Hare.)

Wears a fur coat all year round

Reputed to have a sweet tooth

He loves raspberries very much

And is honey even stronger? (bear)

Angry touchy-feely

Lives in the wilderness of the forest,

There are a lot of needles

And not a single thread? (hedgehog)

Cunning cheat

Red head.

The fluffy tail is beautiful!

And her name is. (Fox.)

I'm jumping here and there

Nimble through trees.

Never empty

I have a storage room. (Squirrel.)

Well done! Now let’s get the answer (takes out an orange sheet) Guys, is there anything else in the box? (find a note) let's read...

“Guys, when you listen to a fairy tale, do everything as it is told, and in the end you will be able to find out what animal is hidden in this fairy tale.”

Let's go to the tables, sit down and listen to what kind of fairy tale this is, and our hands and a magic piece of paper will help us with this.

- finger gymnastics:

Here are my helpers

Turn them any way you want.

One two three four five.

They can't sit again.

Knocked, turned

And they didn’t want to work

This finger wants to sleep.

This finger went to bed!

This one took a nap nearby.

This finger has already fallen asleep,

And the other one has been sleeping for a long time.

Who else is making noise?

Hush, don't make any noise,

Don't wake up your fingers (speaks in a whisper)

The morning will come clear

The red sun will rise.

The birds will begin to sing.

Your fingers will start to rise.

Wake up, kids.

It's time for your fingers to go to a fairy tale!

- physical minute:

Three nods of the head.
Four - arms wider,

Five - wave your arms,
Six - sit down quietly.

- practical part:

1. Here is a sheet of paper in front of you. Imagine that suddenly it turned into a huge clearing. At one end of this clearing Narcissus grew, and at the other, Rose. (Mark opposite corners with some symbol.)

2. One day a strong wind rose. He uprooted the Rose and took it to Narcissus. (Put together two opposite corners of a square sheet) The flowers met and, of course, became friends. They shook their heads at the same time and folded their petals at the same time, preparing for bed.

3. But one day a girl was walking through the clearing. She saw Rose, picked it and took it to her home, to a high, high mountain. (Place the resulting triangle so that its outline resembles a mountain.)

4. There she planted a rose in the garden. Having lost her friend, Rose was bored and then decided to send Narcissus a message. But since she did not know in which direction her native clearing was located, she threw off two petals. (Compare the lower corners of the origami with the petals and connect them at the top of the triangle)

5. Rose threw these petals in different directions, asking one to fly north and the other south. (Separate the corners of the triangle apart.)

6. But, alas, the petals did not reach the daffodil, falling in a dense forest. (Draw the children's attention to the three upper corners of the folded figure.)

7. Rose was inconsolable. She waited for news from Narcissus, but there was none. One day an animal ran past. Seeing how sad she was, he offered her his help. Rose described to him the way to Narcissus. (Fold a strip on the triangle.)

8. The kind animal rushed along the path with the news. It either narrowed or expanded. (Reopen the strip by changing its original width.)

9. In the evening, Narcissus found the animal. Only now they picked it in the same way, intending to transplant it into the garden. The animal squealed, trying to explain to the other girl that she needed to take Narcissus to his girlfriend. But the girl did not understand him. Then the messenger of Rose with his muzzle and the road, calling for him. He waved his tail. (Fold the animal’s face. Bend the tail.)

10. The girl went after the animal and soon found herself visiting her friend. There she saw Rose and understood everything. She sat Narcissus next to her and stroked the savior of flowers.

3. Final part.

- Result: (Look at how the boats turned out. You did a good job; the boats turned out smooth and beautiful).

- Reflection.

In the preparatory group of a kindergarten, the teacher is tasked with shaping the student’s personality in the child. By the end of preschool age, children should have a high level of cognitive and personal development.

The implementation of this task is greatly facilitated by the correct organization of pupils’ manual labor. At the age of 6–7 years, children continue to develop imaginative thinking and perception, generalization and reasoning skills. Memory develops and becomes voluntary: the child consciously focuses attention and perceptions on an object, directing them with volitional efforts; voluntary attention can reach 30 minutes.

The main form of cognitive activity remains play. Game actions become more complex; by performing them, preschoolers comprehend the interaction of people in various life situations. The space for role-playing games is becoming more thoughtful. One of the areas that the teacher uses is paper construction.

Paper construction in the preparatory group of kindergarten

In this group, images from the surrounding reality that children convey in visual activities are more carefully thought through and become more complex. For the image, images are used from works of art with which preschoolers are familiar (“Cheburashka”, “Snow Maiden”, “Moidodyr”, etc.). In their works, students try to convey the detailed appearance of an object or character. Differences in the crafts of boys and girls become visible.

In classes on construction from various materials (including paper and cardboard), children aged 6–7 are able to create a craft, following the teacher’s verbal instructions and reproducing previously mastered techniques from memory. The construction of models of different levels of complexity is carried out by preschoolers and according to plan. “Making by Design” tasks develop design and creative abilities, activate thinking to think through a constructive solution for the model; Pupils learn to independently manage their activities and organize work.

To deepen the spatial understanding of children aged 6–7 years, it is necessary to include paper construction classes in the visual arts program. Having mastered basic techniques for working with paper, students can master complex forms of folding a sheet of paper and come up with their own. The teacher should encourage the addition of additions to previously created images and the desire to decorate them with various materials - this contributes to the creative development of the children.

Types of design

1. Volumetric design. Creating three-dimensional models gives children more pleasure than designing on a plane. Volumetric crafts allow you to more thoroughly convey the features of objects in the surrounding world. Natural and waste materials are used to work with paper.
2. Design from stripes, including weaving. Children reinforce construction techniques from paper strips: “ring”, “leaf”, “accordion”. Weaving braids and squares from paper strips is a great way to develop fine motor skills. Wicker elements are used as part of the paper structure.
3. Origami- Japanese art of folding various patterns from a sheet of paper. This paper construction technique is especially used in the preparatory group of kindergartens, since it has a number of undeniable advantages:
   - active development of fine motor skills;
   - through stimulation of sensory endings on the fingertips, processes in the speech and thinking centers of the brain are enhanced;
   - memory development;
   - development of constructive thinking and imagination;
   - coordination of the work of eyes and hands.
   Origami classes should perform tasks that shape the child’s personal qualities as a future schoolchild, help develop coherent speech and prepare the hand for writing.
4. Kusudama- This is the ancient Japanese art of folding paper figures. A spherical model is created from paper modules. The elements of kusudama are sewn together or glued together (the second option is suitable for preschoolers). You can make kusudama for a practical purpose - decorating the assembly hall, hall and playroom with kusudama (suspended from the ceiling).

Materials for construction

For children in the preparatory group, there are no restrictions on the materials used in design classes. By the age of 6–7, they are good at cutting out geometric shapes and various details from paper and cardboard. Simple material (writing paper, ordinary cardboard) is used to create individual structural elements or the entire craft, but in this case it must be painted or pasted over according to the plan. In order to activate the imagination and encourage the independent development of a plan for creating a model, each student should have access to all kinds of paper, options for waste material, and auxiliary elements for completing a plan or decorating a craft (mainly natural materials and accessories) to study and select for work.

It is recommended to install a rack for storing the necessary equipment and materials in the room where design classes are held. Pupils of the senior and preparatory groups should be allowed to study objects and materials stored in the closet in the presence of a teacher in the room, and choose what is necessary to implement the plan.

The equipment on the rack should contain (sets according to the number of people in the group):

• scissors, simple and curly;
• glue;
• paints, pencils, felt-tip pens (needed to complete the plan);
• tassels;
• rulers and pencils;
• ready-made patterns;
• technocards.

Paper materials for construction should be stored on the shelves in labeled folders or boxes - the child can easily find the sheet of paper he needs while working, without distracting classmates with questions.

Materials that can be stored in a construction rack:

• Sets of writing, colored (glossy, matte and velvet) paper and cardboard.
• Special embossed paper or pieces of wallpaper.
• Corrugated paper and quiet.
• Rolls and/or scraps of wrapping or packing paper.
• Paper napkins and tablecloths with a pattern.
• Pages from magazines, newspapers, old postcards, wall and pocket calendars.
• All kinds of cardboard containers: matchboxes, perfume or confectionery boxes, paper bags for dairy products and juice.
• Disposable paper cups, plates, baking tins.
• Waste material: cardboard tubes from rolls of paper towels, cling film or toilet paper, cardboard thread spools, candy wrappers, chocolate wrappers, etc.

Photo gallery: examples of the use of various paper materials in the design process

The work used various cardboard boxes, colored paper and colored corrugated paper Example of use in the design of cardboard boxes Example of use in the design of matchboxes Example of use in designing a sleeve from a roll of foil Example of use in designing a sleeve from a roll of foil The crafts are based on parts of cardboard sleeves Example of use in designing magazine pages Example of use in designing magazine pages Example of use in designing paper with silence. Very pleasant to work with, light and beautiful material. Expensive Example of use in the construction of quiet paper Example of use in the construction of corrugated paper Example of use in the construction of matchboxes Example of use in constructing a building from cardboard boxes and sleeves Example of use in the construction of a juice carton

Combination of design with other visual arts techniques

Children aged 6–7 years are able to think through the idea of ​​creating a craft using construction, involving other techniques of fine arts in the creative process. Pupils use a variety of techniques to complete the design and decorate the craft. During classes in the preparatory group, there is a synthesis of paper construction with such fine arts techniques as:

• Coloring. Plain cardboard, cardboard boxes, sleeves, white paper cups and plates should be painted. A craft made from unpainted cardboard material has an unfinished appearance and appears to be a conventional and not an artistic depiction of the object. Gouache is usually used to color cardboard crafts in the garden. But for painting small-sized works, you can use artistic acrylic paints. Features of acrylic paints:
  - do not show through the background (you can paint over inscriptions or drawings on used cardboard containers);
  - dry quickly;
  - come with various effects (glossy, matte, pearlescent, metallic);
  - an expensive material, it may be worth having a set of acrylic paints for painting elements of design or competition works.
• Drawing- one of the favorite activities of children, which provides great scope for creative activity. In a design lesson from younger groups, children often give a craft a completed look by drawing various elements on the surface of the model (face, details of clothing, windows and doors on buildings, etc.) or drawing a background based on a blank (grass near the house, clouds and sun in the sky, tree branches, etc.). In the preparatory group, drawing is combined with construction in the process of implementing project activities. Paper crafts on the themes “Road Rules”, “Moscow Kremlin”, “Man in Space” involve detailed drawing on the surface of the object and the creation of a thoughtful background or design based on the craft.
• Application. This type of work is still used by students as a way to secure constructed objects onto a large base and to create a pattern on the surface of the model itself.
• Modeling and plasticineography. Plasticine parts are used to decorate the model and complete the composition. Elements of plasticineography (“drawing” with plasticine on a flat base) are used at the stage of preparing the background.

Motivating start to class

One of the goals of learning to design from paper is to develop motivation to work with paper materials. The most effective way to attract attention to the design process and enhance cognitive activity is to use motivational material at the preparatory stage of the lesson and, possibly, at the end, when the work on making the paper model is completed. As a motivating start to the lesson, the teacher can use a variety of techniques and use additional equipment:

• Use of visual material: stands with thematic posters, pictures, handouts.
• Using texts from folk and educational fairy tales.
• Reading poems, nursery rhymes, proverbs and sayings, riddles.
• Appeal to the experience and knowledge of students: conducting a conversation, tasks for reflection.
• Use of ICT (showing a presentation).
• Musical accompaniment.
• Creating surprises, problematic situations, playing games.

Examples of using motivating material in the classroom

Lesson topic	Motivating start
"Wintering Birds"	This lesson uses extensive motivating material: - holding a surprise moment (Soroka, a junior teacher in a bird costume, flies into the room and tells the children that incomprehensible changes have occurred in the forest: some birds have flown away, others have remained. Soroka asks the guys to help her figure out what happened in the forest). - creating a game situation (the teacher takes the children into the forest - leads them to a pre-prepared corner in the room with model trees). - tasks with cards: children name animals and birds, group cards into two piles. - puzzles: A mischievous boy in a gray army jacket, Snoops around the yard, collecting crumbs. (Sparrow) Red-breasted, black-winged, Loves to peck grains With the first snow on the mountain ash he will appear again. (Bullfinch) The coloring is grayish, the habit is furtive, Karkunya is hoarse. (Crow) - holding a conversation about the wintering of birds (why some fly away, how others find food and survive the cold). - creation of the second surprise moment (old man Lesovichok sent the guys an envelope, it contains diagrams that can be used to construct paper figures of wintering birds). - use of audio material (a recording of the sounds of nature is played as background accompaniment - the singing and chirping of forest birds).
"Elephant"	- mystery: This beast is huge, The animal has a small tail at the back. In front of the animal there is a large tail. Well of course it's him Well, of course, this is... (Elephant). - use of whatman paper with an image (pupils study a picture depicting an elephant’s habitat - sea, sand, palm trees, sun), reading by the teacher of a poem: The elephant walks sadly Waiting in vain for new residents. Do him a favor - Make a friend for the baby elephant! (Here is the task - to make friends for the baby elephant using the origami technique and attach them to whatman paper.) - a conversation about works previously read by children that talk about elephants (B. Zhitkov’s stories “Elephants”, “How an Elephant Swimmed”, V. Kotaev’s poem “Elephant”, R. Kipling’s story “Baby Elephant”).
	- telling or reading by the teacher a pedagogical fairy tale about a boy who really loved folding paper figures. One day he dreamed of a fairy-tale country made of paper, whose king was very sad - they had no animals. The boy solved the problem of the paper kingdom through construction. And the king sent him a panel depicting how wonderful life is in a country where there are birds, fish and animals, but the inhabitants of the wonderful kingdom still lack chanterelles. - creating a game situation: students study a panel depicting natural objects, to which animal figures are glued using the origami technique. The teacher invites the children to try their hand and help the ruler of the paper country - make foxes for him from colored paper and attach them to the panel.

Preparing lesson notes

Lesson time plan

The duration of the lesson is no more than 30 minutes.

1. Organizational moment 1–2 minutes.
2. Motivating start of the lesson - 5–6 minutes.
3. Indicating the purpose and objectives of the lesson, verbally instructing students on following the diagrams, or talking with the children about an action plan for constructing an object for 5–6 minutes.
4. Independent work of pupils 8–12 minutes.
5. Demonstration of work, discussion of difficulties during the design process (if any) 3–4 minutes.
6. Summing up the lesson 1-2 minutes.

Let's consider options for setting goals and objectives in a design lesson in a preparatory group, depending on the techniques used by students in the process of making crafts using the example of specific classes:

Subject	Target	Tasks	Construction technique
"Cockerel"	Learn to make a three-dimensional toy from strips of paper.	- development of imaginative thinking; - fostering a caring attitude towards nature and animals; - education of perseverance and accuracy.	- cutting out a template from a sheet folded in half; - gluing strips with a loop; - selection of strips by color and size based on the design.
"Racing Cars"	Teach how to create an original craft based on a cardboard toilet paper roll.	- improving skills in working with various materials; - learning to create a thoughtful composition; - teach how to give expressiveness to a craft; - fostering a caring attitude towards nature (using waste material for creative work).	- gluing material onto a cylindrical object using the wrapping method; - gluing parts according to plan (wheels); - cutting (cabin); - giving the craft completeness (coloring).

Lesson summary on the topic “Huts for animals”

Target	Construction of houses from matches and colored paper on a plane according to a given pattern.
Tasks	Development of spatial thinking. Formation of an idea about the structure of a wooden house. Strengthening the ability to fold paper according to a pattern. Formation of the ability to evaluate one’s actions.
Material	Colored cardboard and paper, matches, glue and scissors.
Preliminary work	Reading the fairy tale “The Three Little Pigs”, viewing illustrations of houses, folding houses from counting sticks and colored paper.
Progress of the lesson	The teacher reads out the beginning of the fairy tale about the three little pigs and conducts a conversation with the students: do they remember what happened to the characters after, discussions about laziness. Children are invited to build houses from materials available in the group. Studying the scheme for constructing a house: pupils try to independently decipher the schematic instructions, the teacher guides the train of thought, corrects and suggests if necessary. Thematic physical education session: Knock-knock with a hammer, (Knock their fists one on the other.) I'm building, building a new house. (Palms are directed at an angle, fingertips touching - home.) It will be big, like a spruce, (Join the fingers of both hands and show the window; turn your palms towards you, middle fingers touching each other.) There will be windows, there will be a door. (Thumbs up - door.) I will put everyone in it: (Palms together, thumbs up like ears.) Mouse, bunny, fox. (The index and middle fingers show the ears - a hare. Palm on the edge, thumb up, index finger bent - fox.) Students are encouraged to independently select the necessary materials and begin construction. If necessary, if the children are tired, you can play the outdoor game “Birds”: The birds sit in the nest and look outside. They want to go for a walk and they all fly quietly. Children run on their toes, flapping their arms like birds. First, they run around a small circle around their table, then a large circle and sit down at their desks. At the end of the lesson, children lay out their crafts to dry, examine the houses and choose the most even and neat ones. The teacher praises the children for their diligence and activity in the work done. All children's crafts are presented at an exhibition for parents.

Origami circle program

Origami classes are held twice a week, the duration of the lesson is 25 minutes. It is advisable to teach origami in subgroups of no more than 10 people.

Pupils could get acquainted with the basic concepts of origami technique in the second half of the year in the middle and senior groups. In this case, the circle program should be designed in such a way that the leading form of classes aimed at repeating previously learned folding skills is collective activity: creating a thematic application using origami figures, creating objects for subsequent play or creative activities (for example, for staging a puppet show performance, which the children will show in the nursery and junior groups).

If children are given tasks that are feasible and appropriate to their abilities, then by the end of their education in the origami club they will achieve results worthy of a future first-grader. During the club's classes, children become familiar with international cultural values ​​through familiarization with the ancient art of origami (including a separate technique for creating kusudama). Children learn to use terms from the field of geometry when commenting on actions and interpreting diagrams: point, angle, acute angle, right angle, line, vertices, sides. When folding a figure from a sheet of paper, receptors on the fingertips are activated, impulses from nerve endings are sent to the brain, and the work of the visual, thinking and speech centers of the cortex is stimulated.

The topics of origami classes are varied and are often related to the life of the garden, events or project activities. Children can create decorations for holidays in a group or figurines to create a composition for Victory Day (folding a cap from a sheet of paper), Cosmonautics Day (rocket), etc.
For club activities, it is recommended to conduct short-term projects with the involvement of parents. Joint creative activity brings people together and promotes the formation of trusting relationships between a child and an adult.

Thus, we can say that the main task of an origami club is the formation of a comprehensively developed personality in a preschooler. And for students in the preparatory group, club activities will be a good basis for learning design and modeling in elementary school.

Classes can be divided into several stages:

• Demonstration of an origami sample by a teacher. The guys examine and analyze the model: does it consist of one sheet of paper or several; what basic form of origami is the basis of the craft; what techniques were used to work with a sheet of paper.
• Studying the technomap - origami folding diagram. Depending on the level of abilities of the pupils, either the teacher or any of the children who wish to comment on the diagram (the teacher can ask guiding questions).
• Simultaneous folding of figures. It is recommended to divide the students into pairs, so that if one of the children has difficulties, the other can clearly demonstrate the necessary actions for him and accompany them with an oral explanation. It should be remembered that in the preparatory group, direct demonstration of actions by the teacher is carried out in extremely difficult moments of construction.
• Providing individual assistance. It is carried out by the teacher in cases where the child is embarrassed to ask for help from classmates (new to the team, uncommunicative, perhaps a child for whom Russian is not a native language).

The role of the teacher in the classroom is to timely direct the mental activity of students in the right direction. The teacher encourages children to think through actions and composition independently, and encourages imagination. Origami is a complex technique that requires great concentration and perseverance, but children in class are creative! There should be as few prohibitions as possible in an origami circle: the child has access to all kinds of paper materials, if he completed the task before everyone else, let him look for an interesting techno map that may interest others in the next lesson, children can discuss options for collective work, so that they can I wanted to do it together.

Card index of topics origami mug

Lesson topic	Program content, goals
"Kitty"	Consolidating folding skills, repeating basic shapes. Learning to fold individual parts of a model from squares. Learning the basic form of origami “kerchief”. Cultivating accuracy in work and attention.
"Gifts for Kids"	Learning to fold models of birds and boats. Fostering a desire to take care of younger ones. An exercise in free choice of color.
"Two-pipe ship"	Mastering the skill of folding the basic origami pancake shape. Learning to use crafts in play activities.
"Hat"	Strengthening the skill of folding crafts from a square of paper. Accustoming precise finger movements when following verbal instructions. Stimulating the creation of game situations.
"Bullfinches"	Honing techniques for folding sheets in different directions and bending corners. Learning how to make a fold. Fostering a caring attitude towards nature and birds.
"Plane for Dad"	Learning to construct a paper figurine from two parts. Developing the ability to follow the teacher’s instructions.
"Bird"	Honing the skill of folding the basic origami kite shape. Developing the skill of independent interpretation of an origami diagram. Development of communication abilities of pupils.
"Rowan Branch"	Consolidating the ability to make crafts from the basic “arrow” shape. Cultivating neatness. Developing the ability to follow teacher instructions.
"Red Fox"	Strengthening the ability to fold a square in different directions. Ability to accurately follow verbal instructions. Development of skills in decorating finished origami.

Photo gallery: execution diagrams and examples of work using the origami technique

Technomap Technomap Technomap Technomap Technomap Technomap Technomap Technomap Technomap Technocard Design using the origami technique Design using the origami technique Design using the origami technique Design using the origami technique Design using the origami technique Design using the origami technique Example of group work Example of group work Application details are made in the origami technique ami The ship is made using the technique origami

Summary of educational activities for children on the topic “Meadow with flowers and butterflies”: group work using the origami technique

Target	improve children's creative abilities through origami.
Tasks	- acquaintance of children with the phases of butterfly development, the features of its life activity; - activation of cognitive activity; - honing the ability to create a “double triangle” from the basic shape, complementing the image with the necessary details; - consolidation of the skill of folding basic forms “envelope” and “kite”; - development of the eye; - develop skills of collective creative activity; - fostering a caring attitude towards nature.
Materials	spring meadow drawn on whatman paper; bell; illustrations with the phases of butterfly development; butterfly; operational cards; music “Waltz of the Flowers” ​​by P.I. Tchaikovsky; paper of different colors; scissors; glue; photo of butterflies.
Preliminary work	conversation on the topic: “It’s spring on our street” looking at photo illustrations of spring nature. reading the story by G. Skrebitsky “In a forest clearing. Spring". memorizing poems about spring.
Progress of the lesson	Creating a game situation: with the help of a magic bell, the teacher “transports” the children to a spring meadow, where they remember what insects they know and list their distinctive features. The teacher tells the children a fairy tale about how a caterpillar turned into a butterfly. Physical exercise “Butterfly” In the morning the butterfly woke up. She stretched and smiled. Once - she washed herself with dew. Two - she spun gracefully. Three - she bent down and sat down. At four - it flew away. And at five - she sat down. (Children perform movements in accordance with the text) The teacher suggests making a clearing of paper flowers for the butterfly that the caterpillar from the fairy tale has turned into and placing origami butterflies on it. Oral instructions on how to create the craft follow. Finger gymnastics. Caterpillar, caterpillar, (the palm of one hand “crawls” like a caterpillar along the inside of the other) Butterfly's daughter (the palm “crawls” back to the shoulder along the outside of the arm) Crawling along the blades of grass (same thing on the other hand vertically) Eats leaves: Am! Am! Am! Am! (one palm slides upward over the other palm and “bites” the fingers of the other palm for every am I ate and wanted to sleep (one hand clenches into a fist, the other covers it) Woke up (spread your palms) Turned into a butterfly (cross your arms at the wrists) It flew, it flew, it flew! (wave crossed palms like wings) Pupils’ independent completion of design tasks. Demonstration and analysis of work, summing up.

Video: open lesson on origami “Yacht”

To develop interest in paper design among students, it is necessary to select unusual topics for classes, use a game form of learning, and select objects for construction that will be suitable for students to play independently. Children develop design skills, they enthusiastically think through the image of the model and how to create it, and they take great pleasure in choosing materials to implement their ideas - make sure that the students have the opportunity to make this choice.

Photo gallery: design templates

Template for designing Template for designing Templates for designing Templates for designing Template for designing Template for designing Template for designing Template for designing Template for designing Scheme for constructing objects from paper strips (weaving technique) Scheme for designing objects from paper cones Scheme for designing objects from paper cylinders Scheme designing objects from paper prisms

Svetlana Boyko
Outline of an origami lesson for the preparatory group “We are waiting for spring”

Subject: "We waiting for spring» .

Goals: Summarize the children’s knowledge about spring, about awakened nature, about its delicate colors, about the first spring games and fun.

Teach children how to make a boat using technology origami.

Instill skills of accuracy and attentiveness in work, develop creative abilities.

Visual aids: illustrations of ships and boats, a boat made using the technique origami.

Tools and materials: paper for origami or colored paper, scissors, instruction card.

Progress of the lesson.

1. Organizational moment.

Greeting, topic and purpose classes.

2. Main part classes.

Conversation with the guys about spring(frontal).

Questions:

1. Came spring. What does it mean that nature has come to life?

2. What colors is it painted with? spring?

3. What games most loved in spring?

4. Do you like to sail boats along streams and thawed patches?

Teacher's story.

Many are surprised to hear the word « origami» . Meanwhile, every person probably at least once in his life created the simplest product from a square sheet of paper - a boat or an airplane.

This art was born in Japan. IN "Japanese Chronicles" it is said that its beginning dates back to the year 610. Who would have thought, looking at a simple boat, that initially a lot of meaning was put into products made from a paper square. The Japanese also treated paper with respect, as everything short-lived, fragile, living for a moment. They believed that in every such thing - a butterfly, a dewdrop, a thin piece of paper - the breath of eternity lives and one must be able to catch it.

Thus, the square - a symbol of the Cosmos, from which things come to Earth and take shape, and paper - a moment in which the breath of eternity is contained, became parents ORIGAMI.

Today, many people around the world are interested in art. origami.

Now we will make a very simple toy - a boat.

The teacher shows illustrations of ships and boats, goes through the instructions for making a boat with the children, and tells them how to work with paper so as not to cut their fingers during sudden movements.

Practical part classes.

The teacher monitors the organization of students’ workplaces, compliance with safe work rules, and provides individual assistance to students who find it difficult to complete the task.

3. Final part classes.

Summing up the results of the work, demonstrating the best boats, eliminating shortcomings in the work.

Teacher: Well, guys, your boats are ready and you can set sail on them. How exciting!

On a small river

I always have fun.

The water flows, the water flows,

Sparkles like mica.

Rings like a cold stream

In a ravine, under a mountain,

In the thick green grass

She covered her head...

The rivulet makes little rings,

Trembling on the pebbles...

She's in a big river

He runs with the boat.

Happy sailing! To the next occupation Prepare a short story about what an exciting voyage you had.

Publications on the topic:

Outline of a comprehensive lesson with children of the preparatory group “Letter from Dunno” The goal is to promote the development of children's abilities in communication and cooperation. The tasks are to develop and consolidate emotionally positive communication.

Summary of a lesson on speech development using TRIZ and RTV “Terem-Teremok” methods and techniques Methodological development of the summary “Terem - Teremok” Speech development using TRIZ and RTV methods and techniques + English. Target:.

A municipal preschool educational institution is a general developmental kindergarten with priority implementation of activities in the area.

Developing a “Welcome” parent meeting plan METHODOLOGICAL DEVELOPMENT on the topic: “Interaction between family and preschool educational institution.” IN THE FORM OF DEVELOPING A PARENTAL MEETING PLAN. Subject: "Welcome."

Development of a fragment of a calendar plan for one working day Municipal budgetary preschool educational institution “Kindergarten No. 126”, Nizhny Novgorod 2015 Development of a calendar fragment.

Theme of the week “The birds have arrived” (II junior group) Period ___ ___8.04.15.-12.04.15___ Final event (name, form).

Development of a calendar plan for one day “Wild Animals” 2nd junior group. PLANNING EDUCATIONAL WORK Group 2 junior Topic: “Our little brothers”, “Wild animals” Objectives: Enrich knowledge.

Prepared by the teacher of the preparatory group, Valentina Alekseevna Alekseenko.

Goal: continue to learn how to create three-dimensional images using origami methods, continue to get acquainted with the quality and properties of paper; to cultivate artistic taste, love and respect for nature.

Objectives: to introduce children to a new way of making flowers in the origami style, to teach children to embody their idea of ​​spring flowers in artistic form.

Improve origami folding techniques, compose a tulip flower from a single square sheet, trying to convey the features of the appearance of this flower.

Material: a set of colored paper blanks for decoration for each child, a photo with tulips, a sample of a tulip in origami style.

Progress of the lesson.

Educator: Today we will create flower compositions in origami style.

I invite you to a flower meadow.

What flowers do we see on the board? (tulip flowers on the board)

Look, in the meadow grasses

Tulips are blooming cheerfully.

Scarlet heads are visible

And here, and there, and here.

What colors are tulips (red, yellow, orange, etc.)

And where do they grow (in the garden, in the field, etc.)

What parts does our flower consist of (bud, stem and petal)

And now I want to invite you to learn how to make tulips.

The teacher shows how to make a tulip.

Fold a square piece of paper diagonally. Unfold to original position.

Fold the sheet in half horizontally. Expand.

Bend the longitudinal folds inward to form a triangle with folds inside. This is the basic model - a triangle (water bomb).

Bend the top and bottom corners up to the top.

Turn the model over and do the same with the other bottom corners face down.

Bend the right corner to create a diamond with a fold in the middle, turn the model over and repeat.

Make sure the edges and corners are facing up.

Fold the right corner toward the center, going slightly beyond the center. Fold the left corner overlapping so that it completely covers the right corner. Turn the figure over and repeat the procedure.

Tuck one corner into the other. Repeat this step, turning the shape over.

Find a hole at the bottom and inflate the bud.

Gently peel back the petals.

How to make a stem:

Fold the stem with the leaf

Unfold the square sheet with the corner facing up.

Bend the right and left corners forward to the middle

Now bend the resulting side corners to the middle according to the diagram.

Fold the upper side corners again to the middle.

Bend the figure in half horizontally.

Now fold it in half vertically.

Pull the inner triangle and pull it slightly to the right, securing a new fold line.

Fizminutka:

The wind blows in our faces

The tree swayed

The wind is quieter, quieter, quieter,

Abstract of the GCD for children of the preparatory school group “Meadow with flowers and butterflies” (team work using the origami technique)

Author: Olga Vladimirovna Safonova, teacher of the MBDOU "Kindergarten "Romashka" combined type" Kovylkino, Republic of Mordovia.

Target: improve children's creative abilities through origami.

Tasks:
-introduce children to the phases of butterfly development and the features of its lifestyle.
- strengthen children’s ability to create a craft (butterfly) from the basic “double triangle” shape, complementing the image with the necessary details;
- to consolidate the ability to fold a tulip flower using the origami technique, using the basic forms “envelope” and “kite”;
- develop fine motor skills;
-develop the eye, the ability to maintain symmetry in creating a pattern on the wings of a butterfly;
-develop skills of collective creative activity;
-develop interest in the life of insects;
- cultivate the ability to notice the beauty of nature, the desire to admire it,
take care of her.

Materials for the lesson:
spring meadow drawn on whatman paper;
bell;
illustrations with the phases of butterfly development;
butterfly;
operational cards;
music “Waltz of the Flowers” ​​by P.I. Tchaikovsky;
paper of different colors;
scissors;
glue;
photo of butterflies.

Preliminary work:

Conversation on the topic: “It’s spring on our street”
looking at photo illustrations of spring nature.
reading the story by G. Skrebitsky “In a forest clearing. Spring".
memorizing poems about spring.

Progress of the lesson:

Educator: Hello children! Pay attention to the guests. Say hello to them. Today, I want to invite you on an interesting journey to a forest clearing.
In order to be there, you and I must fulfill one condition. Now everyone will need to sit down more comfortably, close their eyes and not open them until you hear the ringing of the magic bell.
Educator:
So...the eyelashes are drooping,
The eyes close.
We are going to the spring meadow...
(calm music sounds, a spring meadow is displayed)
Here comes a light breeze
Touches our cheeks
The radiant sun smiles on us all.
We can breathe easily here,
Smooth, even, deep.
Here comes the wind, our friend
He brought a chill to everyone.
He hit the bell
The bell rang (the bell rang)
Educator:
Children, here we are in a spring meadow.
Tell me, what month is it now?
What changed in nature in April? (The sun is shining brighter, warming the earth, the snow has melted, green grass has appeared, buds have swelled on the trees, small leaves have grown, flowers have blossomed, birds have flown in from warm countries, insects have woken up)
What insects do you know?
I invited you to this clearing to tell you an interesting story. And about whom, you will find out by guessing the riddle.
Listen to the riddle:
Hairy, green
She hides in the leaves
Although there are many legs,
Still can't run (Caterpillar)
Educator: The following story happened to our caterpillar.
Once upon a time there lived a caterpillar. She hatched from the egg, crawled along the leaves and ate a lot. Everyone laughed at her, she was so ugly. One day the caterpillar decided to hide in a cocoon so that no one would see it. She made herself comfortable on a branch and entangled herself with sticky threads. She sat in it, sat, and fell asleep. While she was sleeping, winter passed and the long-awaited spring came.
The sun now rose very early, went to bed late and shone so diligently for everyone on earth and warmed so much that life became fun. A light green fog enveloped all the birches and aspen trees in the forest.
What do you think it was?
Right. The leaves began to bloom. This is where the forest festival began.
The Nightingale whistled and clicked in the bushes, frogs croaked loudly near the river, and May beetles buzzed among the branches.
The caterpillar also woke up, stuck out its antennae, and just as it wanted to crawl out entirely from its cocoon, it felt that something was bothering it on its back...
Educator: Children, what was stopping her from the caterpillar on her back?
Children: Wings!
Educator: Now let's see if this is true?
Educator: What has our caterpillar become?
Children: To the butterfly!
This is what a beautiful butterfly our caterpillar has turned into
Listen to the tale further... She shook herself and suddenly... flew. Flying over the pond, she looked into it as if into a mirror and saw a beautiful... (butterfly). Yes, a butterfly with huge bright wings. "Who is this beauty?" – she thought, “Oh, it’s me! I am a butterfly! She flew over the meadow and everyone who saw her admired: “What a beautiful butterfly!” The butterfly felt hungry and decided to find a meadow full of bright, fragrant flowers. A butterfly flew into the meadow... and there was only green grass.
(show meadow-green Whatman paper)
Educator: Guys, how can we help the butterfly?
Children: You can make flowers.
Educator: What else can you do?
Children: Make butterflies.
What spring flowers do you know?
I suggest you make a tulip flower for the butterfly. These flowers grow in the spring not only in our flower beds, but are also found in the wild in the south of our country.
Educator: Children, but first let’s rest.

Physical exercise “Butterfly”
In the morning the butterfly woke up.
She stretched and smiled.
Once - she washed herself with dew.
Two - she spun gracefully.
Three - she bent down and sat down.
At four, it flew away.
And at five she sat down.
(Children perform movements in accordance with the text)

Educator: Take your seats.
Let's make a flower meadow for her.

We will work in subgroups: “butterflies” and “tulips”.

We recall the methods of making a butterfly and a tulip, and consider the operation cards.
I remind you of the symmetrical arrangement of the pattern on the wings of a butterfly.
Let's get our fingers ready for work.

Finger gymnastics.
Caterpillar, caterpillar,
(the palm of one hand “crawls” like a caterpillar along the inside of the other)
Butterfly's daughter
(the palm “crawls” back to the shoulder along the outside of the arm)
Crawling along the blades of grass
(same thing on the other hand vertically)
Eats leaves:
Am!
Am!
Am!
Am!
(one palm slides upward over the other palm and “bites” the fingers of the other palm for every am
I ate and wanted to sleep
(one hand clenches into a fist, the other covers it)
Woke up (spread your palms)
Turned into a butterfly
(cross your arms at the wrists)
It flew, it flew, it flew!
(wave crossed palms like wings)

Educator: Let's get to work. Remember that you need to smooth each line of the workpiece with your finger so that all the crafts turn out neat.

Children's creativity. (Calm music sounds. “Waltz of the Flowers” ​​by P.I. Tchaikovsky).

Educator: So beautiful flowers bloomed in the meadow. And now, together with her friends, the butterfly flutters from flower to flower all day long. Sometimes she, sitting on a flower, carefully spreads her velvet bright wings
looks around and says: “It’s so good here! How happy I am to live here!”
Educator: Children, did you enjoy the activity? What did you like?
Children: children's answers.
Educator: What new did you learn today?
Are you glad you helped the butterfly?
Well done! Take care, have pity on all living things, children! Take a closer look. listen, delve into the beauty of nature, protect and increase it!
Analysis of children's work.
And as a gift to you as a souvenir of our lesson, photographs of butterflies!