Abstract for the senior group on wild animals. Lesson summary for senior preschool children “Wild animals of our forests”

Name: Summary of educational activities for speech development “Wild Animals”
Nomination: Kindergarten, Lesson notes, GCD, speech development, Senior group

Position: teacher of the first qualification category
Place of work: MDOU "Child Development Center - Kindergarten No. 51"
Location: Elektrostal, Moscow region

Abstract of GCD
on speech development on the topic “Wild Animals”
for children of the older group with special needs, 1st year of study

Target: Clarify and systematize children's knowledge about wild animals.

Tasks:

Consolidating children's knowledge about wild animals, body parts, cubs, and place of residence. Activation of the dictionary on this topic. Practical use of singular and plural nouns in the genitive case without prepositions and singular nouns in the instrumental case without a preposition and with the preposition “s”. Exercise children in selecting words-signs for words-objects, in composing sentences.

Develop speech breathing, memory, attention, thinking, fine motor skills. Cultivate a sensitive attitude towards animals and a desire to help.

Equipment: an easel, a “noisy drawing”, a disk “Magic voices” (sounds of nature for children), a plush toy bear, a set of graphic diagrams and subject pictures depicting wild animals, a ball, sponges, toothpicks, leaves with outline images of food.

GCD move:

Educator: - Guys, what time of year is it now? (Winter).

“It’s very cold in winter, your hands get cold, but we’ll warm them up now.” (Children inhale through their noses and exhale through their mouths, warming their hands raised to their lips.) Do you want to find yourself in a summer forest?.. Close your eyes.

Eyelashes droop

The eyes are closing,

We fall asleep in a magical sleep,

We are flying into the summer forest.-

One two three four five -

Let's look again with our eyes.

Educator: - So we found ourselves in a summer forest... (there is a “noisy drawing” on the easel, birdsong can be heard).

There are different plants around. Let's smell the flowers (children take an exaggerated breath through their noses, and then exhale with the sound “a-a”).

Guys, look and remember:

-What is there a lot of in the summer forest? (many berries, many trees, many bushes, many nests, many pine cones)

—Who are there many in the summer forest? (many birds, many animals)

Didactic game “Who do I see?”

Educator: — There are a lot of animals in the forest, but it’s not easy to see them, because they have learned very well to hide from people. Guys, make binoculars out of your fingers and try to find hidden wild animals.

-Who did you see?

Children: - I saw a fox,... a hare, a bear, a moose, a squirrel, a hedgehog...

Educator: - Well done, guys! How attentive and vigilant you all are.

Name these animals in one or two words. (Beasts, wild animals) - Why are these animals called wild? (They live in the forest, they are afraid of humans. They are untamed animals.)

Now let's return to the group and continue talking about wild animals.

Eyelashes droop

The eyes are closing,

We fall asleep in a magical sleep,

We quietly fly away to the group.-

One two three four five -

Let's look again with our eyes.

Children open their eyes and see a bear cub. A dialogue takes place between the bear cub and the children with the help of the teacher.

- Oh, I’m tired of sleeping, all my hands are numb.

- What are you, a bear cub! What kind of hands do you have? These are paws.

- And my stomach hurts, I want to eat.

- Not the belly, but the abdomen.

- Guys, what are my nails called?

- And the face?

Educator: - The bear cub says that he woke up to celebrate his birthday, but could not find all his friends and came to the children for help.

-Who are your friends?

The little bear invites children to look at portraits of their friends. (A set of graphic diagrams depicting wild animals is exhibited).

“We know your friends, now the children will tell you about them, and you will tell us whether we are right or wrong.”

Didactic game “Choose a word”

Fox (what kind?) - fluffy, red, dexterous...

Hare (which one?) - cowardly, fast, long-eared, gray or white... etc.

(after describing the animal, the diagram is replaced by a picture)

Finger gymnastics

Hedgehog, bear, badger, raccoon (all fingers alternately greet the thumb, starting with the index finger, left hand)

They sleep in winter every year (also from the little finger)

Wolf, hare, lynx, fox (right hand)

And in winter you will find it in the forest. /ABOUT. I. Krupenchuk/

Educator: - That’s why, little bear, you can’t find all your friends.

- Guys, how can we help the bear cub? (The children offer options and decide to celebrate the birthday in the summer, and now send out an invitation to all the animals).

Ball game “Who will mom come with” (in whose name to write invitations).

- mother squirrel will come with a baby squirrel

— mother bear — with her cub

- mother wolf - with a wolf cub

- mother bunny - with baby bunny

- mother of a hedgehog - with a hedgehog

- mother fox - with a fox cub

Ball game “Finish the sentence” (where to send invitations)

The squirrel darted into the hollow.

Climbed into the den (bear).

Hid in a hole (fox).

Snuck into the lair (wolf).

Hidden under a bush (hare).

Climbed under the leaves (hedgehog).

Fizminutka (How to carry the invitation)

We walked along the path

Found a lump

They walked and walked and found a squirrel mushroom,

The squirrel was thrown into a hollow,

Let's go again.

Found hare tracks

We walked and walked and found a hedgehog

The hedgehog curled up into a ball

Because he was cold.

The hedgehog's ray touched

The hedgehog stretched sweetly.

Exercise for the development of fine motor skills “Who eats what”

(So ​​that the bear cub does not forget to prepare a treat for everyone to taste)

Squirrel – nuts, mushrooms, cones

Bear – honey, berries, fish

Wolf - meat, fish

Hare - carrots, cabbage (it is specified that in the forest he eats tree bark, grass, leaf branches, young shoots).

Hedgehog – insects, worms, larvae, mice

Fox – meat, fish, poultry

Children are given sponges, toothpicks and leaves with outline images of products. You need to pierce holes along the contour.

After completing the task, children bring their work to the board and “feed” the animals.

I want to treat the bear with honey.

I want to treat the hare with carrots, etc.

The children say goodbye to the bear cub, promise not to forget to send the invitations and come visit for the birthday, but now in the summer.

Olga Galkina
Lesson notes for the senior group on speech development. Topic: “Wild Animals”

Subject: « Wild animals» .

Program content. Strengthen children's understanding of wild animals, their appearance, lifestyle in winter, habits.

Teach children to write descriptive stories using a graphic diagram. Expand and activate children's vocabulary on the topic « Wild animals» (animal, animal, horns, hooves, fur, skin, paw, den, hole, hollow, predatory, herbivore; change, molt, sleep, get, hunt). Improve grammatical structure speeches(use of nouns with suffixes -onok-, -enok-, -at-, -yat-).

Develop children's coherent speech, speech hearing, visual perception and attention; fine and gross motor skills. Foster love and respect for nature.

Individual work: Seek a complete answer from Vanya, Danila; continue to teach Kirill how to hold a pencil correctly.

Equipment:

Audio cassette with voices animals; description diagram animal; scheme-model of dwellings animals; drawing "Animals at Aibolit"; container with peas and flat figurines animals; cards with pictures animals; simple pencils; a basket with carrots, nuts and a jar of honey; Christmas trees.

Preliminary work: View slides of an image wild animals our forests and their children; conversation about life wild animals in winter. Learning finger gymnastics "Squirrel".

Reading a fairy tale by L. Tolstoy "Squirrel and Wolf", story by E. Charushin "Little foxes". Learning riddles about wild animals. Familiarization with the description scheme animal. A visit with parents to a circus performance and a school for young people.

Progress of the lesson.

Children enter group with quiet music.

Educator: - Children, what time of year has it come? (Winter).

That's right, winter-winter came to the cities and villages, wrapping the fields and forests in a white blanket. Look at the winter forest that has grown here group! I want to invite you to take a walk in the forest. Children, do you know who lives in the forest? (Children list the names of animals) .

How can you call them in one word? (Wild) .

Why are they called that? (Because they take care of themselves, get their own food).

How animals were preparing for winter? (The squirrel dried mushrooms and stocked up on nuts. The bear made a den for himself. The wolf, the hare and the fox faded: exchanged summer coats for winter ones.)

(An audio cassette with a recording of a bear's growl and a wolf's howl is turned on).

Oh, children, what are these sounds? This is the she-bear and the she-wolf calling on help: their children caught a cold and fell ill in the severe frosts. Who do you think can help them? (Dr. Aibolit)

Of course, this is the good doctor Aibolit, but we cannot get to the magic clearing, so I suggest you sit down at the tables and look at the picture that I painted when I was visiting Aibolit.

(The teacher hangs up the drawing.)

Who came to the doctor for treatment? (Bear with a bear cub, wolf with a wolf cub, fox with a fox cub, squirrel with a squirrel, hare with a hare).

The cubs were very afraid animals Aibolit: after all, they were still small and did not know that the doctor was kind. Therefore, Doctor Aibolit called them affectionately, but how - think up yourself and call kindly:

Bunny - (little bunny).

Teddy bear - (little bear).

Squirrel - (little squirrel).

Little fox - (little fox).

Teen Wolf - (little wolf).

So Aibolit cured all the sick animals! And the mothers took their babies home.

(A schematic image of the dwellings is posted wild animals)

Children, look at diagram: Can you guess what animal these dwellings belong to and what they are called?

This is a hole. A fox lives in it.

This is a den. A bear lives in it.

This is a hollow. A squirrel lives in it.

This is a bush. A hare is hiding under it.

Well done, you are very attentive and observant.

Ball game "Big and Small".

Now, children, let's play. Stand in a circle, and I will name a part of the wild body animal and throw you a ball, you will catch the ball and affectionately name the same part of the body of this cub animal and return the ball to me.

V. - The fox has a red head.

R. – The little fox has a red head.

V. - The wolf has sharp teeth.

R. – The wolf cub has sharp teeth.

V. – The hare has a short tail.

R. – The bunny has a short tail.

V. – The squirrel has black eyes.

R. – The little squirrel has little black eyes.

V. – Moose have long legs.

R. – The elk calf has long legs.

V. – The bear has a short tail.

R. – The bear cub has a short tail.

Great! And now I suggest you turn into animals: Kirill and Matvey are bears, go ahead, bearish. Katya is a fox, runs, like a fox. Semyon will be a wolf, and Danila and Vanya will be hares: Leap like a hare.

One, two, three - we turned into children again.

I have something for you surprise: This is the box. It is not simple, but filled with peas, but there is something inside. Now you have to find the figures by touch, and tell them which ones yourself.

(Children pull out flat figures wild animals.)

Now write down descriptions of those animals, which you took out of the box. A hint diagram will help you with this. First, you will tell us the name of your animal, is it wild or domestic, where lives: in the forest or with a person. Then describe what size it is, what its body is covered with, its structure, and what it eats.

A diagram of the story about animal.

Children write descriptive stories about their animals according to the scheme.

Well done boys! Shall we rest a little?

Physical education minute.

Like snow on a hill, snow,

And under the hill - snow, snow,

And on the tree there is snow, snow,

And under the tree - snow, snow,

And a bear sleeps under the snow.

Quiet, quiet, don't make noise.

Children, look at your tables. In front of you are envelopes. Take out the cards from there. Who is depicted on them? (children list animals) .

Is everything okay with yours? animals? (the fox is missing a tail; the bear is missing an ear; the squirrel is missing paws, etc.)

You see, the artist was in a hurry and did not have time to draw some parts of the body. Take pencils and complete the drawing yourself.

Katya, whose ear did you draw? (I drew a bear ear).

Kirill, and you, whose paw did you finish drawing? (I finished drawing the hare's foot) etc.

Now that's order! All the animals will be happy.

But still, children, in our winter forest wild animals are sad: after all, they also want people to take care of them sometimes. I prepared a basket with gifts, for whom do you think?

Honey is for the bear.

Nuts are for squirrels.

Carrots are for the hare.

Let's leave the basket in the forest and slowly hide ourselves. After all wild animals very shy and cautious. Say goodbye to our winter forest and wild animals.

GCD educational field “Speech Development”

in the senior group of kindergarten on the topic “Wild Animals”

Goals and objectives:

systematize and expand children’s knowledge about wild animals, their young, living conditions, and benefits.

expand, clarify and activate the vocabulary based on systematization and generalization of knowledge about wild animals;

practice forming nouns with diminutive suffixes;

practice selecting definitions for nouns and numerals, coordinating gender, number, and case;

practice selecting verbs in different tense forms;

promote practical mastery of simple prepositions;

improve the skills of composing simple sentences based on a picture, distributing simple sentences;

develop speech breathing, promote correct vocal delivery and fluency of speech, the ability to change the strength of the voice (speak softer, louder, moderately loud, quietly, whisper)

develop memory, attention, stimulate the development of creative imagination;

develop fine motor skills

develop intonation expressiveness of speech

cultivate a desire to help those who need help,

cultivate love and respect for wild animals;

develop social skills: the ability to work in a group, negotiate, take into account the opinion of a partner;

cultivate curiosity;

develop self-esteem skills.

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GCD in the senior group of kindergarten on the topic “Wild Animals”

Goals and objectives:

systematize and expand children’s knowledge about wild animals, their young, living conditions, and benefits.

expand, clarify and activate the vocabulary based on systematization and generalization of knowledge about wild animals;

practice forming nouns with diminutive suffixes;

practice selecting definitions for nouns and numerals, coordinating gender, number, and case;

practice selecting verbs in different tense forms;

promote practical mastery of simple prepositions;

improve the skills of composing simple sentences based on a picture, distributing simple sentences;

develop speech breathing, promote correct vocal delivery and fluency of speech, the ability to change the strength of the voice (speak softer, louder, moderately loud, quietly, whisper)

develop memory, attention, stimulate the development of creative imagination;

develop fine motor skills

develop intonation expressiveness of speech

cultivate a desire to help those who need help,

cultivate love and respect for wild animals;

develop social skills: the ability to work in a group, negotiate, take into account the opinion of a partner;

cultivate curiosity;

develop self-esteem skills.

Progress of the lesson:

Game motivation:

A letter from Luntik arrived at the kindergarten.

Text of the letter: “Hello, dear guys! Every day I learn a lot of new things about your planet. Recently, my friend, the grasshopper Kuzya, told me a little about wild animals. I had never seen them and tried to draw them. Then I showed my drawings to my friends: the grasshopper Kuza, Bee, Korney Korneivich, the spider Shnyuk, Shershula, Mila. They looked and advised me to send the drawings to kindergarten No. 9 to the senior group “Fidgets” and ask the children to tell me about wild animals. Looking forward to your reply. Luntik."

The teacher shows Luntik’s drawings to the children and asks them to think about how they can help Luntik. Children find mistakes in the drawings.

Children express their suggestions on how Luntik can be helped.

(Tell about wild animals and their young; what they eat, what their homes are called, what benefits they bring).

Educator: - Guys, I think you are doing the right thing if you decide to help Luntik. Just today I have prepared interesting and educational tasks for you. I suggest you try to do everything correctly, and at the end of the lesson we will put all the pictures, drawings, cards with tasks that you complete in this box (I show you a beautifully designed box). We will send the parcel to the program “Good night, kids” to Luntik. And he will never draw a squirrel with a hare’s tail, or a bear with a fox’s nose. I’ll tell you a secret that at the end of our lesson a pleasant surprise awaits you. But for now Luntik asked me not to tell you anything.

So, I suggest yougame "Which one, which one." (selection of definitions)

There are color pictures in my magic basket. Take one picture at a time, name the animal, and say what it is.

The hare is cowardly, oblique, gray, etc.

Fox - cunning, red, fluffy, etc.

Wolf - toothy, gray, hungry, etc.

Bear - clubfooted, shaggy, huge, etc.

Boar – fanged, angry, treacherous, etc.

Elk – horned, huge, strong, etc.

Ball game in a circle “Name the whole family”

Hare - hare - bunnies

Fox - fox - fox cubs

She-wolf - wolf - wolf cubs

Pig - boar - piglets

Moose - elk - moose calves

She-bear – bear – cubs

Game with a ball in a circle “Call it kindly”

Squirrel - squirrel, fox - little fox, wolf - top, hare - little hare, etc.

Game "Who eats what?"

Plates with schematic representations of the food of predators and herbivores are prepared on the table.

The teacher suggests taking turns taking a picture of an animal out of the bag and identifying whether it is a herbivore or a predator. After this, take the picture with the animal to the plate with its food.

Game "Who Lives Where"

The sheet shows animal dwellings. Pictures of pets are laid out on the table, face down.

The teacher offersTake one picture of each pet and place them in your homes. Listen carefully to each other, if you hear a mistake, correct it. Children take turns saying the following sentences:

The wolf lives in a den.

The squirrel lives in a hollow.

The fox lives in a hole.

The hare lives under a bush.

The hedgehog lives in a hole.

Assignment: “Explain the proverb.”The teacher shows a drawing with a proverb:

"The wolf's feet feed him."

Meaning: To feed yourself, you need to search, get, and not sit in one place.

Physical education lesson “Going to water”

On a hot day along a forest path The animals went to water. A calf tramped after the mother elk, A little fox was sneaking behind the mother fox, A hedgehog rolled after its mother hedgehog, A bear cub followed the mother bear, The baby squirrels jumped after the mother squirrel, Behind the mother hare are slanting hares, The she-wolf led the wolf cubs behind her. All mothers and children want to get drunk.

Children walk in a circle one after another. They walk, stomping loudly. They go stealthily. They move in a deep squat. They waddle. They jump on their toes, bending their arms in front of their chest. They jump, making “ears” from their palms. They walk on all fours. They stop.

Assignment: “Complete the missing parts.”

Envelopes with cards are prepared on the table. The envelopes are marked: one circle - the first level of complexity, two circles - the second level of complexity, three circles - the third level of complexity.

Educator : - Guys, you see envelopes with mugs. Choose your own task. An envelope with one circle contains cards with easy tasks. In an envelope with two circles, the tasks are more difficult. Three circles on the envelope indicate the most difficult task.

Now open the envelopes and see what needs to be done (complete the missing body parts of wild animals). I place an hourglass in the center of the table. They will help you know when to stop drawing.

(After completing the task, children pronounce sentences. For example:

« I finished drawing the hare one ear, a tail - a small circle, one hind paw.”

The teacher ensures that children agree on nouns, adjectives and numerals in gender, number and case.)

First level of difficulty - an animal is depicted (2 parts of each body are not completed)

Second level of complexity - an animal is depicted (3-4 parts of each body are not completed)

The third level of complexity - an animal is depicted (no ears, tails, paws, legs)

At the end of the task, all cards are placed in a parcel box.

Educator: take a deep breath and, as you exhale the air, sing awwwwwww.

Educator: - Guys, now you need to independently divide into 3 teams. Choose a place in the group where your team will sit.

I suggest writing an audio letter to Luntik. Each team choose a picture of an animal that you want to tell Luntik about. A magic pencil will help you. You pass it on to each other along with the picture.

(the teacher picks up a pencil and begins to “write” a letter.)

“Hello, Luntik! We will tell you about wild animals(Hands the pencil to the child. He says one or two sentences, without losing the meaning, continues the letter).

The teacher writes down the “letter”. Then the “letter” is listened to, and children are asked to find mistakes and correct them.

The cassette with the “letter” is placed in a box. The address is pasted.

Analysis on teacher issues.

Educator: - And now, a pleasant surprise that I told you about at the beginning of the lesson. In the letter, Luntik sent you his portraits as souvenirs (he gives each child a portrait coloring by Luntik)

Literature

O.I. Krupenchuk “Teach me to speak correctly!”

T.R. Kislova “On the road to the ABC”

O.A. Skorolupova “Domestic and wild animals of central Russia”

L.E. Belousov "Amazing Stories"

Raisa Fazulzyanova
Summary of a lesson on ecology in the senior group “Wild animals of our region”

Ecology« Wild animals of our region»

Regions: cognition, communication, socialization, reading fiction, game, cognitive - research activity.

Goals: expand children's ideas about wild animals(fox, bear, hare, squirrel, wolf, hedgehog, their way of life.

Tasks:

1. Educational: Pin titles wild animals and their young. Introduce wild animals living in our edges.

2. Developmental: Work on word formation.

3. Educators: Develop social skills: ability to work in group, negotiate, take into account the opinions of others. Cultivate curiosity, develop knowledge about the interconnection of everything alive in nature to promote awareness of the special relationship of people to wild animals.

Preliminary work: Learning riddles, didactic games, reading fairy tales, finger games.

Methodical techniques: conversation, showing explanation, surprise moment, questions for children.

Materials: pictures with images wild animals, riddles, use of slides, coloring books for children.

Move: Directly - educational activities.

Children's mood:

Woke up with the sun

They stretched and smiled.

Hold your hands tightly

Children sit on chairs. A monkey enters. She came from Africa wants to make friends with animals of our region, wants to know everything about them.

Guys! Shall we help the monkey? (Yes).

And to do this, first guess puzzles:

Not a lamb or a cat,

Wears a fur coat all year round.

Gray fur coat for summer

A different color for winter (hare)

Cunning cheat

Red head

Lush tail-beauty

Who is this (fox).

A fluffy tail sticks out from the top,

What is this strange animal?

Cracks nuts finely

Well of course it is (squirrel).

In a dense forest under a Christmas tree,

showered with leaves,

There's a bag of needles lying

Piercing and alive. (hedgehog).

Who walks around angry and hungry in the cold winter (wolf).

The owner of the forest wakes up in the spring

And in winter, under the blizzard howl

He sleeps in a snow hut.

Posting pictures:

Well done guys, they solved all the riddles.

Tell me and the monkey who these riddles are about? (O animals)

Where do all these people live? animals(In the forest, in nature)

And who feeds them? (they find food for themselves, get it)

What can you call animals that find and obtain food for themselves?

(wild animals)

Conclusion: Animals are called wild animals living in the wild and foraging for themselves.

What do they eat? wild animals? (grass, tree fruits, nuts, cones, other animals.

What can you call animals that eat grass (herbivores).

A animals who feed on others are called animals(predators).

A, animals which feed on both plants and animals(omnivores)

When there is no more grass, what do they need to do so as not to die of hunger.

(stock food)

Is that all animals store food for the winter?, and the bear stores food for itself (no, he sleeps in winter).

Bears eat heavily in the summer, store fat, and in the fall they prepare a home for themselves where they spend the winter and hibernate.

Hibernation is a sedentary, sleepy lifestyle.

And what other animals sleep in winter? (hedgehog, badger) slide show.

Some animals As winter approaches, they change color. Why do you think they do this?

Children's answers.

Changing coat color to another is called molting. Which animals change their coats? (hare, squirrel)

And now we're a little let's rest:

Fizminutka:

Stomp the bear once or twice

Clap the bear once or twice

Squat with me bro

Hands up, forward and down.

Smile and sit down.

Guys! the monkey brought us interesting games, let's play!

1. "Who lives where?"

Where does the squirrel live? (in double) - (slide 1)

Where does the bear live? (in the den) – (slide 2)

Where does the wolf live? (in the lair) – (slide 3)

Where do the hedgehog and the fox live? (in the mink) – (slide 4)

Where does the hare live? (under a bush, the bunny doesn’t build a house) – (slide 5)

2. Animals you and your cubs were walking on the lawn and got lost, help the cubs find their mothers and name them.

Little fox, who has cubs? (at the fox).

Bunny, who has bunnies? (at the hare).

Baby squirrel, who has baby squirrels? (at the squirrel).

Who has a hedgehog? (hedgehogs).

Wolf cub, who has wolf cubs (she-wolves) .

Teddy bear, who has cubs? (she bears).

Well done guys helping the cubs find their mothers!

3. Game: "Herbivores, Carnivores, Omnivores"(children wear masks animals when the command is given "Day" All animals are walking, and when the command is given "Night",run to houses: herbivores in a green hoop, predators in a red hoop, omnivores in a blue hoop.)

4. Game: “Put the pieces together into a whole”

Who did you get? ,tell us about yours animal

Well done!

Well, guys, we introduced the monkey to wild animals of our region. Well done!

The monkey is very happy. She thanks you for interesting things class, that I learned a lot about my brothers. Let African animals are friends, with ours animals, and we are with all of them.

Because you did a good job, she wants to give you coloring books with animals and treat with fruits. On this class is over well done!

About which animals Did we talk to you today?

What new did you learn?

How did you help the monkey?

Did you like it class?

If you like it, pull the arms forward, and if not, hide them back.

Notes for the senior group on the topic "Wild Animals"

Donehno Anastasia Vladimirovna, teacher, Municipal budgetary preschool educational institution of the Petrozavodsk urban district “Kindergarten of a combined type No. 100 “Sosenka”, Republic of Karelia, Petrozavodsk.
Target: Meeting wild animals.
Tasks: expand children’s knowledge about the animal world, teach them to generalize and systematize ideas about wild animals, characteristics that differ from domestic ones; expand children's understanding of animal habitats; develop the ability to work in a team.
Materials for work: pictures with animals, magnetic board, paints, album sheets, brushes, water jars.
Progress of the lesson:
Children stand near the teacher.
Educator: All the children gathered in a circle
I am your friend and you are my friend.
Let's hold hands tightly
And let's smile at each other.
I will smile at you, you will smile at each other, so that we can be in a good mood all day.
Educator: Guys, let's repeat our rule (together with the children)
Every day, always, everywhere,
In class, in play,
We speak boldly and clearly
And we sit quietly.
Educator: Guys, yesterday I talked on the phone with grandfather Alexei Petrovich. Grandfather told me that while walking in the forest, he saw a little fox on the path and took it home, which he looked after. And now, when the little fox was stronger, he could have taken him to the forest, but he felt sorry for him, because his grandfather had gotten used to him.
Guys, what should I do? Should I let the little fox go into the forest or leave it with grandpa?
Children's answers (let them go into the forest, the little fox is bad without its mother, let it stay with its grandfather).
Educator: Okay guys, we'll come back to this question at the end of class.
What wild animals do you know? (children name, teacher puts pictures on a magnetic board)

Educator: Well done boys! Look carefully at the pictures and tell me what these animals have in common?
Children's answers (there is a head, torso, muzzle, fur, paws/hooves, tail)
Educator: Do all animals have hair on their bodies?
Children's answers (no, the hedgehog has needles)
Educator: How are wild animals different from domestic animals?
Children's answers (wild animals live in the forest and look for food and shelter for themselves...)
Educator: Now let's take a little rest:
One - squat, two - jump.
This is a rabbit exercise.
And when the little foxes wake up,
They like to stretch for a long time
Be sure to yawn.
Well, wag your tail.
And the wolf cubs arch their backs
And jump slightly.
Well, the bear is clubfooted,
With his paws spread wide,
Either one or both together
Marks time for a long time (can be repeated several times)
Educator: Well done boys! We rested a bit. Now let's sit on the carpet. I take a magic wand and turn you into wild animals. I will now spin (the child’s name) around and turn him into a hedgehog (similarly, children turn into other animals).
Educator: I take the magic wand again and turn you into children (all children sit at the tables).
Educator: Today we talked a lot about what animals? Guys, what do we advise grandfather Alexei Petrovich? Leave the little fox or take it to the forest? (children's answers).
Educator: I believe that wild animals must be kept in the environment where they were born. Therefore, I will advise grandfather to take the little fox to the forest and release him into the wild.
Now guys, draw one of your favorite wild animals.
At the end of the lesson, children look at each other's drawings.