Spanish Fly for two - how they affect libido in women and men
Contents Biologically active additive based on an extract obtained from a beetle with a fly (or fly...
Lesson outline outline
Subject: "What looks like what."
Age of pupils: 6-8 years old.
Lesson type: learning new material.
Purpose of the lesson: development of verbal functions of divergent (creative) thinking
Lesson objectives-
Educational (educational, mastering various types of subject activities):
Contribute to the development of the skill of involvement in the process of finding solutions to the problems of unconscious layers of experience
Developing (formation of abilities To independent construction of new ways of action (self-development) :
improve the associative mechanisms of thinking
contribute to the removal of reciprocity in the work of the cerebral hemispheres
promote the development of imaginative thinking and imagination
Educational (development of personal qualities) :
To promote the development of communication skills, the ability to listen to the interlocutor
Equipment and technical training aids
Dictionary : imagination, creativity.
Materials and equipment used by the teacher: ball, 2 sets of pictures
Planned results:
Metasubject:
gain knowledge about the concept of association;
mastering the logical actions of analysis, generalization, classification, construction of reasoning and reference to known concepts
application of acquired knowledge in changed conditions.
Communicative:
Work in a group, in pairs, listen to the interlocutor, possession of a dialogic form of speech, negotiate and come to a common decision.
Regulatory:
Choose actions in accordance with the task, develop independence.
Personal:
The development of goodwill, respect for each other.
results
Criteria for evaluation
Metasubject
communicative
Learning situation:entry, actualization of cognitive and analytical activities based on the personal experience of students through dialogue
willingness to listen to the interlocutor and conduct a dialogue;
the ability to express one's opinion and argue one's point of view;
Actively joins in the dialogue, listens with interest to the teacher, supports the dialogue, putting forward his own versions and giving arguments
cognitive
Learning situation:gaining new knowledge
application of personal experience in determining the basic concept (association)
arbitrary conscious verbal utterance
mastering the logical actions of analysis, generalization, classification, construction of reasoning and reference to known concepts;
Regulatory
Learning situation:
formation of skills to evaluate learning activities in accordance with the task;
formation of skills to act constructively even in a situation of failure;
Adequately assesses their actions, in case of failure, makes an attempt to understand the reason for failure.
Learning situation:reflection
mastering the initial forms of cognitive and personal reflection;
Adequately evaluates his achievements, accurately positioning himself on the "mountain of knowledge", the task is of interest
Personal
meaning formation
Learning situation:reflective-evaluative nature
motivation at work on the result;
Regularly shows interest in tasks in which a certain result is predicted
self-determination
Learning situation:gaining new knowledge
acceptance and development of the social role of the student;
development of goodwill, respect for each other.
Actively involved in educational and cognitive activities, adequately assesses their educational results, understands the importance of personal contribution to achieve them
value
orientation
Learning situation:gaining new knowledge
formation of a holistic view of the world in its diversity
Perceives the world around as an integral system. Can carry out micro- and macro-analysis of objects (consider it as a separate system and show its role in the system of a higher level of hierarchy)
Stages of work
Stage content
(activity of the teacher)
Children activities
Entry
Greetings
Topic Introduction
Motivation
Planning, goal setting
Goals for students:
Tune in to work as part of the lesson (organizationally and emotionally)
Goals and objectives for the teacher:
Create a favorable psychological atmosphere in the classroom;
Involve all pupils in the work
Establishing interaction between all subjects in the lesson;
Work organization methods:
contact game.
Problematic issues
association game
Form of organization of work: frontal, individual.
Greeting, creating an emotional mood for work, strong motivation
Greets pupils. Offers a greeting ritual.
Greeting Method
Participants will have to greet each other, but not just like that, but fantasizing at the same time.
To begin with, they imagine that they are meeting a close friend or girlfriend whom they have not seen for a long time.
The next thing the teacher asks is to imagine the participants that they are aliens. How do you think they greet each other?
Asks participants to imagine that they are in a foreign country - maybe India or Japan.
Asks participants to pretend they are penguins
Now the participants imagine that they have met their very good, close friend or girlfriend, whom they have not seen for several months.
Now tell me, besides greeting each other, what did you do? What is your quality, property you had to apply here?
What do you think the topic of today's lesson is?
Do you want to learn to think outside the box, unusually? Find unexpected solutions to problems?
Why do you think this is necessary?
Participants walk around the room - silently, not talking to anyone. Participants greet each other like this if they are very good friends. (30 seconds)
Participants greet everyone they know. (30 seconds)
greet each other in accordance with a predetermined manner, showing ingenuity and imagination.
Participants answer the question
Reach out to the concepts of imagination and fantasy
Answer
Students answer questions and listen to each other's answers.
Basic.
Assessment of student knowledge
Reporting new information (input)
Formation and development of skill
Goal for students:
Improve associative thinking, verbal abilities,
Develop imaginative thinking, imagination
Goal for the teacher:
Introduce students to the concepts of association;
Improve associative mechanisms of thinking
Contribute to the removal of reciprocity in the work of the cerebral hemispheres
Promote the development of imaginative thinking and imagination
Methods of organizing work: the use of problematic questions and tasks, training exercises.
Forms of organization of work: individual, frontal.
They can quite easily reproduce their associations when performing exercises;
Use original images.
Criteria for determining the level of attention and cognitive activity of pupils, their interest in the material being studied:
Interest in work;
Methods of motivating the educational activity of pupils:
changing activities, using various pedagogical technologies, creating conditions for the personal self-realization of pupils through the opportunity to express their own opinion on the issues under discussion.
The concept of "association" is introduced as an image-word that arose on the original
Exercise “Running associations”
“Now we will throw a ball to each other, while naming any noun. For example, I throw the ball to Nikolai, calling the word "carousel". Nikolay quickly calls out any word that comes to his mind about the “carousel” and sends the ball back. The next one will say his association in response to the word thrown to him. Let's try to do it quickly, without thinking for a long time.
Despite its apparent simplicity, the exercise often causes difficulties for the participants. This can be expressed in messages that nothing comes to mind, in long pauses, even irritation. Some participants try to overcome the tension arising from this by reacting with pre-prepared words. The teacher during the exercise does not focus on this. The main goal of the presenter is to create an atmosphere conducive to the spontaneous generation of associations.
When the exercise is completed, you can ask the participants what difficulties they encountered during its implementation, what they paid attention to during the work.
Exercise "Unusual inventions"
The teacher demonstrates images of unusual objects (Appendix 1), the task of the participants is to answer the question from the picture:
What is this?
What is needed?
Exercise “Incredible Stories”.
This exercise is adapted from Norma Leben's playing card storytelling technique.
The teacher puts a set of pictures down in front of the group and says that each of the participants, when it is his turn, can open two pictures. It is explained that the group will have to make up a story using the image in the pictures.
The teacher begins the story and sets the tone for the development of the plot. As the plot develops, the pictures are arranged in a spiral, unwinding from the center clockwise. The teacher needs to ensure that destructive, inhumane ideas are not involved in the plot.
intermediate reflection
Did you like the resulting story? What worked, what didn't?
listen
Participants do the exercise
Perform the exercise, can help each other with difficulties, offering their own answers
Do the exercise, make up a story
Answer questions, analyze the result and their contribution to the common cause
Consolidation of educational material.
Goal for students:
Determine the primary level of skill development;
Learn to express your thoughts and feelings verbally
Goal for the teacher:
Using techniques to help increase the motivation of pupils to consolidate new material.
Methods of organizing work:
A training exercise of a communicative nature.
Forms of organization of work: steam room.
Criteria for achieving the goals and objectives of this stage of the lesson:
Successful completion of the exercise;
Satisfaction with the work done.
Methods of motivating the learning activity of students:
changing activities, creating conditions for the personal self-realization of pupils through the opportunity to express their own opinion on the issues under discussion.
Exercise “My associations” “Focus on your neighbor on the right (left). Remember all his good manifestations during our work, everything he said, did. Now decide which of the descriptions of nature, weather, seasons that you met in literature or invented by you corresponds to your impressions of this person. When everyone is ready, each of us, in turn, will tell his neighbor the description that has arisen in his mind.
This exercise allows each participant to receive personally oriented feedback, at the same time, the nature of the task is aimed at the development of associative mechanisms.
Split into pairs at random
Perform an exercise
Summing up the lessons. Reflection. DZ discussion.
Goal for students:
During the reflection, determine
the level of their own achievements and difficulties on the topic under study, to build their individual development trajectory on the topic under study.
Goal for the teacher:
- sum up the lesson by constructing a trajectory for further work on mastering a new topic for each student;
Creating a favorable psychological climate in the team
Reflection according to the "Sharing" method
How did you feel during the lesson?
Did you enjoy the activity? Was it helpful and why?
Farewell ritual.
The teacher asks to stand in a circle and hold hands. He says that everyone did a great job and offers to thank each other.
Participants take turns talking about the lesson, their well-being
Participants stand in a circle, join hands, take turns saying thank you to others.
Annex 1
The facilitator asks each participant to imagine their mood. The mood must be described: what color it is and what it looks like, etc. The exercise is performed in a circle. Then the participants are asked to draw their mood (performed in the "Training diary, session 1"). Then each participant passes his drawing to his neighbor. The task of the neighbor is to guess what mood is shown in the picture.
For further successful promotion, participants need to expand the concepts of "feelings" and "emotions", give them names and describe the features of their impact on a person.
Completion of the lesson. Reflection.
Questions:
5. Farewell. Ritual. D / task. Complete 1 step to Harmony - "I am successful and professional"
Lesson 2. The world of feelings and emotions
Preparation. Warm up. Say it, uncle.
The group is divided into three or four subgroups. Each subgroup receives the same set of questions from the trainer. Objective: Answer all the questions on the list as quickly and accurately as possible and give the answers to the trainer. The team determines the tactics of the game for itself: everything is done together, answers are sought in parallel in several areas, each is responsible for one of the questions. The coach should not suggest options for working on the task, it is enough to note that the players are free to choose the tactics of the game.
As a rule, the sheet handed over to the teams should contain the number of questions on the basis of: a question - one minute of the game. Giving 10 min. in order to find all the answers, the trainer must therefore prepare a list of 10 questions.
Sample questions:
1. The names of how many participants in the training begin with the letter "K" and contain the letter "k" in their full names?
2. How many windows are there in the hallway on the first floor of our building?
3. What is written on the front door of the room where the training takes place? How many chairs are there in this room?
4. Find out from Anna in which city she was born.
5. How many fluorescent lamps are there in the secretary's office?
6. Find out what is Dmitry Bilan's favorite dish? (you can give the name of any other singer, artist, a TV show about which was possible this week).
7. What is the name of the member of the training group who lives on Tayozhnaya Street?
8. How many pockets are there in the jacket Elena wears?
9. What is (any member's name) favorite joke?
10. How many rowan trees grow in the alley in front of the hotel?
Discussion. How did you feel when you received the assignment? Have your emotions and feelings changed by the end of the task? Yes? No? Why?
Introduction to the topic. K. Fopel's game "Rainbow".
During the game, participants are invited to use the colors of the rainbow so that their spirit becomes fresh and unclouded, free from everything unpleasant: from all worries, worries and joyless thoughts. To do this, they need to get up and start moving around the room. At the beginning of the movement, participants must imagine that the whole room is filled with red air.
The trainer leads the exercise according to the following instructions:
Look at this radiant red air that surrounds us and breathe in its freshness. If you like, you can even touch this wonderful red or smell its wonderful aroma. (15 seconds)
Keep moving around the room and now imagine that the whole room is filled with orange air. You can inhale this color, touch it... Don't you think that the orange air smells like oranges? (15 seconds)
Look, now the air around us has turned yellow! Enjoy the glowing yellow air. You seem to be basking in the sun! Breathe in this yellow radiance, touch it. (15 seconds)
The color of the air around us has changed. Now it emits green light. This is the color of spring leaves. We seem to have stepped into spring. Feel its wonderful freshness and aroma... (15 seconds)
Miracles are coming! The air suddenly began to play with all shades of blue. Touch the color of the bottomless morning sky! Enjoy the radiant blue! Spread your arms like wings and slowly soar through the blue space... (15 seconds)
Look, the air around us is gradually thickening, and its color from blue smoothly turns into blue. This is the color of the sea. You can't take your eyes off him!
The blue air seems denser, you want to push it apart with your hands, like water. (15 seconds)
And finally, the air in our room turned purple. Touch it with your hands and feel its depth. Breathe in the color of the evening coolness.,. (15 seconds)
And now imagine how you come out of the last color of the rainbow and see the light that now fills our room. Shake off the remnants of all the colors and feel how you feel them.
Now walk slowly and calmly to your seat.
Question: what color was nice? What color evoked unpleasant emotions and why?
Main part.
The participants of the game take turns saying what time of the year, natural phenomenon, weather is similar to their current mood. It’s better for an adult to start comparisons: “My mood is like a white fluffy cloud in a calm blue sky, and yours?” The exercise is carried out in a circle. The adult generalizes: what is the mood of the whole group today: sad, cheerful, funny, angry, etc. When interpreting the answers of the children, it should be taken into account that bad weather, cold, rain, gloomy skies, aggressive elements indicate emotional distress.
Stage. Reflective.
Compliments exercise.
Sitting in a circle, everyone joins hands, then, looking into the eyes of a neighbor, they say a few kind words to him, you can praise him for something. The recipient of the compliment nods his head and says, “Thank you, I really appreciate it!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle. The psychologist draws the children's attention to the fact that eye contact is important in this game.
This concludes our lesson, goodbye!
Lesson 26. Tails.
Goals
5. Development of the arbitrariness of mental processes.
materials
A screen for a fairy tale, characters from a fairy tale, colored pencils, worksheets for children, a poem by S.Ya. Marshak “About boys and girls”, a ring.
Stage. Organizational.
Greetings. Exercise "Our Helpers"
Psychologist: “Let's say hello, for this we rub our palm on the palm of a neighbor on the left. Then we will say hello with knees, shoulders, backs, feet, foreheads ... "
Stage. Motivational.
Introductory conversation
Today at the lesson we will get to know each other better and see that each of us is special. Well, let me take a look at you. Everyone has eyes, does everyone have two eyes? Everyone has a nose, everyone has a mouth, teeth, two pens, no one has three? Ahhh, kids, you're all the same.
The psychologist maintains an expressive pause at the word “the same”, giving the children the opportunity to recover and be indignant. When they were indignant: “We are different,” the psychologist says: “But where are you different? Here are the legs, here are the arms, here are the ears, etc. Ah, the hair is different? Is the character different? Okay, you convinced me, let's see how you differ from each other. Children, together with a psychologist, list how they differ from each other: character, appearance, habits, thoughts, inner world.
After the children shared their impressions that each of them is special, the preschoolers go to the forest school. They remember what fairy tale they listened to in the last lesson.
Stage. Practical.
Fairy tale "Tails".
Psychologist: “At the beginning of the lesson, I will tell and show you the continuation of our fairy tale ...”
Different animals studied at the Forest School: Squirrel, Hare, Wolf Cub, Fox Cub, Bear Cub, Mouse, Raccoon, Kitty and other animals and birds. The animals helped each other, because each did something better than the other: the Teddy bear was the strongest, so when it was necessary to lift or move something, they called him for help. Fox was the best at logic puzzles, and he helped others cope with mathematics. The squirrel was the best at wiping the board. All the animals were friendly, and although they had disputes, a truce quickly ensued. Each student tried to understand and accept the other as he is. By winter, some animals changed their coats. The squirrel also changed and could not stop admiring her new outfit, and especially her fluffy tail. At recess, the animals were playing leapfrog, and the Hare accidentally stepped on Squirrel's tail. There was a loud scream. The squirrel began to cry, and the Hare apologized in a trembling voice:
I accidentally, forgive me, please.
No, I won't! - Belochka answered with resentment.
But why? - the Hare was frightened.
Because you did it on purpose! Yes Yes. You... envy me. After all, you don’t have such a beautiful fluffy ponytail!
It's not true - shouted the Hare. - I'm not jealous, and I really like my ponytail.
But Squirrel and I have a better tail than you, Hare. Admit it! Fox intervened.
The hare does not need a long tail, - the Bear cub tried to convince everyone.
And you. Teddy bear, the tail also failed, - Squirrel and Fox shouted in one voice.
A real controversy ensued.
All animals protected only their tails. They shouted, trying to convince each other. But the bell rang for the lesson ... And the Teacher-Hedgehog entered. Looking at the students, Hedgehog noticed that there was some kind of conflict.
What's happened? - asked the Teacher. - What are you angry about and why did you move to other people's places?
I will not sit with the Hare, because he has a small tail, - said the Squirrel.
And I will not sit with the Wolf cub, because he offends my tail, - said the Bear cub.
So the tails quarreled you? - Ezh was surprised.
We are not friends with tailless! - shouted the Fox.
Ah, so, it means that from today the “tailed” and “tailless” study in the class? - slowly continued Hedgehog. - But only you wrong shared.
Why? - the animals were indignant.
You had to divide into large and small, into predators and herbivores, do not forget about the color of the coat, eyes and other differences. - The hedgehog carefully looked into each student's eyes. He saw there both shame, and resentment, and sadness. - And how many friends will you have after such a division? You will be alone. All the animals were silent.
The school day continued. There were lessons, changes. But the Squirrel was no longer playing with the Hare, and the Bear cub was no longer helping the “tailed ones”.
There were ridicule and insulting nicknames. Home tailed and tailless students went different ways.
The wolf cub left the school after all. He walked slowly, enjoying the sun, the warm wind, the smell of plants, flowers...
Halfway through the road, he heard a strange sound. Similar to barking dogs. The sound was approaching very quickly, and Wolf Cub saw the angry dogs. With all his might, he took off running. The dogs were rapidly approaching him. Their hot breath was already felt and the clang of teeth was heard. But the house is very close! The cub made the final push. He's saved! The wolf cub was still sitting with his eyes closed and heard how uninvited guests were moving away from his house. "Am I alive? thought Wolf. - Head, paws intact. What about the tail? Where is the tail? How can I be tailless? Sobbing, Wolf Cub was horrified to imagine how friends at school would laugh at him. "How to be? Who can I be friends with now? And with whom will I sit at a desk tomorrow? - with these thoughts, the Wolf cub fell asleep ...
At this point, you need to interrupt the fairy tale and give the children the opportunity to guess how it could end. No comments or ratings. And after the students express their opinion, the fairy tale can be continued.
Morning has come. The wolf cub was slowly approaching the school.
Come to us! - Called a friend Fox. I lowered my eyes. The wolf cub sat down with the "tailless" animals. There was silence in the class. "What about Wolf? Why is he acting so strange? - thought the students. "Did something happen to him?"
In complete silence, the Wolf cub told everything that had happened to him, shared his experiences and thoughts. The tailed and tailless beasts imagined these events with horror, and then rushed to hug their friend.
Are you alive! Alive! And you are with us! And everything else doesn't matter.
Is it really only such a misfortune that can prove to you that the most important thing in the world? the teacher asked the students.
We want all the students in the Forest School to play together again, study together, helping each other and supporting each other in difficult times, - Fox answered, and all the guys completely agreed with him.
I think it's up to you to make that wish come true! The Master smiled and said solemnly:
So be it!
“It's good that we are all so different, that there is something to learn from each other,” the animals thought, playing together and accepting everyone as they are.
2. Finger gymnastics(See Appendix 2)
Complex 2. Exercise "Massage of the ears", "Cross movements", "Shaking the head", "Horizontal eight", "Symmetrical drawings", "Bear swaying", "Twisting pose".
3. Exercise "Boys and Girls"(See Appendix 1)
Didactic material: S. Marshak's poem "About Boys and Girls", colored pencils, a form with a task.
The psychologist reads a poem to the children:
What are boys made of?
From snails, shells
And green frogs.
That's what boys are made of!
What are girls made of?
From sweets and cakes
And all kinds of sweets.
That's what girls are made of!
The psychologist invites children to dream up and draw girls and boys in the form of sweets, various toys, all kinds of objects.
After the drawings are completed, the psychologist examines them together with the guys, notes the best of them and the merits of each work.
Boys and girls give each other their work.
4. Exercise "Draw it!".(See Appendix 1)
Draw the missing details to the students of the Forest School.
Game "Five Names"
Two players, a boy and a girl (representatives of two teams), stand in front of two lines. On a signal, they must go forward (first one, then the other), taking five steps, and for each step without the slightest mistake, hesitation (without breaking the rhythm) say some name (boys - the names of girls, girls - the names of boys). At first glance, this is a simple task, in fact, it is not so easy to complete. The winner is the one who copes with this task or manages to name more names.
You can name five other words (by topic: animals, plants, household items, etc.). There are many such words, and not everyone will be able to pick up 5 words and pronounce them one after another without delay in the rhythm of the step.
6. Exercise "Houses".(See Appendix 1)
Remember all the animals, and who hid in which house. Then close the left side of the leaflet with your palm and connect each animal with its house on the right side.
7. Exercise "Graphic dictation".(See Appendix 1)
Draw a pattern by cells.
Stage. Reflective.
Vera Kostyuchenko
Didactic game "What does it look like?"
Tutorial topic:"What does it look like?"
Target group age: II junior group.
Purpose of the grant: development of imagination and creativity.
Objectives of the grant:
Development of logical thinking, creative abilities. Vocabulary expansion. Development of communication in communication with each other.
The algorithm for working with slides
Slide #1: Title page
Slide #2:
Hello guys.
A bunny came to visit us today.
He wants to play with us, dream up.
He thinks what is it? (Answers of children).
What objects are similar to a circle? (children's answers).
Slide #3: What is hidden behind the clouds? (Answers of children).
Slide #4: Does the ball look like a circle? (children's answers).
Slide #5: Does the TV look like a circle? (Children's answers).
Slide #6: Is the sun round? (children's answers).
Slide #7: Bunny has many friends. He loves to play with them
hide and seek. Guess the riddle:
"Soft Paws,
and scratches in the paws. (children's answers).
Slide #8: How does the cat talk? (Answers of children).
Slide #9: And another riddle:
"Wears a gray vest,
but the wings are black,
you see - twenty couples are circling,
and scream... (Answers of children).
Slide number 10: Let's all turn into a crow. How does a crow cry? (Answers of children).
Slide number 11: Guys, the bunny loves to draw. And you? (children's answers). What do you see? (children's answers).
What do clouds look like? (children's answers). How
many interesting things you have come up with!
slide number 12: Look what the artist turned the bunny into
clouds? (Kitty, chicken).
slide number 13: Bunny says to you: “Goodbye! Well done!
See you again."
DIY didactic games for preschoolers
Chernikova Natalya Valentinovna, educator of MBDOU d / s No. 24 "Polyanka" of the combined type, Kstovo, Nizhny Novgorod RegionThe process of making a didactic game:
1. Take plywood. Cut out 2 parts of a rectangular shape, connect with each other with the help of loops.
2. In the upper part of the didactic manual, cut out a window in the form of a hexagon, in which one sector of the first and second circles will be visible.
3. Insert 2 metal rods at the bottom of the guide.
Didactic game "Who lives where?"
Tasks: to consolidate the ability to distinguish between domestic and wild animals, to name them correctly, to know the habitat, the name of the dwelling; to develop fine motor skills of the fingersDidactic game "Who eats what?"
Tasks: to consolidate children's knowledge about the lifestyle of animals, about their nutrition;Didactic game "Moms and their cubs"
Tasks: exercise in correlating an adult animal and a cub, in the correct formation of the name of the cubs, using the suffixes -onok-, -enok-, -ata-, -yata-, -ok-; develop logical thinking, fine motor skills of fingers, vocabulary.Didactic game "Pick up the number of objects"
Tasks: form elementary mathematical representations, exercise to correlate the number and number of objects within 5; develop fine motor skills of fingers, attention.Didactic game "Color pictures"
Tasks: consolidate knowledge of colors; the ability to correlate the subject and color; improve the grammatical structure of speech; develop fine motor skills of fingers, attention.Didactic game "What does it look like"
Tasks: consolidate knowledge of geometric shapes; exercise in the use of the words "round", "square", "triangular"; develop fine motor skills of fingers, attention.