Bags began to flash on the screens TVs in the studios of various television programs, ordinary people began to think - is this design really comfortable for sitting? Soon everyone who was interested was convinced of the level of comfort of such a chair, but other questions arose - where to buy and how to fit this furniture V interior. Read more about this and how to create a bean bag chair with your own hands we'll talk Further.

Do-it-yourself bean bag: the advantages of frameless furniture

Incredible comfort . Loose filling allows the chair to take the shape of your body, no matter what position you are in. This significantly reduces the load on the spine and increases the efficiency of rest. The chair provides thermal insulation, retaining your body heat, which is equally important for back problems.

Absolute safety . The bean bag does not have sharp corners or edges, solid elements or small fittings, therefore suitable even for children's rooms. In addition, frameless furniture for children is made from environmentally friendly fabrics.

All-round practicality . Cleaning the room will not be difficult, because the light weight of the chair allows even a child to move it. It is easy to clean the chair itself from dirt by simply washing the removable cover.

Style neutrality . By choosing the right cover color and type of material, you can support the design of any interior. For children, they make charming soft chairs in the shape of animals, emoticons, balls, colors, with various applications. A denim bean bag chair decorated with a print will look great in a teenager's room. IN modern interiors usually use plain frameless chairs that match the main color scheme premises. Retro style or Scandinavian style can be complemented with a velor or fur chair.

Advice! WITHWhen making repairs, simply order or sew a new cover, and the chair will not disturb the design harmony of the room.

We sew a bean bag chair ourselves

First, let's prepare the materials and tools.

• Fabric for the inner cover. Choose inexpensive, durable fabric white– other colors may be visible through the outer cover.
• Fabric for external cover.
• 2 zippers.
• Filling – polystyrene foam in granules. Simply put, these are foam balls that are sold at a hardware store.

• Sewing machine.
• Graph paper for pattern.
• Pencil, chalk, ruler, pins.

Our chair will be pear-shaped, medium size for an adult. With a fabric width of 1.5 meters, a cut of 3.5 meters is needed for the inner cover, and 3.6 meters for the outer cover. The length of the zippers is 40 and 60 cm, respectively. You will need a quarter of a cubic meter of filler.

We make a pattern in accordance with the drawing, observing the dimensions. There will be 6 pear-shaped wedges, a small hexagon is the top of the chair, and the bottom should have an oval shape. The two bottom fragments shown on the pattern will be needed in duplicate. The oval is divided into 4 parts to save material when cutting.

Transfer the pattern onto the fabric for the inner cover using pins and chalk. Leaving a 1 cm seam allowance, we cut out all the details. We carry out similar operations with the second type of fabric.

A bean bag chair combines practicality, convenience, and beauty. It will fit into any modern interior and save space. The main thing is that anyone can make a bean bag chair with their own hands. You just need to stock up on time, patience and, of course, the necessary materials.

Bean bag chair: design features

DIY frameless furniture has a lot of advantages. She:

• ergonomic;
• looks great both in the living room and in the children's room;
• easily transported within the apartment;
• Easy to clean thanks to the removable cover;
• Even a novice handmade artist can do it.

Before starting a master class on the topic “How to sew a bean bag chair at home,” you should consider its design features.

The product consists of two parts: an upper cover and an inner one. The top one has a zipper, so it can be removed and cleaned if necessary. The lower cover is tightly sewn, filled 2/3 with polystyrene foam balls.

The balls are soft, elastic, and do not exceed 5 mm in diameter. They roll freely inside the case, taking on the shape of the human body. Thanks to this feature, it is very comfortable to sit in a bean bag chair.

When making a bean bag chair with your own hands, you can make it in the shape of a pear, a ball, a rectangle, etc. The most popular model of frameless chairs is the “pear”.

Making a pear chair at home

A master class on how to sew a beanbag chair yourself begins with preparing the materials. You will need:

• fabric for the outer cover (cut 1.5x3.5 m);
• fabric for the inner cover (choose any fabric that allows air to pass through well and has a smooth texture);
• 2 zippers: 100 cm for the outer cover, 30 cm for the inner one (if you decide to sew the inner cover tightly, you don’t have to buy a short zipper);
• filler for pear chair (foam balls);
• threads

Of the tools you will need to sew a bean bag chair with your own hands, prepare:

• sewing machine,
• graph paper for the pattern (if you are confident in your abilities, you can make patterns directly on the fabric),
• scissors,
• pencil,
• roulette

Stages of work

Step-by-step instruction for making a frameless pear chair:

1. A pattern of one wedge, the bottom and top of the future chair is drawn on graph paper.
2. Transfer the pattern onto the fabric. Please note that 2 sets of parts need to be made - for the inner and outer pear covers.
3. Cut, leaving a 1.5 cm seam allowance. For the outer cover you will get the following parts:

• 6 side wedges,
• 1 hexagon (base),
• 1 hexagon (with a smaller diameter - the top),
• 1 handle for carrying the bean bag.

For the inner case, cut out the same parts, except for the handle.

1. Using a zigzag sewing machine or overlock machine, finish the edges of the parts.
2. Take 2 side wedges, fold them face to face, stitch 15 cm at the top and bottom along the long side. The length of the seam is equal to the length of the zipper.
3. Make rivets at the end and beginning of the seams and sew in a zipper.
4. Take the next wedge and sew down the side seams. You need to stitch on the front side.
5. We sew a carrying handle. Fold the cut piece in half along the long side and sew it on the machine. Then we turn it inside out, iron it, and stitch it again.
6. We sew on the top and bottom parts of the bag, not forgetting to put a carrying handle between the parts.
7. The inner cover is sewn in the same way.

The master class on how to sew a bean bag chair does not end here. The most interesting part is ahead – filling the “pear” with balls.

How to easily fill a bag with balls: useful advice

The easiest way to place balls inside a bag and prevent them from scattering throughout the room is to use a regular plastic bottle. You should cut off the bottom and neck from it, making a kind of connecting tube. Insert one end of the tube into the inner cover of the chair and secure it with tape. Place the other end in a bag of polystyrene foam balls and also secure with tape. Check that there are no gaps left and the balls do not start to fall out. Slowly pour the filler through the connecting tube from the bag into the cover.

When all the balls are in the case, the master class on making a chair can be considered complete. Now all that remains is to zip up or sew up the inner cover, put the top cover on it, sit in the finished bean bag chair and relax.

Making a ball chair at home

In addition to the “pear”, a frameless chair in the shape of a ball will look interesting.

Sewing a ball chair is identical to sewing a pear chair. 2 covers are also made, the inner one is filled with balls.

1. You need to make a pattern of parts on graph paper and transfer it to the fabric.

To sew a chair, you have to cut out 12 or 20 parts (depending on the size you want to get). Leave 1.3 cm seam allowance on each side.

1. Treat the edges of fabric cuts to prevent fraying using an overlocker, zigzag stitch or piping.
2. We pin the processed parts with pins and only after that we begin to sew. This will prevent the pattern from shifting.
3. The zipper won’t fit on one side, so place it like a “snake” between the two parts.
4. Fill the lower case with balls, as in the previous example, put on the upper case.

Do-it-yourself frameless furniture will definitely become an original and useful piece of furniture. Both adults and children will enjoy relaxing in such a chair.

Due to the fact that the Ministry of Education switched to new standard teaching children in kindergartens, schools, colleges and universities, the teacher immediately faced several tasks. One of them is to raise an active, successful and talented student.

Our task is to explain to teachers what personal learning activities are in primary school and how they are formed. But for this it is necessary to understand the structure of universal actions. So, first things first.

What are the types of UUD (universal learning activities)

According to the new educational standard, it is customary to distinguish 4 types:

• Personal.
• Cognitive.
• Communicative.
• Regulatory.

What is the essence of personal actions?

Already from the name it becomes clear that personal learning activities in elementary school should be directed by students towards themselves. In other words, personal universal actions are needed so that children are able to correlate their actions and incidents with accepted cultural and ethical principles. In addition, they provide knowledge and assimilation of moral standards, as well as the child’s orientation in social roles and relationships in society.

A teacher should understand that personal educational standards according to the Federal State Educational Standard will never be formed if a child spends 40 minutes taking notes on a textbook paragraph in class.

Types of actions

If actions are applied to the educational process in the lesson, then today they should be divided into three types:

• Self-determination - thanks to this action, students seek their place in the world and society.
• Meaning making - students make connections between educational process and motive. In other words, during the lesson, the child must ask himself the question: “What is the meaning of this teaching for me?” In addition, he must also find the answer to this question.
• A moral and ethical guideline is necessary so that children can make personal decisions based on social values.

Groups of personal UUD

Teachers and methodologists jointly developed 2 groups of personal universal educational activities:

1. Personal UUDs are important because they reflect the child’s attitude to social values ​​in society.

The younger student must:

• Establish a connection and belonging not only to your people, but also to the state.
• Understand and respect the values ​​and cultures of other nationalities.
• Be interested in the culture of the people and the country in which he was born and lives.
• Be able to distinguish between the main moral and ethical norms and concepts.
• Identify actions and actions with moral standards; feel how he acted - “good” or “bad”.
• Understand and feel emotional condition those around you, and taking this into account, build a constructive dialogue with them.
• Analyze situations and events from a moral and ethical point of view.
• Explain your actions, show in situations such feelings as goodwill, attentiveness, trust, and so on.

2. Personal learning indicators reflect the child’s attitude towards the educational process.

The younger student must:

• Understand the speech of the teacher and classmates.
• Strive for the process of learning, that is, the child should be surprised and interested, show attention and want to learn as much as possible.
• Evaluate your actions.
• Be able to collaborate with classmates. In other words, accept the opponent’s opinion during a dispute or discussion, be patient and friendly, show confidence in the participant or interlocutor of a common cause, and also take into account the point of view of another person.

How personal UUDs are formed in elementary school

It should be noted that this process is lengthy. The teacher needs to be patient. But what needs to be done for this?

First, the teacher’s actions must be meaningful.

Secondly, a teacher, like a child, needs to develop internal motivation, that is, to move upward.

Thirdly, the task set by the teacher for the student must be understandable, but also internally pleasant to the child, this means that this matter will become significant for him.

Fourthly, there should be an atmosphere of success in the classroom.

Fifthly, not only the teacher, but also the neighbor at the desk should help the child.

Sixthly, the teacher should not skimp on praise and encouragement, because a competent teacher must have an assessment system in place that children should know.

Seventh, the teacher himself needs to learn to be a creator, so that every step he takes becomes a discovery for the child.

Now let's take a look practical advice for teachers on the formation of personal learning skills in the classroom.

Literary reading

The lesson should include work with literary works. And children need to follow the fate of the main characters throughout the text. In parallel with reading, students should compare the image of “I” with the heroes of the works they are reading. But that's not all. Interested readers should identify with the characters in the fairy tale or story. Children need to actively compare and contrast their positions, views and opinions. The teacher should help identify the moral content and moral significance of the characters’ actions. Educational component in the classroom literary reading should introduce children to the heroic past of the people and the country in which they live. Such familiarity should not be represented by watching a “dry” presentation. The presentation should be carried out in class in such a way that children feel feelings of concern and pride towards the citizens of the country. This way the development of universal actions will proceed smoothly.

For example: when studying the works of Boris Zakhoder, during the lesson, students compare the image of “I” with the heroes of the works, and also identify themselves with them in order to discuss different opinions and positions.

If in the calendar-thematic planning there is a lesson dedicated to fairy tales, then after studying them you can give the children a task: come up with a character and compose a fairy tale. At this stage of the lesson, the development of personal learning skills occurs. It consists in identifying the moral significance and morality in the actions of the character. As a result of this task, a collage entitled “Characters of New Fairy Tales” can be created. The main task of the teacher is to ensure that students are not afraid to creative stage to do not “as expected,” but as they see fit in accordance with moral standards.

The world

Many guys love this lesson, as they consider it one of the most interesting. It's hard to argue with that. Personal UDL in primary school during the lesson of the surrounding world are formed through the formation of a worldview, as well as the child’s life self-determination. In addition, in this lesson, children develop the basics of the near and distant past. But that's not all. During the lesson on the surrounding world, elementary school students develop competent and natural behavior. All this will become a reality, thanks to design work, for example: "Bird Life".

A few words about diagnostics

It is already established that every year children must undergo diagnostics of personal developmental disorders. In some schools, future first-graders are tested upon admission. This is necessary to do in order to understand how ready the child is for school, oriented in social roles, and how he interacts with others.

Remember that the diagnosis of personal UUDs proceeds as in the beginning school year, and at the end. Collections for determining the level of UUD formation have already been developed for each educational program. The teacher just needs to go to the nearest bookstore.

Conclusion

It is worth understanding that types of universal educational actions, in particular personal ones, will be formed more effectively if the teacher uses the following methods in his work:

• Problem-based learning.
• Group and paired forms of work in the lesson.
• Methods that are aimed at students’ independent activities.
• Methods of self-assessment and reflection.
• And others.

Today the request is made not just for a person, but for a Personality, which must have a whole set of qualities:

Independence in decision making and choice;

The ability to be responsible for your decisions;

The ability to bear responsibility for oneself and for loved ones;

Willingness to act in non-standard situations;

Possession of teaching techniques and readiness for constant retraining;

Possession of a set of competencies, both key and various areas knowledge, etc.

It is clear that the task is to grow over the years school studies a person with such qualities is extremely complex.

Achieving this goal becomes possible thanks to the formation of a learning learning system, mastery of which gives students the opportunity to independently successfully acquire new knowledge, skills and competencies based on the formation of the ability to learn.

So, what do universal learning activities provide?

The main types of UUD include:

Personal

Cognitive

Regulatory

Communication

Personal UUDs include:

Self-determination

Sensemaking

Moral and ethical standards

Regulatory UUDs include:

Goal setting

Planning

Forecasting

Control

Correction

Communicative UUDs include:

Interaction

Cooperation

Communication

Cognitive UUDs include:

General education UUD:

Performing a search necessary information for execution educational assignments using educational literature;

Use of symbolic means (graphs, models, diagrams, tables);

Conscious and voluntary construction of speech utterances in oral and written form;

Focus on a variety of ways to solve problems;

Structured knowledge

Logical learning activities:

Basics of semantic reading (the ability to isolate essential information from texts of various types)

Ability to analyze objects (identify essential features)

Ability to compare, seriate and classify according to specified criteria

Ability to establish cause and effect relationships

The ability to build reasoning, evidence, put forward hypotheses and their justification

Statement and solution of the problem:

Formulation of the problem

Creating ways to solve a problem

Solution

IN modern conditions The teacher’s task is to show the student the path to knowledge, to teach him to learn. Therefore, the priority direction of new educational standards Both primary and basic education is the task of forming not only subject theoretical knowledge, but also the formation of universal educational activities as one of the ways to improve the quality of education.

Modern educational technology in terms of implementation of the Federal State Educational Standard, ensuring the formation of cognitive universal actions

Technologies	Methods	Formed UUD
Problem-based learning	Creating a problematic situation	Cognitive: general educational cognitive actions, problem formulation and solution
Pedagogy of cooperation	Joint activity, heuristic conversation, collective conclusion, comparison	Cognitive: logical universal actions
Individual - differentiated approach	Multi-level tasks
Competently - oriented learning	Research, project activities	Cognitive: general educational cognitive actions, formulation and solution of problems, logical universal actions
Information and communication technologies	Introduction to new material on a PC, testing, presentation, interactive board	Cognitive: logical universal actions, general educational cognitive actions.

The formation and development of cognitive learning skills in the classroom occurs through various types of tasks. :

. "Find the Differences"

. "Search for the odd one out"

. "Labyrinths"

. "Chains"

Drawing up support diagrams

Work with different types tables

Diagram creation and recognition

Working with dictionaries

The result of the formation of cognitive learning tools will be the student’s ability to:

Identify the type of problems and ways to solve them;

Search for the necessary information needed to solve problems;

Distinguish between reasonable and unfounded judgments;

Justify the stages of solving an educational problem;

Analyze and transform information;

Carry out basic mental operations(analysis, synthesis, classification, comparison, analogy, etc.);

Establish cause-and-effect relationships;

Possess a general technique for solving problems;

Create and transform diagrams necessary to solve problems;

Select the most effective way to solve a problem based on specific conditions.

In elementary school, studying various items, the student, at the level of capabilities of his age, must master the methods of cognitive, creative activity, master communication and information skills, and be ready to continue education. Successful education in primary school is impossible without the formation of junior schoolchildren educational skills that make a significant contribution to the development of the student’s cognitive activity, since they are general educational skills, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process.

Measuring the level of UUD formation:

Performing specially designed diagnostic tasks (assessing the formation of a specific type of UUD)

Successful completion of training - practical problems through educational subjects

Successful completion of complex tasks on an interdisciplinary basis.

Report on MO "UUD" or "universal learning activities".

In our time - time information technologies and the rapid development of science and technology - a person has to constantly learn and relearn.

Changes that have occurred in the education system over the past last years, led to a rethinking of teaching methods and technologies. The main emphasis is on the development of communications, on children’s ability to establish contact to communicate with other people, the ability to analyze their actions and words, the development of their horizons to be able to interest an interlocutor or listener, as well as the development of logic for a competent and consistent presentation of thoughts. It is logical to call all these skills universal learning activities (ULA).

What is UUD, and what is their significance in education and upbringing? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, it is a set of ways of a child’s actions that allow him to independently acquire new knowledge and skills and organize this process. This definition gives us methodological literature. Nowadays, great importance is given to the development of UUD in pedagogy.

Functions of universal learning activities include:

Ensuring the child’s ability to independently carry out learning activities, put learning goals, search and use the necessary means and methods to achieve them, monitor and evaluate the process and results of activities;

Creating conditions for the harmonious development of personality and its self-realization based on readiness for continuing education; ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

The formation of UUD is possible not only in the classroom, but also during educational activities in the orphanage and in extracurricular activities. In the materials of the Federal State Educational Standard, the concept of “extracurricular activities” is considered as an integral part educational process, and is characterized as educational activities, carried out in forms other than the classroom-lesson system. To implement it, we use various shapes:

Excursions, clubs, sections, sports, conferences, debates, olympiads, competitions, competitions, search and scientific and other types.Games, competitions, excursions, etc. are not just collective entertainment, but the main way to achieve certain learning objectives. They must also have a motive, purpose and result. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

We can draw the following conclusion: UUD is not only a formulation of the results of education, but also the results of extracurricular activities. The child must develop and replenish not only his intellectual area, but also develop his abilities and readiness for cooperation, self-education, and self-development. This is inherent in extracurricular activities. All forms of extracurricular activities contribute to the development of a well-rounded personality.

The result of education is achieved systematically: first, it is the activity of the teacher, then, together with the students, society is involved in the work.

As a result of effective educational activities, we get a positive result - a comprehensively developed personality of the child, which is the goal of the development of educational attainment.

Universal learning activities can be grouped into four main blocks:

Regulatory universal educational activities (organization of skills) - organizing your affairs, solving problems. Ability to ORGANIZE your activities

Reflect the child’s ability to build educational cognitive activity, taking into account all its components (goal, motive, forecast, means, control, evaluation).

Cognitive universal learning activities (intellectual skills) - information processing

Ability to THINK effectively and work with INFORMATION in modern world

A system of ways to understand the world around us, build an independent process of search, research and a set of operations for processing, systematizing, summarizing and using the information received

independent identification and formulation of a cognitive goal;

search and selection of necessary information; application of information retrieval methods, including using computer tools:

ability to structure knowledge;

the ability to consciously and voluntarily construct a speech statement in oral and written form;

choice the most effective ways solving problems depending on specific conditions;

reflection on methods and conditions of action, control and evaluation of the process and results of activity;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

Statement and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

Communication universal actions (communication skills) - communicating with people Ability to COMMUNICATE and interact with people

Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and execute in a coordinated manner joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts, provide support to each other and effectively collaborate with both the teacher and peers;independent organization of speech activity in oral and written form.

Contents of UUDs formed in the process of intellectual games

Play is a powerful means of socializing a child, introducing him to the norms and values ​​of society. Play develops empathy and understanding in a child mental state another person, the ability for an emotional response, empathy. The game also develops reflection, the ability to look at oneself from the outside. Play for children is a source of new emotions, an opportunity to show their ability to think in front of peers in an informal setting, an opportunity to develop the ability to apply existing knowledge in new conditions, and obtain new interesting information. For a teacher, a game is also an opportunity to gain new knowledge, especially if this game is an original one. This is both a source of joy and satisfaction with the results of one’s work, a source of discovering new things in one’s students.

In our work we use different gaming technology, such as:

Competitions, role-playing games, debates, tournaments, etc.)

It is believed that Mind games are an important and successful means of forming universal educational actions. What UUDs do we develop during the game?

In the fieldpersonal UUD are formed:

Internal position of the student;

Personal motivation educational activities;

Orientation to moral standards and their implementation.

Cognitive UUD are formed through analysis of the situation, its assessment, construction of logical chains of reasoning, putting forward hypotheses, their justification and selection of a single version from the team;the ability to consciously and voluntarily construct a speech statement in oral and written forms; choosing the most effective ways to solve problems depending on specific conditions; reflection on the methods and conditions of action, control and evaluation of the process and results of activity; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts belonging to various genres; identification of primary and secondary information; through the formulation and formulation of a problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature

Communicative UUD are impossible without taking into account the position of team members, the distribution of roles within the team, the ability to listen and engage in dialogue, and participate in a collective discussion of an issue;integrate into a peer group and build productive interaction and cooperation with peers and adults.

Regulatory UUD manifest themselves in the ability to mobilize strength, intelligence and energy to overcome obstacles in the game, gather in a stressful situation, evaluate their actions after the game (“pupils’ awareness of what has already been learned and what still needs to be learned”). In the process of preparing for the game and during the game itself, such UUDs develop as goal setting, planning, distribution of roles, responsibilities, drawing up a plan and sequence of actions. Correction – making the necessary additions to the plan and method of action.

Of particular note is the development of information literacy in children in preparation for games. The most effective and widespread sources: subject encyclopedias, dictionaries and reference books, Internet tools.

Example lesson:

LESSON SUMMARY "DID YOU KNOW?.."

Full name of teacher: _____________________________________________________________________________

Full title OU:Municipal government educational institution for orphans and children left without parental care____

Subject (form of lesson ): intellectual and practical lesson for students in grades 3-5

Topic of the lesson (classes) ): "Did you know?.."

Purpose of the lesson: developing interest in new knowledge

Tasks: - Activate cognitive activity;

Contribute to broadening the horizons of pupils;

- To develop the ability to analyze objects in order to identify features (essential and non-essential);

Develop communication skills;

Develop attentiveness and observation;

- Develop skills to work in a group;

Develop logical thinking;

- Introduce practical skills needed in life.

Date of the lesson (classes) ):

Formation of UUD:

Personal actions: To form internal motivation, to find ways to solve assigned problems, to form a sense of purpose, a desire to improve, to realize oneself, to achieve success in life.

Regulatory Actions: Determine the goal of the activity, the plan for completing tasks, learn to adjust the completion of the task in accordance with the plan, evaluate your task, correct the emotional-volitional sphere.

Cognitive actions: Be able to extract information presented in the form of text, illustrations, be able to pose a problem and solve it.

Communication actions: Be able to work in a group, negotiate with each other, participate in dialogue, collective discussion, listen and understand others, give reasons for your opinion.

Equipment: laptop, screen (TV), 2 mirrors, plastic bottle for each child, camera, iron, ironing board, glass jar, awl, magnifying glass.

Lesson stages,

time

Universal learning activities

Activities of a teacher

Pupils' activities

Methods and techniques

1. Motivational stage

(2 minutes)

Regulatory UUD: organize your own workplace.

Greets the children and begins the lesson by asking the question, “Do you want to know something interesting?”

Students are getting ready

work in a calm, creative atmosphere. Children listen

teachers, reflect on the topic,

answer.

conversation

2. Stage

updating

knowledge

(5 minutes)

Personal UUD: analyze your feelings, fantasize.

Communication UUD: participate in dialogue; express your point of view; express your thoughts in oral speech.

Regulatory UUD:

determine the purpose of the activity.

Cognitive UUD:

determine the circle of your ignorance; draw your own conclusions;building a logical chain of answers and questions;process new information.

Announces the topic of the lesson

"Did you know?.."Then I suggest you meet one today interesting property ice cream

He asks to bring a box of ice cream. They open the box, and instead of ice cream there are different things - three eggs, two mirrors, a magnifying glass, an apple, salt, two blank sheets,USB-carrier with voice recording.Something terrible happened. Someone stole the ice cream.

The teacher invites children to familiarize themselves with the information contained onUSB-carrier.

Children try to determine what these things are for.

Pupils listen to the recording onUSB-the carrier, reflect, offer solutions.Trying to solve a problem in a known way. Fix the problem.

creating a problematic situation

discussion

3. Discovery stage

new knowledge

(30 min)

Regulatory UUD: determine the purpose of the activity; task execution plan;

assessment as the identification and awareness of what has already been mastered and what still needs to be mastered, awareness of the quality and level of mastery; volitional self-regulation as the ability to mobilize strength and energy.

Cognitive UUD: perform work, analyze, control and evaluate the result; the ability to consciously construct a speech utterance in oral form.

Communication UUD: build reasoning that is understandable to the interlocutor, the ability to listen and engage in dialogue; proactive cooperation in searching and collecting information.

Personal UUD:

ability to interact with peers in a group according to norms; development of cognitive interests, educational motives.

The teacher reads outfirst exercise. You need to determine whether an egg is boiled or raw.

Asking questions.

The teacher talks about how to determine whether an egg is boiled or raw and asks the children to explain the reason for this behavior of the egg.

The teacher guides the children to solve the given question with the help of experience.

The teacher voicessecond exercise.

Where is it better to swim - in the sea or in the river?

Asking questions.

Talks about the differences in water in seas and rivers.

Offers to conduct an experiment. (put the egg in fresh water, it lies at the bottom. Gradually add salt and stir, the more salt you add, the faster the egg floats)

The teacher voicesthird exercise.

You need to use two mirrors to make three apples out of one.

Asking questions.

Invites children to find a practical solution to the problem.

The teacher voicesfourth exercise.

Determine what is shown on the sheet.

The teacher explains that the fingerprint of the capillary lines is left on the piece of paper.

Children are informed that the capillary print is individual and are asked to compare their fingerprints.

The children's photographed fingers are displayed on the screen, and they are asked to determine whose finger is where.

The teacher focuses the children’s attention on the fact that after the previous task their hands are dirty and suggests making a washbasin from a plastic bottle.

The teacher voicesfifth exercise.

The teacher explains how you can write an “invisible letter” using milk or lemon juice and how to read it later.

Children are invited to draw their own picture using “invisible ink”.

The teacher explains that in order to read, the text needs to dry. Invites you to come back and read what everyone wrote after 2-3 hours.

Children listen to the task.

Answer questions, offer their options, reflect.

Pupils carefully monitor the teacher’s actions.

They conduct an experiment and determine which egg is boiled and which is raw.

The children are listening.

They answer (offer possible answers and give arguments).

Pupils together with the teacher conduct an experiment.

Children observe, discuss and draw conclusions.

They are trying to find a solution to the problem.

They get involved in the experiment process (take mirrors, an apple and try to complete the task), and are happy when they succeed in completing the task.

Pupils collectively discuss the task, compare, try to determine what kind of image it might be on a piece of paper and what it looks like. There is a discussion between the children.

Children listen and examine the capillary lines on their fingers with a magnifying glass.

Children study, compare and determine whose finger is shown in the photograph.

Children listen, remember the sequence of operations, and do the work of making a washbasin.

Pupils look at the sheet, hold it up to the light, and try to see what is written. They cannot complete the task, so they turn to the teacher for help.

Children, under the supervision of an adult, complete the task and see what is written there (the place where the ice cream is hidden is indicated). The students found ice cream.

Each student was given a blank sheet. Children write a phrase on a piece of paper.

reproductive,

verbal, partially search,

discussion

practical work, experiments

4. Reflection

(8 min)

Cognitive UUD:

perform logical operations: compare, synthesize; control and evaluation of performance results; identifying and formulating a cognitive goal; development of cognitive interests, educational motives.

Personal UUD: respect for yourself as a person.

Before we end this lesson, I would like to ask you:« What surprised youwhich task was the most interesting,What else would you like to know about?

After this, the children are allowed to eat what they found and the last recording is turned on, which reveals who it was.Ice cream thief.

Formulate the final result of their work in class. The children say what they learned today and thank each other and the teacher. They suggest that they also be shown interesting experiments.

Children expose the teacher.

testing, assessment of knowledge and skills acquired in class, method of consolidation