KinderMBa Teachers
My first project
pre-school (5-8 lessons)
Lesson 05
Topic 5. How to ask right questions
Lesson objectives
Lesson objectives
Goal: to teach how to ask questions and create a survey.
- tell about the types of questions;
- train to formulate and ask questions;
- train to come up with questions for the survey.
At the end of the lesson, students will:
- know different types of questions;
- be able to compose questions;
- be able to conduct a survey.
Task 1. Greeting
Teacher: Hello guys! How was your week, what was the most interesting thing? (it is necessary for each child to answer, you can bring a toy to the lesson and pass it around).
It is important to ask about homework, if the students has taught the parents
to determine the target audience, what their moms said about the design of the bag.

It is also necessary to start each lesson with the repetition of previous lesson material.

Teacher: Last lesson we were talking about target audience, what is this? We ask what a CA is. Then we play the game.
Students make a circle, the teacher picks up a subject, students try to guess it's target audience, then another student picks up a subject and choses a student who should guess the target audience of the subject, and so on each student should both pick up a subject and guess it.

It is important to start each lesson with a ritual that shows that the lesson has begun, allows you to concentrate your attention, focus.
We suggest the following option: The participants stand in a circle, holding hands. Teacher says that each of us came with a different mood, we all need to unite and tune in to the lesson. The teacher asks everyone to close their eyes and transmits the impulse (shake hands in both directions). The impulse received from the right or left must pass it to the next one in the chain. The game is over when the teacher receives the signal transmitted by him/her.
Task 2. Introduction to the topic
Teacher: guys, I have something in my black bag ( hand/ behind the back), try to guess what I have there. You can ask me any question.
After solving the puzzle, the teacher summarizes, notes which of the children asked the most questions. Children in notebooks draw a hidden object.
Analysis of the exercise:
— Is it easy for you to come up with right questions to guess the object as fast as possible?
— Why are the questions so important?
— Who in our class asks the most questions?
Important! The teacher explains that questions are like keys to doors, behind which something unknown opens to our eyes. Each key opens a certain door. There are many of these keys. Today we will make a lot of questions so that we can open as many doors in life as possible.
Task 3. The game "Questioner"
Teacher: And now we are going to play a game. I will show you pictures, and you can ask me about everything; what is not clear in the picture, what you want to know about this picture or about it's characters. It can be agreed that if the teacher can not answer all the children's questions, then the students win, if the teacher answers all the students' questions, he/she wins. Usually children accept this condition with pleasure, and the teacher gets the opportunity to significantly increase the child's desire to answer the "difficult" question (after all, even an adult cannot answer it!).
Recommendations for the teacher: For small groups we recommend two pictures, for large groups - one.
After children have asked all the questions they could, it is useful to ask them to make a short story based on the given picture and pay attention to what questions students gave answers to in their stories, and which they did not.
Those questions that remain unresolved, try to address the child, for example, "It seems to me that someone set a trap for the wolf. What do you think, why was the wolf's tail pinched? How could this happen?"
The pictures are taken from the book "Stories in Pictures" by N. Radlov.
Pay attention to how versatile children is in exploring the situation. If a child asks the same type of questions, ask him/her about something using other types questions (What? When? How is it related? Does it affect? Maybe it is ...? Etc.). This will help them overcome the tendency to stereotyping, and to investigate the situation more deeply. It is also useful to clarify the meaning of fuzzy questions, to help a child to formulate the question more accurately, to find a more adequate form of its expression.

Teacher: Guys, have you noticed that the questions are different? Children answer.
The teacher asks "What's the difference"?
It is important to lead children to the fact that there are open and closed questions.
We need closed questions to quickly get an answer, most often we answer them yes-no-I don't know, or just a one-word answer:
- "Did you have lunch today?"
- "Yes/no/I did/I did not."
And then there are open questions. They are needed to get a detailed answer.
They usually start with the word - When? Where? Why? How? We need them to get a lot of information from a person. For example, if we ask the question "What did you eat for lunch today?" A person can compose a whole story for us about his lunch.

Warm-up. Teacher asks a question, if it is closed children must jump, if it is open children must sit down. You can also make a baton of questions, divide the children into teams. One team comes up with open-ended questions, the other comes up with closed ones. Children run to the teacher and ask questions. Pass the baton to the next one. Then the teams change the type of questions.
Task 4. A servey
Teacher: We need questions to collect a lot of information from different
people. This is called a survey. We will conduct a survey now. Let's pretend that we are detectives and we need to research our classmates to find out what interesting facts they are hiding. You have a questionnaire with you in the student books. Let's open it. You need to ask and answer these questions in pairs.

Teacher reads aloud the items of the questionnaire. If you find a person, who answers "yes" on your question, you need to put a tick in front of the question. The more people you find for each item, the better. Try to interview everyone in the group.
At the end, we summarize the answers, count how many checkmarks for each item students managed to gather.
Task 5. Survey for the project
Teacher: Guys, do you think we need a survey for our project? How can it
help us?
Teacher summarizes the children's answers: the survey is needed to find out whether your product is needed by consumers, i.e. whether it will be in demand. And, secondly, how consumers would like to see your product. (Further, the teacher gives examples of what questions might be related to specific characteristics of the product. For example, if children want to organize a cinema, then it makes sense to find out if other children need to go to this cinema and what films they want to watch. If the consumer wants to watch cartoons, and there is shown a documentary film, then he will not go to the cinema. Then the specific characteristics, in this case the types of films shown, will need to be changed). But the point of conducting a survey is not only to determine consumer preferences, but to revise your product prototype if necessary. (Once again, an example is given that the assortment / list of services may need to be adjusted based on the survey results).
Teacher: What questions will we use in the survey? Open or closed? Why?
Children sit down in teams, come up with questions for a survey. At that time
the teacher draws a table on the board, where he marks all the teams.
After 5-7 minutes, the teacher asks one question from each team and writes it down in the table. You can hold a competition, who will come up with more questions.
For the next lesson, the teacher brings the corrected questionnaires for the teams. Each team needs 4-5 questions. According to the following format. Each cell contains a question, a small picture about the question and a place for the checkboxes. For example, the question - do you have a cat at home? - a picture of a cat.
Task 6. Summing up
Be sure to summarize the results with students in the end of each lesson: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Farewell ritual. Obvious inscription
Objectives: This game can be a great end of the school day. The game gives you the opportunity to make contact to each child. It can also be used well when changing activities, for example, when you divide the class into small groups. It awakens curiosity in children and at the same time gives them an experience of success. In addition, when you (with your finger or "magic wand") write on the child's palm (for younger children) or on the back (for older children) individual letters, numbers, short words or draw geometric shapes, you improve their sensory perception.
Instruction: Before you go home, I want to give each of you a letter. I will choose a letter from your name and draw it on your palm (on your back). You will have to tell me which letter I have invisibly drawn for you. Each of you in turn must come up to me so that I can say goodbye to everyone in this way.
Play Yes-No at home with your parents. Hide an object in your hand and ask to guess with the help of questions what you have.
Lesson 06
Topic 6. Conducting a survey
Lesson objectives
Goal: Analyzing surveys, practicing in public speaking.

- to tell about how to sum up the results of the survey;
- to practice in public speaking.

At the end of the lesson, students will:
- be able to process survey results;
- be able to talk about your project.
Task 1. Greeting
Using a microphone in the game will help you start the class in an unconventional, special way that reinforces children's self-esteem and class unity. Each child gets the opportunity to greet the classmates and tell what makes him/her happy today, what he/she wants to do, what his/her mood is. This is an extremely effective ritual, it awakens children's interest, stimulates their willingness to listen to each other and, most importantly, gives them the opportunity to feel in the center of everyone's attention.
Materials: A microphone (old, toy, or custom made).
Instructions: Good morning everyone! Please sit in a circle. Today I brought you a microphone. Each of you in turn will be able to say something into this microphone, and the rest will need to listen to it calmly. Whoever holds the microphone can say to all of us, "Good morning!" and tells what he/she is happy about today. You can also tell us what your mood is this today.

It may happen that some of the children do not want to say anything. Don't insist. When you perform this ritual for the first time, start speaking in the microphone first, and then pass it on to a child. The microphone can be used in a variety of situations: when one of the children gives instructions to the class, sings a song, or tells something funny or interesting.

Checking the homework:
It is important to ask about homework, whether the children played with their parents in Yes and No game. Clarify what questions the parents asked - open or closed.
It is also necessary to begin each lesson with a repetition of what has been covered in the previous lesson.
Invite the children to review what they have learned by playing Yes and No game and play the game in the class together.

Guess what happened:
The goal of the players is to guess and retell what happened. To do this, you need to ask questions to the presenter. In this case, the moderator can only answer the questions "Yes", "No" or "It does not matter / I do not know / Specify the question."
It is important after each round to focus the children on what they have already learned from the questions. Which questions lead to the result, which do not provide information.
  • Everyone knows that there is a way to put a ship model in a bottle. But how to put a ripe pear in a bottle without damaging the pear and the bottle?
Answer: The pear is grown in a bottle that is tied to a branch shortly after the fruit is set.
  • Bill hid the treasure, but when he wanted to find it, he could not.
Answer: Bill buried the treasure when he was 8 years old. He wrote a note saying how many steps he must take to find his treasure. But now he has grown, his stride has become much longer, so he could not find the treasure.
  • A man lies in bed trying to fall asleep. He picks up the phone and makes a call. He waits for a while and hangs up without waiting for an answer. And he falls asleep calmly.
Answer: The man's neighbor was snoring, and he decided to wake him up by calling on the phone. As soon as the snoring stopped, the man hung up and fell asleep.
Task 2. Conducting a survey and calculating the results
Teacher: Guys, what can you use a microphone for?
Teacher leads students to interview with the microphone. We recall how we conducted interviews in the last lesson.
Teacher: Guys, last lesson we have prepared questions for the survey. I have prepared special questionnaires for you. And now we will be interviewing each other to find out the attitude of other people to your project.

Teacher explains in detail how to fill out the questionnaire:
For a demonstration a child comes to the microphone and asks each classmate a question and writes down the answers. If the answer is yes puts the tick in the option "yes", if not in the field "no".

Teacher: Please paste your survey questionnaires into your student books. Count how many answers has each question. How many answers did you get in total? Write it down.
Task 3. Tongue twisters
Teacher: We also need a microphone to perform on stage. In the end of the course we will present our project and tell people about it at a conference.
Therefore, we will start training.
The microphone does not like it when we speak very badly, as if we have porridge in our mouth and we are trying to live it out and say something (the teacher demonstrates an example of bad speech). Tongue twisters will come to our aid.
Next, the teacher conducts a series of exercises with the children. At the beginning, it is better to say a few tongue twisters with students, just practice. And then arrange different competitions. We show pictures and ask children to voice them.


The presenter chooses the most difficult one from among the tongue twisters and pronounces it aloud slowly and clearly. Then, addressing the players, he asks: who undertakes to read it faster? One of those who wish is given the opportunity to do it. Following this, it turns out who can read the tongue twister even faster. Those who play one after another replace each other, competing in the speed and correct pronunciation of the tongue twister. The winner is the one who, without stumbling reads the tongue twister faster than anyone else.

Broken Phone
The game "Broken Phone". To the first player in a row, the presenter says a tongue twister in his ear. At the signal from the leader, the player who received the "information" begins to transmit it in a whisper to the player standing (sitting) next to him. And so - along the chain. The last player, having received the "telephone message", must take a step forward (stand up) and pronounce the tongue twister quickly, clearly and loudly.
You can make a team competition:
The presenter says a tongue twister to the first two players in a row. (The tongue twisters should be the same in complexity.)
At the signal from the leader, the players who received the "information" begin to transmit it in a whisper to the player who is standing (sitting) nearby. And so - along the chain. The last player, having received the "telephone message", must take a step forward (stand up) and pronounce the tongue twister quickly, clearly and loudly. The team that transmits the tongue twister along the chain in a shorter time and reproduces it most accurately wins.

Obstacles with a tongue twister
There should be organised a route with obstacles that must be stepped over. Obstacles can be cubes, a rope not tied too high to chairs, small-diameter hoops, etc.
The participants in the game are divided into two teams. A short tongue twister is selected.
At the signal from the leader, the first player of the team begins to move. Before overcoming the obstacle, he must say a tongue twister. Having overcome the entire route, he runs to his team and stands at its end. The next player starts to move. The total time of the team's movement is recorded. Then another team enters the route. Its players are offered a different tongue twister.
The tongue twisters should be approximately the same in complexity. The team that completes the route in a shorter time wins.

  • Tommy tossed his twelfth tooth when it turned two times.
  • Six quick hicks named Nick licked a brick.
  • Nick kicked a slick brick at Rick, but the slick brick hit Nick.
  • She shrieked at Shirley surprised by shells of selfish shellfish.
  • The raging ram runs 'round rugged Ricky to hit Mickey.
  • Mister Matt mastered math matters, or maybe math that matters mastered Mister Matt?
  • Which wishful witch whisked west while whittling wistful whisks?
  • Pad kid poured curd pulled cod.
  • Six sick hicks nick six slick bricks with picks and sticks.
  • Send toast to ten tense stout saints' ten tall tents.
  • The sixth sheik's sixth sheep is sick.
  • I slit the sheet, the sheet I slit, and on the slitted sheet I sit.
  • Give papa a cup of proper coffee in a copper coffee cup.
  • Denise sees the fleece, Denise sees the fleas. At least Denise could sneeze
    and feed and freeze the fleas.
Task 4. Intonation
Teacher: I want to read you a poem.
It is necessary to read it as much as possible without expression, intonation and bad pronunciation.

Old Mother Hubbard

Old Mother Hubbard
Went to the cupboard,
To give the poor dog a bone;
When she came there
The cupboard was bare,
And so the poor dog had none.

Then we ask children how best to read it, what should be done. The teacher says that in addition to good speech, we also need to color our words, different emotions help us to do this, for example, when we tell and smile, everyone becomes good and pleasant to listen to us.

Exercise "Three faces"
Instruction: I will show you three facial expressions now. That being said, I want you to imitate me.
I'll show you a sad face first. Think about what a sad person looks like. A
now let each of you make a sad face. What are the best hand gestures for us to express sadness? How can we say hello sadly?
Now I will show you a angry face. Have you all imagined what it looks like? Let's all
let us narrow our eyebrows, grin our teeth and clench our fists ... But let's say hello to you.
The third person is happy. To do this, let's all smile broadly and hold our hand to our heart ...
Do you understand what these three faces look like? Let's try again: sad, angry and happy ...

Now pair up and stand back to back with your partner. Let's repeat all three facial expressions again. Let's do everything in turn a sad face, fierce, and then happy ... Now you will choose one of three faces. When I now count to three, you will need to quickly turn to your partner and show him your chosen facial expression. The challenge is to show the same face as your partner without prior agreement. Ready? One, two, three ... Show your face to your partner. Which couple chose the same face?

Give the children the opportunity to practice a little more themselves. Then combine the pairs into fours. Each couple in the four should agree in a whisper what kind of facial expression she wants to show to the other couple. Then the couples stand with their backs to each other, and you give the command again. Increase the number of people in the group until the whole class is split into two large teams.
If you are playing this game with older children, you can complement the suggested facial expressions with appropriate sounds and gestures. This gives children more freedom in the game and makes it even more fun.
Task 5. Practice performances
Each student draws his/her project on a paper sheet, we hang these drawings in the classroom. And then each of them briefly tells about their project according to the drawing. The teacher and the rest of the guys ask questions. Here we are not acting as a team, as everyone should present the ideas by themselves.
Task 6. Farewell
Be sure to summarize the results with stuents after each lesson. Teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Choose a few tongue twisters and train them every day. Tell your parents about your project in 3 minutes.
Lesson 07
Topic 7 "Resources and prototype"
Lesson objectives
Goal: to create a prototype.
- get to know what resources are needed for;
- to teach how to create prototypes of the project.
At the end of the lesson, students will:
- make a list of resources for the project;
- create a prototype of the project.
Task 1. Greetings
Goals: This simple game develops the children's observation skills and also provides the whole class with a great opportunity to come to rest and concentration. Do this exercise two or three times.
Materials: One small item (a small toy)
Instruction: I hid in the class (name the object) that you need to find. You can walk everywhere and look in all corners. There is no need to look for it by touch, open cabinets and desks, as it lies in a conspicuous place.
Anyone who finds (name the object) must keep his discovery a secret, not giving himself away with laughter or hints. He just has to sit in his seat and silently watch as the others continue their search. Whoever finds the thimble first hides it next time.
Exercise analysis:
- Did you find the item quickly?
- Did all the students follow the rules?
- Are you an observant person?
- How did you find the item?

It is important to ask about homework, whether the children practiced in tongue twisters, ask them to present their new skill. Clarify whether your student made a small presentation of their project in front of the parents.
It is also necessary to begin each lesson with a repetition of what has been covered in the previous lesson.
Review which steps in the project you have already gone through, draw a line on the board and mark with the class what you have already done.
Teacher: Guys, what do you think we will do next, what else do we need?
Task 2. Introduction to the topic
Watching the video below.
Ask your students: what the characters were doing? What did they need for
creating their culinary masterpiece? What would happen if some ingredient is not
turned out to be in the kitchen, for example, beef? What can be done in such a situation?
Teacher: After we have come up with an idea, we need to make a list of
resources required to create our project. For example, in order to
to open a cinema, you need a screen, a projector, seats, a catalog of films, etc. For
construction of a building requires building materials, equipment, labor of workers. Today we will think about what we need for our projects, and we will create how they will look.

Game "What does it consist of?"
We represent any object and name its components
For example: an electric kettle (spout, lid, button, heater, light bulb, wire, stand, etc.). We disassemble a tree, a car, a house.
Game goals:
- Look at the root. Here children learn to look not superficially at a thing as a whole, but as a system. So that the child understands that objects themselves do not appear and consist of many details.
- Find relationships. Many of the surrounding objects are useful only in interaction with other things. The child gets acquainted with the concept of "subsystem" - the constituent parts. The kettle will not work just like that, you need to plug it into the outlet to do this, you need voltage in the outlet, etc.
- Mindfulness. We often do not pay attention to the little things that are familiar to our eyes. We begin to delve into something only in the event of a breakdown. But even then difficulties arise, because, having forgotten about one important detail, we are looking for the cause of the breakdown in the wrong place.
Task 3. Kitchen
Teacher: Now let's open your student books and try to make a list of resources so that we could make a tasty soup.
Task from the student book: Mom decided to cook Chicken Soup. Choose suitable
ingredient stickers and place them on your kitchen table. Think about what does the soup consist of and draw the ingredients.

Warm-up: Wake up the spirit
Objectives: This ritual will help children cheer up and focus. Moreover, it enhances the sense of community.
Instructions: Stand in a wide circle and, without bending your knees, reach your toes with your hands. I will count from one to ten. For each count, you will raise your hands, as it were, a notch higher. Thus, on the count of ten, your hands will be raised up towards the sky. At first, standing with your arms down and touching your feet may feel tired. But the higher your hands are raised, the more cheerful your spirit will become. Please pay attention to the position of your hands on this or that account. Ready? Let's start! (Practice this exercise with the children, counting loudly and slowly from 1 to 10.)
Now let's see if you were able to notice where your hands were on this or that account. I will call the number, and you raise your hands to the appropriate position.
Suggest two or three hand positions as examples until you get the impression that all the children understand what is required of them. Most likely, you will no longer need to perform movements with them. Then the children themselves will be able to take on the role of the leader, while the leaders will have to perform the movements together with everyone.
Task 4. Islands
Teacher: Mary and Alex are siblings. They haven't seen each other for a long time, because they live on different islands. Come up with a solution that would help the siblings meet, and draw it. What resources will they need? Write them down.

Children present each of their solutions and tell what resources will be useful to them for this.
Task 5. The company "airplane"
Instruction: divide students into teams. Each team needs to develop a new aircraft model and present it at the exhibition. Each team has its own starting capital - 50 airplanes.

First stage: selection of resources. Children confer in a team about what they need to create such an airplane.
Second stage: purchase. Children buy the materials they need in your store. In your store you have:
Paper: 4 aerocoins per sheet.
Felt-tip pens: 5 aerocoins per piece.
Scissors: 10 aerocoins.
Glue: 20 aerocoins.
Prepare game money in advance.
Stage three: prototyping. Children develop models of paper airplanes for 10-15 minutes. Children can buy additional resources during this stage, if
they have money left.
Stage four: grand launch. All the children are on the same line and launch their planes.
Fifth stage: group discussion of the results. It is necessary to highlight the best in each plane. Emphasize that someone had a better design, someone had an idea, range, etc. We do not arrange any competitions, there are no winners.
Ask questions:
How did you allocate resources?
Did you have enough money?
Have you all bought what you need?
Task 6. Resources and prototyping
Teacher: now we will need to draw how our projects will look and what resources we will need. Children draw their projects and essential resources. When students are finished, you can make prototypes together.
Teacher: let's try to make a model of our project for you, let's see how it will look. We give children plasticine, paper, straws. They create prototypes of their project. I must say to children that a prototype is how the project will look like. We can have a lot of project pictures in our head, but we need to choose the best one.
At the end, each team will present what they have done. Each lesson we end with the children talking about their projects.
Task 7. Farewell
Be sure to summarize the results with your students after each lesson. The teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Teach your parents to play a game of WHAT DOES IT CONSIST OF?
Lesson 08
Topic 7 "Storytelling"
Lesson objectives
Goal: to teach cooperation in creativity.
- show the benefits of teamwork;
- teach to create stories together.
At the end of the lesson, students will:
- know what storytelling is;
- be able to create stories in a team.
Task 1. Greetings
Friend to friend
Objectives: This exercise allows children to connect and interact with each other, and is a quick refreshing warm-up during break or rest. In this game, children can feel their whole body. In addition, for young children, this exercise helps them learn to more accurately identify different parts of the body.
Instruction: Now you will play one very interesting game, during which everything needs to be done very, very quickly. You will show me how carefully you listen to me and how quickly you can do what I tell you.
Now you have exactly five seconds to choose your partner and quickly, quickly
shake his hand ... And now I will tell you which body parts you need
very quickly "say hello" to each other:
- right hand to right hand
- toe to toe
- back to back.
Well, well, you were able to do that quickly. Now, please remember the following. Every time I shout, "Friend to friend!", You will need to quickly find a new partner and shake his hand. And after that I will be again name the parts of the body with which you will have to touch each other.
So: "Friend to friend! Ear to ear!"
- thigh to thigh!
- heel to heel!
Have the children swap five or six partners. Each time, name the new body parts through which the children should come into contact with each other.
Exercise analysis:
- Did you like the game?
- Was it easy for you to act so quickly?
Task 2. Introduction to the topic
Teacher: guys, please listen to two stories.

The first time we read a text about Disneyland from Wikipedia. The second story, you have to write yourself. Tell the children how you were at Disneyland, describe how enchanting you rolled down slides and attractions (remember how you went to any amusement park), how you tasted the most delicious hot chocolate in the world, how you admired the princess castle, etc.
The first story is boring, and the second should be exciting. Apply all your acting talent.
Finally, you need to ask the children which story they liked the most and why. It is important with children to conclude that when you tell and share your stories to people it is much more interesting than when you just read some information from the page. We ask what story should be that would please other people. Today you and I will learn to make stories.

Story 1.

Disneyland Paris (read Disneyland; until 1994 Euro-Disneyland; until 2009 Disneyland Resort Paris) is a complex of amusement parks of the Walt Disney Company in the city of Marne-la-Valais, 32 km east of Paris. The area of the park is about 1943 hectares. On average, 12.5 million people visit Disneyland Paris per year.
The park was opened on April 12, 1992. Disneyland is home to two Disneyland Park (since 1992) and Walt Disney Studios Park (since 2002), Disney Village Amusement Park, Golf Disneyland Golf Course, and hotels and business and residential areas.
Disneyland park
Disneyland Paris includes five theme parks grouped
around Sleeping Beauty Castle, the symbol of Disneyland.

You can also visit Robinson's hideout on the branches of a huge tree, the island
adventure with labyrinths and a pirate warehouse and watch the pirate attack
to the fortress. You can visit the Pirate Ship The most popular attractions in Adventure Land: Indiana Jones and the Temple of Peril, Adventure Isle, the Swiss Family Robinson tree branch and Pirates of the Caribbean. The latest attraction prompted media concern Walt Disney Studios to create the acclaimed Pirates of the Caribbean film series; some plots were borrowed from the attraction. After the release of the film, the attraction was updated and supplemented with some of the scenery from the film.

Task 2. Coming up with stories.
The teacher asks each child to say a word. Writes it down on the board. The teacher asks the children to compose a story from these words.
In turn, each one comes up with one sentence for a shared story.
The teacher starts. Several rounds can be done. In the end, we summarize which story we liked the most.
Task 3. Unexpected pictures
Goals: "Unexpected Pictures" is an example of great teamwork for little children. During this game, they have the opportunity to see what impact has each member on the group work and on the result itself.
Materials: Every child needs paper and crayons.
Instructions: Sit in one common circle. Take a piece of paper each for yourself and sign your name on the back. Then start painting a picture. (2-3 minutes.)
At my command, stop drawing and transfer the started drawing to your neighbor on the left. Take the sheet that your neighbor on the right will give you and continue to draw the picture he started.
Give the children another 2-3 minutes to draw and ask them to hand over their drawing to the neighbor on the left again.
You can liven up the game with music. Once the music stops, children begin to change drawings. At the end of the exercise, each
the child receives the picture that he began to draw. In the end each child makes a short story based on the resulting picture.
Exercise analysis:
- Do you like the drawing that you started to draw?
- Did you like finishing other people's drawings?
- What drawing do you like the most?
- Are these drawings different from those that you usually draw? How?
- Does this exercise look like how we work on a project?
Task 4. Blind Flight
Goals: In this game, children learn to interact closely with each other.
One player is a small Airplane, which must land at an unlit airfield. His partner is the Air Traffic Controller. He can lead
By plane only with words. Mark with paper tape on the floor a "landing strip" 1 m wide, approximately 6 m long with one or two light twists and turns. Place a blanket at the end of the landing strip. Before the kids start, show them this game yourself.
Materials: Duct tape, bandage, small woolen blanket.
Instruction: At the beginning of our game, I would like to tell you a little story. One small plane was flying one night, and he wanted to land at the airfield. The night was very dark and there was no light on the airfield. Fortunately, at that time, the son of the air traffic controller, Charlie, was in the control center. He spotted the plane on the radar screen. Charlie quickly walked over to the intercom and told the pilot which direction he needed to fly in order to accurately get on the runway. The passengers of the plane were very happy that they were able to land accurately. They thanked Charlie for such important help.
I would like to offer you a game in which everything will be exactly the same. One of you will be Charlie, and the other will be the Pilot leading the plane at night to land. The pilot puts on a blindfold. Charlie commands the Airplane, guiding it from one side of the room to a small blanket on the other side. We marked the "landing strip" with adhesive tape. Charlie controls the Airplane only in such a way that he tells where to fly.
Some of you may stand to the right and some to the left of the "runway". You will be residential Houses and Trees.
Practice understanding Charlie's directions as a group. Have the children be behind you so that you are all facing the same direction and dictate: one step to the left; now step to the right; two back, etc. Then you must demonstrate what the children themselves should do. Stand at the very beginning of the "runway" and place a child next to him, who will be the Controller: this way we will get around the problem of the mirror image. Take only the steps the child says, but keep your eyes open for confidence.
Is it clear how to play? Who would like to be the first Airplane? Who would like to be Charlie?
Blindfold Airplane. Charlie can then begin to fly the Airplane.
In this case, Charlie must follow the Airplane, but at arm's length. Stay close to both children to build confidence. When the Airplane "lands" on the blanket, Charlie must say that the "landing" has occurred and the blindfold can be removed. When the kids have practiced, you can lengthen and complicate the "runway" and land more Airplanes at the same time. Repeat the game several times so that all other children take an active part in it. After each "flight" the children switch roles.
Exercise analysis:
- Which one did you like to be more - the Pilot or the Dispatcher?
- Did you feel confident in the role of the Airplane?
- Was it difficult for you to control the Airplane with words?
- Which of the Controllers especially carefully led the Airplane to the target?
- Which of the children would you like to appoint as the Dispatcher?
Task 5. Machine
Children last in pairs and do the exercise from the student book "Lesson 7. Task 1." individually.
They come up with a picture story and tell their partner.
Task 6. Sketches about the project
Teacher: guys, now we need to come up with a scene about our project.
For example, They need to be shown how other people will use their project or how they themselves will use it. The scene should be in the form of a cool emotional story.
Task 7. Farewell
Be sure to summarize the results with your students after each lesson. The teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Get ready for the presentation of the challenge in class.