Sinkwine in biology
Sinkwine - This is one of the methods for enhancing students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This methodological technique is described in the audio lecture of the “Legal Education” project of the Russian Foundation for Legal Reforms.
Sinkwine is not an ordinary poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem.
Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.
Line 2 – two adjectives.
Line 3 – three verbs.
Line 4 is a phrase that carries a certain meaning.
Line 5 – summary, conclusion, one word, noun.
Sinkwine is not a way to test a student’s knowledge; it has a different task, and a more universal one. Sinkwine is a way to check what students have at the level of associations at any stage of the lesson, studying a topic.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think? “Having analyzed the results obtained, you can correct the student’s ideas about this concept while studying the topic.
...The middle of the lesson. The topic is very difficult to understand. The students are tired. Offer them a syncwine on some section of the topic being studied, and you will find out how students perceive new material. A quick way to change the type of activity without leaving the topic.
The topic has been studied. The quality, depth and strength of knowledge will be shown by a survey and a final control section. And now, at the end of the lesson - cinquain. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.
Synquains are presented for different classes:
- Life.
Sea, Earth.
It pleases, it changes, it continues.
Beautiful, diverse, colorful, loved.
Light. - LIVING MATTER-
hidden, unknown.
It is born, grows, develops.
Doesn't fit into a short definition.
LIFE! - LIVE!
Protein, cellular.
Irritated, eats, breathes,
The planet has been hearing signs of life for a long time.
Evolution! - Life-
complex, multifaceted.
Self-renewing, reborn.
Closes with a single code.
DNA! - Creature -
open, systemic.
Moves, breathes, eats.
Darwinists call it living matter.
Materialism!
- Biology.
Natural, molecular.
Science of living nature.
Life.
- Biology.
Natural, molecular.
Study, classify, describe.
Science of living nature.
Life.
- Biology.
Cellular, evolutionary.
Exists, researches, publishes.
Gives us knowledge.
Studies.
- Biology.
Boring, long.
It goes, teaches, ends.
A subject at school.
Lesson.
- White cabbage.
Tasty, healthy.
It grows, matures, fades.
A rich storehouse of vitamins.
Vegetable.
- Cat.
Fluffy, affectionate.
Purrs, plays, runs.
Favorite pet.
Animal.
- Bear.
Brown, white.
Sleeps, growls, runs.
Large dangerous predator.
Beast.
- Lily of the valley.
Green, fresh.
It grows, it blooms, it smells.
Beautiful spring flower.
Plant.
- Butterfly.
Orange, blue.
It grows, flies away, dies.
It is born, transforming from an ordinary caterpillar.
Insect.
- Mammals.
Marsupials, placentals.
They are born, they live, they die.
This class is widespread throughout the world.
Animal.
- Margarita.
Independent, cunning.
Cunning, seductive, impressive.
A feminine name meaning "pearl".
Flower.
- Children.
Beautiful, mischievous.
They play, play pranks, and make them happy.
Flowers of our life.
Joy.
- Birdie.
Fragile, small.
It flies, pecks, sings.
Diminutive of the word bird.
Sky.
- Biology.
Difficult, interesting.
Teaches, enlightens, distracts.
Natural life science.
Human.
- Tit.
Long-tailed, agile.
It stands out, nests, feeds.
Exterminates forest pests.
Bird.
- Ice.
Hard, cold.
Freezes, slips, burns.
Can't warm your hands.
Winter.
- Sphere.
Round, smooth.
Jumps, rolls, looks.
Sphere of the Moon above the Earth.
Ball.
- Fire.
Bright, warm.
Lights, warms, cleanses.
Buries the burden of the past under the ashes.
Heat!
- Sea.
Blue, foamy.
Splashes, rages, preserves.
Contains the secrets of the past.
Depth.
- Dolphin,
Cheerful, smart.
Swims, jumps, draws.
Only he understands the pictures.
Ocean.
- Dog.
Faithful, brave.
Barks, bites, guards.
Man's best friend.
Loyalty.
- Rain.
Wet, gray.
He walks, drums, knocks.
On the roofs with small drops.
Puddles.
- Bud.
Steam room, important.
It is located, accumulates, outputs.
Organ of the human urinary system.
Anatomy.
- Biotechnology.
Complex, industrial.
Study, use, apply.
Draws on many disciplines.
The science.
- Weather.
Clear, cloudy.
Changes, deteriorates, is predicted.
Current state of the atmosphere.
Nature.
- Hand.
Right, left.
Helps, hangs, breaks.
One of the human limbs.
Leg.
- Glands.
Important, regulating.
Secrete, manage, provide.
Endocrine glands secrete biologically active substances - hormones.
MBDOU "Bolsheelkhovsky kindergarten No. 1 combined type"
Abstract
organized educational activities for the formation
lexical and grammatical categories and the development of coherent speech
In the senior group of compensatory orientation
Subject. Pets. Compiling a syncwine.
Teacher-speech therapist MBDOU
"Bolsheelkhovsky children's
garden No. 1 of a combined type"
Lexical topic. Pets.
Subject. Compiling a syncwine.
Goal: Development of coherent speech through the compilation of syncwines.
Correctional educational tasks:
Learn to compose a syncwine based on a given scheme based on individual pictures;
Activate vocabulary on the topic “Pets”;
To consolidate the category of the instrumental case of nouns in speech;
Practice forming verbs from onomatopoeias;
Exercise in the selection of words-signs, words-actions;
Develop the skill of constructing sentences.
Correction and development tasks:
Learn to think, reflect, reason on a given topic;
Develop imagination and emancipation.
Correctional and educational tasks:
Develop skills of cooperation, goodwill, initiative, and independence.
Equipment : toys and object pictures: cat, dog, cow, pig, rabbit, goat, horse, sheep; ball; scheme for compiling a syncwine.
I. Organizational moment.
Game "Who will be who?"
(Ball game)
Speech therapist. What will the puppy be?
Who will the kitten be?
What will the calf be?
Who will the kid be?
Who will the lamb be?
Who will the little bunny be?
Who will the foal be?
Who will the pig be?
II. Setting a goal.
Speech therapist. Who guessed who we will talk about today?
Why are these animals called pets?
III. Selection of feature words.
1. Guessing riddles.
2. Game “Pick up the signs”
(Toys on display: cat, dog, cow, pig, rabbit, goat, horse, sheep)
The speech therapist asks a riddle. Children guess. The speech therapist picks up this toy and explains the rules of the game. I will say a word-attribute about a cat, give the cat to someone who repeats my word and adds his own word-attribute.
Riddles about pets.
Hairy, mustachioed, eats, drinks, sings songs.
(Cat)
A man's true friend,
I can hear every sound very clearly.
I have an excellent sense of smell
Keen eye and keen hearing. (Dog)
Thick, clumsy
Loves dirt and loves puddles,
Loves to sleep and loves to grunt,
Squish your heel in the mud.
(Pig)
I'm big, I'm beautiful and zealous,
I run and my mane curls,
Long silk ponytail
And clop-clop with hooves.
(Horse)
The fur coat is warm, curly on me and I sing: “Be-be-be” (sheep)
He lives in a barn, in a cage
He's nibbling on a sweet carrot.
He is fluffy and big-eyed,
Long-eared, tail like a zero
Everyone found out that this is... (rabbit)
She's coming horned
A little big-bodied.
Walking towards us on the way
And he whips me with his tail!
Frequently shakes his head
Driving away a swarm of midges.
Came back from the field again
Our dear...(cow)
Who is this horned one?
And also bearded?
Gives milk regularly
Tasty, healthy
During the day he walks around the yard,
He strips the bark from the bushes,
Looks slyly into my eyes
Bearded...(goat)
Words-signs.
Cat (which one?) – affectionate, mustachioed, fluffy,furry, etc.
Dog (what kind?) – faithful, devoted, smart, sensitive, etc.
Pig (what kind?) – pink, fat, clumsy, etc.
Horse (what?) – big, strong, beautiful, zealous, etc.
Sheep (what?) – curly, herbivorous, etc.
Rabbit (what kind?) – small, fluffy, big-eyed, long-eared, etc.
Cow (what?) – big, horned, big-bodied, cute, etc.
Goat (what kind?) – horned, bearded, quick, nimble, etc.
IV. Physical exercise.
Psycho-gymnastics.
The speech therapist suggests depicting: how you stroke a cat, how you comb a horse’s mane, how a goat butts, how a cat asks for milk from its owner, how a dog faithfully and devotedly looks at its owner.
V. Formation of verbs from onomatopoeias.
(Ball game)
The cow (what is she doing?) – moos.
The cat (what is it doing?) – meows.
The dog (what is he doing?) – barks.
The pig (what is he doing?) - grunts.
The sheep (what is it doing?) – bleats.
The goat (what is it doing?) - bleats.
The horse (what is it doing?) – neighs.
VI. Selection of action words.
Game "What does it do?"
(On the board there are pictures: cat, dog, cow, pig, rabbit, goat, horse, sheep)
Speech therapist. Guys, you know how animals voice.
What else do pets do?
What is the cat doing? (caresses, plays, washes itself, runs, scratches, lies, sleeps, meows, etc.)
What is the cow doing? (grazes, eats, moos, walks, gives (milk), etc.)
What is the dog doing? (gnaws, runs, guards, barks, guards, etc.)
What is the goat doing? (butts, chews, eats, bleats, etc.)
What is the horse doing? (frolic, carries, jumps, neighs, rushes, etc.)
What is the sheep doing? (walks, grazes, bleats, walks, etc.)
What is the pig doing? (sleeping, lying, eating, grunting, etc.)
What is the rabbit doing? (gnaws, sits, eats, etc.)
VII. Compiling syncwine based on individual pictures.
(On the board: diagram for compiling a syncwine)
Speech therapist. Guys, so that our animals are not offended, can you make a sentence in the fourth line, what will you treat them with?
Cat. Dog.
Fluffy, mustachioed. Faithful, sensitive.
Meows, laps, washes itself. Guards, barks, gnaws.
I'll treat the cat to a sausage. I'll treat the dog to meat.
Horse. Pig.
Zealous, strong. Thick, pink.
Neighs, transports, jumps. Lies, eats, grunts.
I'll treat the horse to oats. I'll treat the pig to beets.
Pet. Pet.
Cow. Goat.
Horned, big. Bearded, quick.
He goes, gives (milk), moos. Butting, chewing, bleating.
Pet. Pet.
Sheep Rabbit.
Curly, herbivorous. Long-eared, downy.
Bleats, chews, grazes. Gnawing, eating, sitting.
Pet. Pet.
VIII. Bottom line.
Speech therapist. Guys, you are great! You are like real writers!
Look how happy the animals are.
Now everyone, tell me, who did you talk about?
So, what animals were you talking about?
Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.
The classic (strict) didactic syncwine is structured like this:
, one word, noun or pronoun;
second line – two adjectives or participles, which describe the properties of the topic;
third line - or gerunds, telling about the actions of the topic;
fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.
Compiling a syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.
Respectively, First line- "soap".
Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.
Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”
Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”
And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.
What happened in the end? An example of a classic didactic syncwine of strict form.
Soap.
Transparent, strawberry.
It washes, it smells, it bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.
Why make a syncwine at school?
Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.
In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.
Sinkwine - examples in various subjects
Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic “verb”:
Verb.
Returnable, perfect.
Describes an action, conjugates, commands.
In a sentence it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.
In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.
An example of a syncwine on the theme “frog”:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
Sees only what moves.
Slippery.
Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhumane.
Kills, ruins, burns.
My great-grandfather died in the war.
Memory.
Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.
Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?
Rules for writing syncwine
Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.
Synquain construction scheme is this:
- first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
- second line – two adjectives, characterizing the topic;
- third line – three verbs(actions of an object, person or concept designated as a topic);
- fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
- fifth line – one word, summing up the syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.
How to work with the syncwine theme: first and second line
Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- sumptuously bound and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by grandmother and so on.
The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).
Now write down two characteristics specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.
How to come up with the third line of syncwine
The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and the goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers – entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.
Let’s formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.
If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I said goodbye to sleep.
How to sum it up: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.
For example, you thought about the variety of books, and you came up with the following:
Book.
Fiction, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.
In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.
Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:
Book.
Fat, boring.
We study, analyze, cram.
Classic is a nightmare for every schoolchild.
Yearning.
Book.
Fantastic, fascinating.
Delights, captivates, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.
Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.
After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.
Implementation of critical thinking technology using syncwine. Master Class
Circle of stakeholders: this master class is intended for students in grades 4-5, teachers, educators.
Purpose: broadening the horizons of children, developing a thrifty attitude towards nature.
Purpose of the master class: get acquainted with the elements of technology for the development of critical thinking, application of material for use in lessons related to nature.
There are a huge number of methods, technologies and work methods in teaching. The technology for developing critical thinking is undoubtedly one of the most important in this area; many teachers use it in their work.
Agree that a critically thinking person cannot be manipulated, and in the modern world one cannot take everything for granted. In our lives, without knowing it ourselves, we are constantly faced with various kinds of fraud. Telephone scams are now gaining momentum; a very good example was given in the famous “Comedy Club” program. The man received an SMS with the following message: “Mom, give me some money for this number, I’ll explain everything later. Your son". The man joked that he had unexpected joy - he had finally become a mother!
OR
Thanks to the technology of critical thinking, every student does not agree with what he sees and hears, let it be the opinion of a teacher, parent, scientist or just a classmate, but he himself checks the information received, approaches it critically, and analyzes it. Only after this does he agree with it or refute it. This is a very important point - a student will not always be a student, any person needs to learn to recognize the truth and try to avoid delusion. This technology helps the student learn to look for a problem and develop an algorithm for solving it, form his own opinion and draw conclusions.
This technology is divided into 3 stages:
1) challenge- the teacher creates conditions for students to remember material on a certain topic and realize that the knowledge they possess is not enough. For example, the topic of the lesson: Care for nature." The teacher divides the class into 2 teams and asks questions:QUESTIONS for the first team:
1) what is the Red Book?
2) what did the author of this photograph want to say?
3)Who is a huntsman?
QUESTIONS for the second team:
1) How to help animals spend the winter in the forest?
2) Explain the drawing
3) How do people try to preserve endangered plants and animals?
Students answer, the teacher summarizes,
Teacher: 1. tell me, guys, what nature reserves do you know?
2. what should be done to prevent animals from running out onto the road and being hit by cars?
3. what medicinal plants do you know? poisonous? disappearing? disappeared?
4. What animal products are used in medicine? in food?
Teacher listens to the answers, as a result of which the children realize that they do not know the answers to all questions. And as a reinforcement of the actualization of knowledge, the children compose a syncwine in teams on the topic: “nature”
SINQWINE
Nature
Amazing, beautiful
Surrounds, feeds, breathes
Nature is the protector of humans from germs
Force
After which there is a transition to the second stage - comprehension (or content).
2. comprehension - at this stage, students become acquainted with new material.
Teacher asks the children to pair up at their discretion and distributes task cards and herbarium leaves to each pair.
In the first task, you have to determine which tree or plant the herbarium leaves belong to, read the text and match the text with the herbarium leaf, and come up with a rule for caring for plants.
In the second task, you need to correlate photos of animals listed in the Red or Black Book with its name and description of the animal that is listed.
example, card number 1
EXERCISE 1
3. Come up with a rule for caring for plants
They rush straight into the sky, upward;
Take a close look:
Not birches, not aspens,
There are no leaves, there are needles.
This is a coniferous tree with a cone shape. The branches go down, forming “paws”, covered with branches to the very bottom, and the lower branches are longer than the upper ones and protrude from under them. Young needles are lighter in color than old ones. The wood is used to make paper, furniture, rayon, construction, and even tools. (there are leaves of currant, rowan, linden, willow, spruce, pine and birch on the table)
TASK 2
1. Match the photo of animals listed in the Red Book with its name and description of the animal that is listed
2. What benefits did these animals bring to humans or nature?
3. Come up with a rule for caring for animals (possible animal options are on the table: Pallas's cat, Lemur Lorry, Red or mountain wolf, Amur Goral, Far Eastern leopard, African lion, Thylacine - Tasmanian marsupial tiger, Zebra quagga, dodo pigeon , Passenger Pigeon_
FIRST ANIMAL
A wild cat with very fluffy and long hair - there are up to 9,000 hairs per square centimeter of the body! Found in Tyva, the Altai Republic and Transbaikalia.
SECOND ANIMAL
Even in ancient times this animal was idolized. For the ancient Egyptians, it acted as a sentry creature guarding the entrance to the other world. For the ancient Egyptians, the god of fertility Aker was depicted with his head and mane. In the modern world, many state emblems depict this beast.
Teacher: listen to the correct answers - (task 1 - spruce, task 2 - Pallas's cat (Palasov cat), lion)
Are plants and animals important to humans? How? (medicine, oxygen, cosmetics, honey) Is it possible to destroy all plants and animals? Do you need to take care of them?
Well done! I see that you can improve your health without pills, but with the help of herbs. Just what should each of us remember? (Do not tear off plants unnecessarily, by the roots. Collect carefully and carefully). Well, as a result of this stage, let’s write a syncwine together on the topic “plants and animals.” Children make up a syncwine, the teacher writes it on the board.
SINQWINE
Plants and animals
Medicinal, disappearing,
We take care of, plant, feed
The state of nature is in our hands
Life
And we move on to the last stage of the answer.
3) response or reflection stage
We turn on music - sounds of nature, and show photographs or slides of beautiful corners of nature.. Popular wisdom says: “One person leaves a trace in the forest, a hundred people leave a path, and a thousand people leave a desert.” Do you agree with this statement? Explain.
We all want the nature around us to be like this
not like this
and for this we need to follow certain rules. What should we remember when relaxing in nature? make a cinquain on the topic “nature conservation”, to do this, draw your palm.
On each finger we write a line of syncwine, there are five of them, on the palm itself we sign whose syncwine it is, the date and put the relation to the master class in the form of a smiley face.
Once the task is completed, we stand up and attach it to the board with tape.
SINQWINE
Protection of Nature
Reliable, universal
We protect, restore, build
We need to take care of nature
Ecology
Teacher: Who will summarize the lesson? Was everything clear to you? Did you gain anything new for yourself?
And I also want to end my master class with a poem.
If I pick a flower,
If you pick a flower,
If everything, me and you,
If we pick flowers,
All the clearings will be empty,
And there will be no beauty!
This is how we got acquainted with the technology of developing critical thinking and worked with syncwine at each stage.
Svetlana Ilyashenko
"Walk in the winter forest." Sinkwine in correctional work on the development of speech of children with special needs development
Preschool children with common speech underdevelopment, experience difficulties in sound pronunciation, do not distinguish sounds by ear, they are characterized by errors in word formation and inflection, a very low level of vocabulary, errors in the use of prepositional constructions, the processes of reading and writing are difficult due to a number of formation features speeches. With exactly these shortcomings speeches Our students come to our group.
Working with children with speech disorders, we came to the conclusion that it is necessary to make maximum use of all techniques and methods known in special pedagogy, including modern teaching methods.
One of the new effective technologies speech development child is the technique syncwine.
Translated from French, it is an unrhymed poem of five lines.
The purpose of using the didactic methodology syncwine– improving vocabulary work like the basics speech development in general; the ability to highlight the main thing, generalize, classify.
CREATION ALGORITHM SINQWINE
Line 1 – noun
(Item)
Line 2 – two adjectives
(Item attributes)
Line 3 – three verbs (Item actions)
Line 4 - a phrase showing the attitude towards the subject
Line 5 is a word related to the first.
Summary of direct educational activities with children
Complex lesson for children school preparatory group
(Education area: "Speech development» )
Subject: « Walk in the winter forest» .
Target:
Writing stories about wild animals using technology syncwine, based on the scheme - algorithm.
Tasks:
Consolidate knowledge children about wild animals,
continue to teach children actively participate in the conversation,
clarify knowledge children about words - signs, words - actions, words - objects,
be able to write a story about wild animals using technology syncwine, based on the scheme - algorithm,
Improve verbal analysis and synthesis,
Develop associative thinking,
Cultivate an interest in creating syncwine; love for nature.
Equipment: Cards with the image of a squirrel, fox, hare, hedgehog, wolf, bear and them cubs; bear mask.
Preliminary Job:
Acquaintance children with syncwine technology, with a compilation algorithm syncwine, joint production of models (visibility) to compile syncwine; reading fiction, looking at illustrative material; reading and reciting proverbs, sayings, phraseological units about wild animals (To catch a squirrel - to beat off the legs; The white hare is good, and the hunter is brave; The cowardly hare is afraid of hemp; The wolf is fed by the legs; The wolf is fed by the teeth, but the hare is saved by the legs.
Spinning like a squirrel in a wheel; Chase two rabbits.)
Progress of the lesson.
The teacher brings telegram:
Help, help!
We are enchanted!
We have forgotten who we are.
Come, quickly reconcile us.
Forest inhabitants.
Educator: Guys, who sent us this telegram?
Children: The telegram was sent by wild animals. They live in the forest.
Educator: How can we help forest dwellers?
The children suggest going into the forest and casting a spell on the animals.
Educator: How can we disenchant wild animals?
(we will write stories about them).
Educator: Guys, I have this diagram - a hint, do you think it will help us in writing stories? Shall we take her with us?
Educator: What wild animals live in the forest?
Children: A hare lives in the forest. (Squirrel, hedgehog, bear, wolf, fox).
Educator:
let's remember how animals move
(children perform movements).
"The Bears Are Walking"- walking like a bear;
"The Fox is Sneaking"- walking on toes;
"The Wolf is Coming"- crawling on all fours;
Educator: Guys, we’ve reached the forest.
Educator: Look, guys, carefully. There are trees in this forest, but no animals are visible at all. What are these white cards that lie under the Christmas trees? (Children express their guesses.)
It's hard to guess, I'll take the card and take a look. (The teacher takes a card and asks a riddle).
Cunning cheat
Red head.
A fluffy tail is a beauty.
Who is this? (Fox)
Educator: How did you guess? (Shows a picture of a fox).
Children: This is a fox.
Educator: Is a fox an animal?
Children: The fox is an animal.
Educator: Is a fox a wild animal or a domestic animal?
(A fox is a wild animal that lives in the forest).
Educator: Which fox? Choose definitions.
(Children select definitions : cunning, predatory, red-haired, etc.).
Educator: What is a fox doing in the forest?
(hunts, hides, mouses, steals, etc.).
Educator:
Let's tell you what kind of fox is, using our hint.
(Listen to 1 - 2 stories, the teacher writes down the stories).
(A toy appears - a fox).
Children find the following pictures and make up stories based on them. (Some children can write the title of their story themselves):
Not a lamb or a cat,
Wears a fur coat all year round.
Gray fur coat for summer,
For winter - a different color. (Hare).
Sits on a branch
Not a bird.
There is a red tail
Not a fox. (Squirrel).
(After each story toys appear).
The teacher conducts finger gymnastics "A squirrel is sitting on a cart".
Educator: We've stretched our fingers, let's continue to disenchant the animals.
Who lives in the deep forest
Clumsy, clubfooted?
In summer he eats raspberries, honey,
And in winter he sucks his paw. (Bear).
(Tasks with complication: invite Dima, Vanya, Egor, Dasha V. to compose a story without relying on a diagram; offer to lay out a diagram - an algorithm for each child, then according to this scheme - the child tells).
Educator: Guys, all the animals have been bewitched! Hear how the forest animals thank you!
A Komi folk game is being held "Bear".
Educator: You guys did great today. Helped to disenchant the animals. And in true nature, man must help our smaller brothers, because man is the strongest and most intelligent inhabitant of our planet.
And now it's time for us to go to kindergarten.
Children walk around the hall to the accompaniment of music, they say words:
We're all walking through the forest
And we’ll recognize the animals.
Well, rather, one, two, three:
Quickly name the beast.
At the end of the phrase, the children stop, the teacher approaches someone children. The child quickly names some wild animal.
Educator: Ours is over walk.
Where were we today?
Who did you help in the forest?
How did you help?
What helped us disenchant the animals?
Who did you see in the forest?
Poetry children by syncwine technology about the wild animals:
Cunning, dexterous.
Catches, mouses, is careful.
The fox is the beauty of the whole forest.
Animal.
(Dima)
Beautiful, dexterous.
Jumps, hoards, gnaws.
To catch a squirrel - to beat off the legs.
Wild animal.
(Vania)
Clubfoot, clumsy.
Waddles around, falls asleep, scares.
A bear sleeps in a den in winter.
Animal.
(Dasha V.)
Toothy, gray, predatory.
Growls, howls, hunts.
The wolf's legs feed him.
(Zhora)
White, cowardly.
Jumping, gnawing, afraid.
The cowardly hare is afraid of the hemp.
Animal.
(Egor)
Gray, tailed.
Jumps over, clicks, stores.
Like a squirrel in a wheel.
Wild animal.