Project type:
- for student activities - a creative project;
- according to didactic characteristics - group activities of students;
- on the dominant activity of students - a practical orientation project;
- Duration: three days.
Primary goal: awaken students' interest in the topic of the project, outline the range of problems and identify ways to solve them.
Lesson objectives:
— educational: continue to work on developing the ability to apply acquired knowledge in practice;
— developing: create conditions for broadening the horizons of students, replenishing their vocabulary, developing speech, memory and attention;
- educational: continue to work on the ability to be critical of one’s own achievements, to cultivate independence and creative activity.
Lesson equipment: a set of postcards “Zoological Museum of St. Petersburg”, explanatory dictionaries, magazines about animals, cards with questions, notebooks for creative works, folders for collecting material for the project, computer, screen, presentation,

Lesson plan:

1. Organizational moment – ​​1 min.
2. Testing students’ knowledge on the topic (immersion in the project) – 3 min.
3. Preparation for active educational and cognitive activities (organization of activities) – 4 min.
4. Physical education minute – 1 min.
5. Assimilation of new knowledge (implementation of activities) – 15 min.
6. Initial check of students’ understanding of new material (presentation, performance by creative groups) – 15 min.
7. Summing up – 2 min.
8. Reflection – 1 min.
9. Explanation of homework – 2 min.
10.Organizational end of the lesson – 1 min.

During the classes

1. Organizational moment - 1 min.
- Good afternoon! Glad to see you. Let's check your readiness for the lesson... Sit down!
Students enter the office and stand at their seats. They check the availability of the necessary items on their desks and sit down.

2. Testing students’ knowledge on the topic:
immersion in the project. 4 min.
- Let's remember our recent excursion. Where have we been?
—At the Zoological Museum. (Presentation slide)
— What exhibits are presented in this museum?
— Stuffed animals.
— Who might be especially interested in this museum?
— People interested in the life of animals.
— What information about this museum do you especially remember?
They remember the guide’s story about the history of the museum.
— What places in our city might also be of interest to animal lovers?
- Oceanarium, dolphinarium, zoo... (Presentation slides)

3. Preparation for active educational and cognitive activities:
organization of activities. 4 min.
— We have already visited some of these places. We are lucky that we live in St. Petersburg and have the opportunity to see all this with our own eyes. But people living far away are deprived of this opportunity. What can we do for them?
— Write about the exhibits, conduct a correspondence tour of the museum.
- What do you think needs to be done for this?
— Find out about the history of the Zoological Museum, what exhibits are there, plan a route, distribute performances, prepare a story about one of the exhibits.
- Let's become tour guides. Who is a tour guide?
—Where can I clarify the meaning of this word?
Analysis of the meaning of the word “tour guide” based on its composition and search for the meaning in an explanatory dictionary. (Presentation slide)
— We are starting the project “Excursion to the Zoological Museum”. Today in the second lesson, everyone will have to write a chapter of a popular science book about one of the exhibits of the Zoological Museum. What is special about popular science literature?
—Contains accurate information, but interesting for a wide range of readers.

4. Physical education minute. 1 min.
— Let’s rest a little before starting work.
Students complete the exercises and split into groups and choose a group leader.

5. Assimilation of new knowledge:
carrying out activities. 15 minutes.
The teacher invites group leaders to choose a task from the set of postcards “Zoological Museum of St. Petersburg.” (Presentation slides).
— How many parts do you think there will be in your essay? What parts?
— Three parts: introduction, main part, conclusion.
— What should you write about in the first, second, third parts?
— About the museum, a description of the exhibit (a card with questions is provided to help), an impression of where you can see the exhibit.
— Where can I get information?
— Encyclopedias, magazines, adults, library, Internet.
— You are given 12 minutes to prepare an oral essay describing the exhibit. Imagine that you are tour guides.
Students work in groups. All collected material is placed in the project folder. (Final slide of the presentation).

6. Initial check of students’ understanding of new material: presentation, group performance. 16 min.
- So, let's listen to the prepared speeches.
Group performances, delivery of project folders.

7. Summing up. 1 min.
- So, what was our lesson today?
— Project “Excursion to the Zoological Museum”.
— What goal did you set?
— Prepare a correspondence excursion to the Zoological Museum.

8. Reflection. 1 min.
— Raise your hand, those who were satisfied with their work in the lesson?
- What can you praise yourself for?
— Raise your hand, those who had a hard time in class?
— What exactly would you like to change?
— Whose performance did you especially like?

9. Explanation of homework. 1 min.
— We listened to all your speeches. In the next lesson, everyone will write an essay about the exhibit in their creative workbook. And then we will draw up a tour plan and analyze your work.

10. Organizational end of the lesson. 1 min.
The lesson uses a presentation. It will help to conduct this lesson: to restore in the students’ memory the brightest moments of a recent excursion, to choose a topic for an essay, and to give a positive emotional attitude to work. During the lesson it is used for 10 minutes.

Summary of a local history excursion to the museum.

Excursion topic: "Exploring Your Origins"

Excursion goals :

Deepening, expanding and developing students’ knowledge about the history and culture of their native land.

Formation of rules of conduct in the museum.

Development of observation, memory, thinking

Equipment : notepads, pens, camera.

Preparing students for the excursion. Before the excursion, the teacher gives instructions on the rules of conduct in the museum, drawing attention to the fact that you should move silently, talk quietly and discuss. In order to get acquainted with any exhibit, you do not need to stand in front of other visitors.

Then the topic and purpose of the excursion are announced and a preliminary conversation is held on the following issues.

1. What is a museum? (Children's answers)

2. What can we see there? (Children's answers)

3. What types of museums are there? (Children's answers)

Excursion progress:

Teacher's story.

Dear Guys! The village of Gayny is your native land. He has been familiar to you since early childhood. You grow up here, learn to be exemplary citizens of your country.

Gayny is a wonderful corner of the earth with uniquely beautiful nature.

And today I want to tell you in more detail about the emergence of our village of Gayny.

On the Kama River
Our village stands
Let him not be great
But everyone loves it.
He is our destiny
He is our homeland.
Go around the whole world
You won't find it more beautiful. (Myshkina A.)

Where do you think the name of the village - Gayny - came from? (Children's answers)

In troubled times 600 - 700 years ago, the name Gaina was born, after the Bashkir tribe Gaina, which temporarily captured the rich banks of the Kama River and the forest area.

The indigenous people themselves take a simpler approach to the formation of the name and associate the name with the word “gaino” - squirrel’s nest.

Exhibit "Peasant's Hut".

What do you think the Guyns looked like before? (Children's answers).

Huts with buildings made of round, chopped with an axe. The furnishings of the hut correspond to the lifestylepeasant family. Everything here is extremely modest, strictand expedient. The large stove was heated "black".Apart from this, all the equipment of the hut consists of a built-inframe of furniture. Benches stretch along three walls, restingon wide plank legs - stands. Above the benches underThe ceiling has shelves - shelf holders. They defended the bottomwalls and benches from soot. Above the low doors there are planksbeds on which children usually slept.

Exhibit “Clothing of Komi-Permyak residents.”

Clothes were made mainly from home-produced fabrics. Plain linen fabric was called canvas, and patterned checkered fabric was called motley. Among the northern Komi-Permyaks, bright colors were the most common.

Women's everyday clothing was sundresses. Initially, they were called dubas, since they used canvas painted by tanning - immersion in a solution of dye obtained from tree bark.

Men's and women's outerwear included shabur, ponitok, and zipun. They were worn over a shirt and sundress. Underwear and outerwear must have a belt. The simplest belts were woven and twisted. The costume of the Komi-Permyaks became original and colorful from the patterned belts - sashes, hems, vests. The patterns are based on a geometric pattern formed by straight lines, triangles, squares, rhombuses, which have Komi-Permyak and Russian names: sonan - comb, perna - cross, radz - strainer, katsha kok - magpie's leg, tupds - pancake, dzugan - putanka, ram sur - ram's horn, etc. Belts were the embodiment of the spiritual life of the people, embodied in the meaning of decorative patterns, in the custom of giving belts during a wedding.

They wore bast shoes on their feet. In winter, they wore woolen socks and put straw in their bast shoes. In the shop you could buy cats (shoes made of cow leather).

The main occupation of the Komi-Permyaks has long been:agriculture. They grew rye, barley, oats, and in the southern regions - wheat and millet.Livestockrepresented by the breeding of horses, cows, sheep, pigs, and chickens. Komi-Permyaks were skilled fishermen and hunters. The importance of gathering remains to this day. All Komi-Permyaks were engaged in trades and crafts.

Inspection of exhibits, photographs, archives.

Practical activity: photography

Result:

Is it important to know the history of your ancestors? (children's answers)

What were we talking about? (Children's answers)

Where have we been? What interesting things did you see? (Children's answers)

What was the original name of our village? (Children's answers)

Why was he called that? (Children's answers)

How old is the village? (Children's answers)

Study the Komi-Permyak patterns on clothes. Decorate this belt with a Komi-Permyak pattern.

MBOU "Meshkovskaya secondary school"

Shebekinsky district, Belgorod region"

Development of a museum lesson on the topic “Correspondence excursion to museums of the world”

Prepared by: Orthodox teacher

culture MBOU "Meshkovskaya Secondary School"

Vedutenko Marina Vladimirovna

Goal: acquaintance with the main types of museums in the world.

To form an understanding of the relationship between historical eras and one’s involvement in another time, another culture through communication with historical and cultural monuments;

To form a stable need and skills of communication with the monument, with the museum;

develop the ability for aesthetic contemplation and empathy;

Develop respect for other cultures, a willingness to understand and accept a system of other values;

Develop the need for independent exploration of the world around us by studying the cultural heritage of different eras and peoples.

During the classes

Hello guys!

Today in class we will talk about museums. Who can say what a museum is? (students' answers).

Today I invite you to take a trip to some of the famous museums of our country.

Let's first look a little into history.

The museum has a lot of antiques, things from different countries are stored, they tell about life in the past. The person who understands the silent language of things can go on an exciting journey. The word “museum” itself has its roots in the culture of Ancient Greece. The expression MUSEION in Russian is literally translated as temple of the muses.

However, the museum of the Greeks was different from our understanding of this expression. In antiquity, this institution was considered as a place of knowledge of the surrounding world, all kinds of thoughts. The most famous was the museum in Alexandria, created by Ptolemy Soter in 280 BC. Here was the largest library of antiquity, which was used by many scientists of that time. At the same time, there were prototypes of modern museums, i.e. collections of certain objects. Famous aristocrats, who collected expensive art objects and jewelry works from masters in their homes, sought to stand out. This is how the owners of beautiful things separated themselves from the lower barbarians. The museum was one of the ways of self-expression.

What types of museums are there? How do you think museums themselves would answer the question: “What can be stored within your walls?”

Answer options. Clothing, household utensils, cars, musical instruments, remains of ancient animals and plants, technical inventions, paintings, works of art, etc.

Today it is customary to distinguish the following types of museums:

artistic,

historical,

natural sciences,

technical,

literary,

memorial,

local history.

Museum exhibits are not just objects, but objects that have come down to us from another time.

A museum exhibit or museum value can become: any object from the surrounding world, if it helps to represent the time in which it was created and “lived”, a unique creation of nature, an object that preserves the memory of an outstanding person or event, a beautiful creation of human hands (technical structure, painting, sculpture, park).

A collection of museum exhibits can tell us more than one thing about its time and owners.

The museum has original exhibits and replicas of exhibits.

The original is a thing, a testament to the era.

The copy is similar to the original in every way. A copy is necessary for the museum if the original cannot be kept in the light, in the open air, if it replaces the lost part of the dilapidated original. Therefore, in museums next to the exhibit it is indicated whether it is genuine. But even the most accurate copy cannot replace the real thing.

And today I want to invite you to the museum. And not even one, but several at once.

Completed by the teacher
MADO DSKV "Ryabinushka"
Gorbunova A.G.

Pokachi 2014
"Welcome to the museum!"
(summary of the excursion to the local history museum)

Goal: creating conditions for the correction and development of cognitive activity
viability of pupils.
Tasks:
- form an idea of ​​the local history museum; expand and deepen students’ knowledge about the history of their hometown;
- develop logical thinking, curiosity, and the ability to conduct comparative analysis;
- to cultivate love for our native land, respect for our ancestors, pride in the residents of the city.

Excursion progress:

How many of you have been to the museum?
- What does the word “museum” mean?

The museum is engaged in collecting, studying, storing and exhibiting objects.
There are many different museums in the world.
- What types of museums are there?
(military, historical, applied arts, local history)
What is local history?
Local history is a complete study of a certain part of the country, city or village, and other settlements.

Today we will take a trip to the local history museum of our city.

A story about the history of the museum.
The local history museum of the city of Pokachi was created in 1994. This year the local history museum turned 20 years old. This is a real cultural center of the city.
More than five thousand people come to its halls every year. Guests of the year also visit the museum. The museum has interesting, unique exhibits that reflect the life of the Khanty people. Many exhibits are dedicated to the history of the city.
- How many of you know what an exposition is? (Exhibition - display of objects of art). The museum has many collections:
Collection "Ethnography". The museum contains interesting, significant exhibits telling about the life, way of life, and traditions of the Khanty people. The collection includes more than 400 storage units, part of which consists of items made by indigenous people, taking into account national traditions and characteristics.
Collection "Archaeological". The collection is represented by fragments of ceramic tableware, women's and men's bronze jewelry, and leather goods.
Collection "Photography". Basically, these are photographs that reflect the history of the construction of the city, the development of oil production, and are the main witness to the radical change of the city, a connecting link between time and generations.
Collection "Historical". The collection consists of objects from the 70-80s of our century, which help to recreate the life, culture, and lifestyle of the pioneer builders.
Collection "Natural". The collection is represented by animals and birds of our region: bear, fox, wolf, sable, mink, wading birds, upland game, birds of prey.

How should you behave in a museum?
- What do you think we can see there?
- Guys, who conducts excursions in museums?
- That's right, guide. I give the floor to the guide.
Guide:
First, we will remember our feathered friends - birds.
- Who are the birds?
- How do birds differ from other flying animals, for example, from bats.
- How many birds do you know? (we name one at a time, one at a time).
- Look around, what is the biggest bird you see?
- And the smallest?

Guess the riddles.
a) Red-breasted, black-winged,
Loves to peck grains.
With the first snow on the mountain ash
He will appear again
(Bullfinch)

b) Flies to the feeder,
Briskly pecks at the seeds,
And even before spring
Sings a song loudly.
(Tit)

How to distinguish a tit from a bullfinch?
- Look at the birds and say which bird you see for the first time.
- (pointing to the crow) What kind of bird is this? What color are her feathers? Which beak is large or small? What do crows eat? Did you know that a crow can repeat the sounds it hears and even words?
- What birds stay with us for the winter?
- What do wintering birds eat?
Animals mean alive. All animals have four legs, a tail, a muzzle, and a body covered with hair.
- Now let's get to know what animals live in our forest.
- Animals that live in the forest, what do we call them? (wild)
- Do all animals have their own home?
Bear - ... in a den.
Fox - ... in the hole.
Hare - ... under a bush.
Squirrel - ... in a hollow.
And the wolf's house is called a lair.

At the fox in the deep forest
There is a hole - a reliable home.
Snowstorms are not scary in winter
A squirrel in a hollow near a spruce tree.
A prickly hedgehog under the bushes
Rakes leaves into a pile.
A clubfoot sleeps in a den,
He sucks his paw until spring.
Everyone has their own home
Everyone is warm and comfortable in it

Listen to the riddle and come to the answer.

Puzzles.
Who lives in the deep forest,
Clumsy, clubfooted?
In summer he eats raspberries, honey,
And in winter he sucks his paw. (Bear)

Taller than a cat,
Lives in a hole in the forest,
Fluffy red tail -
We all know... (Lisa)

What kind of animal is cold in winter?
Walking through the forest hungry?
He looks like a dog
Every tooth is a sharp knife!
He runs with his mouth bared,
Ready to attack a sheep. (Wolf)

Rushes without looking back
Only the heels sparkle.
He rushes with all his might,
The tail is shorter than the ear.
All the animals are scared
He's saving himself under a bush,
Yes, the wolf gets into trouble. (Hare)

Who deftly jumps through the Christmas trees?
And flies up into the oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter? (Squirrel)

Less tiger, more cat
Above the ears there are brushes-horns.
Looks meek, but don't believe it:
This beast is terrible in anger! (Lynx)

Water craftsmen build a house without an axe. (Beavers)
Guide:
Now we offer to look at the ethnographic collection.
- How did the Khanty live before?
-What clothes do the Khanty wear?
- What do the Khanty like to do?

This concludes our excursion. Summarizing.
- In what year was our local history museum founded? (1994)
-Who took us to the museum? (guide)
- What did the guide talk about?
- Guys, after we got acquainted with the animal world of our region, we moved to another room. In which?
- What were you introduced to there? (with everyday life, how people lived before, what clothes they wore, with folk crafts).
- Guys, what did you like most about the museum?

Goals: expand and deepen students’ knowledge about the history and culture of the Penza region;

develop skills and abilities to work independently with additional information on a given topic; develop skills in constructing an oral monologue;

develop oral speech and student independence;

cultivate love and respect for the native land.

Lesson type: combined.

Equipment: computer, disk “Our Land of Penza”.

Lesson plan.
1) Checking homework.
2) Work on the topic:
- independent work in groups using cards;
- report on the work done.
3) Summing up. Ratings. Homework.

During the classes.

I. Checking homework.

Today we continue our virtual tour of the Penza Museum of Local Lore. During the lesson we will get acquainted with the ethnography, history and culture of our region, you will become a guide for a while and take us through the halls of the museum.

Remember what you know about the local history museum. Tell us when the museum was founded, who is the director, what excursions are held, what halls exist.

II. Work on the topic “Excursion to a local history museum.”

Each group has a task that you started working on in the last lesson. Today you finish work, and after 10 minutes each group presents its hall, i.e. You, as guides, will tell us about your section, about the most famous people and interesting exhibits.
Task No. 1.

Ethnography
1) Find out the lexical meaning of the word “ethnography” in an explanatory dictionary.

2) Prepare a message about the costumes and demonstrate them.

3) Talk about Anisimova.

Task No. 2

Write a story about the historical past of our region using the following questions:

When was the city founded?

What did the city look like in the first decades of its existence?

People of what nationalities inhabited Penza?

What civil wars took place in the Penza region in the 17th-18th centuries?

Task No. 3

Story
1) Tell us about the people who glorified Penza:

Show the state exhibition. figures, tell us about one hero;

Show the heroes of the Great Patriotic War, make a report about Kizhevatov.

2) Tell us about the exhibits in your section, demonstrate them.

Task No. 4

Culture
1) Tell us about the cultural life of Penza (education, theaters, museums).

2) Make a report about Lermontov

2) Tell us about the exhibits of the exhibition. Show them to the whole class.

Task No. 5

Culture
Tell us about the most promising sports.

Show off the best athletes.

Task No. 6

Culture
1) Prepare a story about an art gallery.

2) Make a report about Savitsky, about Tatlin, about Lentulov.

Task No. 7

Economy
1) Tell us about Zotkin. Explain why it is necessary to talk about it in local history lessons.

2) Tell us about Abashev’s toy. Show these toys to the whole class and describe them.

3) Read poems about Zotkin.

III. Summarizing. Ratings.

Which story did you like best?

What people who glorified Penza did you learn about today?

What would you like to know more about?

Homework:

Write a review about today's excursion

1) text-narration of the artistic style “Excursion to a virtual museum (write which halls you visited, what you remember most, what you would like to see in a real museum)
2) descriptive text in the artistic style “The exhibit that I remember most” (General idea of ​​the object. Description of the details. My attitude to the object).

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