The last year in kindergarten is a transitional stage to schooling. Children 6–7 years old have a transition from visual-figurative thinking to verbal-logical thinking, there is an interest in complex games with the distribution of roles and the implementation of the rules. Older preschoolers are curious, emotionally receptive, and tend to take initiative in mental and practical experimentation.
Organization of cognitive and research activities with preschoolers 6-7 years old
The modern education system is moving away from teaching children through the direct transfer of knowledge, but develops in them a desire to search for new information by various methods. Formation of research skills in a child and the ability to independently search for information is the goal of organizing cognitive and research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher engenders in the child the motivation to find answers to the questions that arise, encourages curiosity. Cognitive research activity is also manifested in independent studies accompanying play activity. The ability to pose a question in connection with the emergence of an unknown or so far little-studied object and find an answer indicates a high level of mental and mental development of future first-graders.
The cognitive and research activity of the pupils of the preparatory group becomes more independent
The more a child has seen, heard and experienced, the more he knows and assimilated, the more elements of reality he has in his experience, the more significant and productive, under other equal conditions, will be the activity of his imagination.
L. S. Vygotsky
"Imagination and creativity in childhood"
Age features of older preschoolers
When developing a system of studies for research activities in the preparatory group, the teacher takes into account the age characteristics of children 6-7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance, they are able to independently plan the pace and quality of practical activity so as to avoid overwork. In the preparatory group, you can conduct long-term research during cognitive activities and walks.
- A high level of development of dialogical speech, the formation of skills in monologue speech. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of training in kindergarten, the child is able to compose small oral monologues (congratulating the audience on any event, project presentation, report on the research performed).
- Development of thinking abilities. Children of this age are guided in spatial and temporal indicators, compare the qualities and properties of objects, are capable of generalizing and classifying the information received. The ability to establish cause-and-effect relationships is improved, children build logical chains from many links.
- Creativity. Older preschoolers often make spontaneous decisions, perform tasks in an unexpected way. A creative approach is observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings, during games, experiments and experiments.
- Formation of self-esteem skills. By the age of seven, the child begins to realize the level of his capabilities, abilities and knowledge. He evaluates the results of his activities, but for the majority of older preschoolers, there is a tendency to overestimate self-esteem.
Older preschoolers already have a successful experience of speaking in front of an audience.
The tasks of cognitive research
The cognitive and research activities of senior preschoolers in kindergarten are aimed at solving a number of problems:
- Expansion of ideas about the objects of the surrounding world.
- Learning to independently plan the stages of research activities.
- Improving speech skills, enriching active vocabulary with special terms.
- The development of an analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up the results of productive activities.
- Encouraging initiative and independence in work, creating positive motivation for experimentation.
- Creation of a friendly atmosphere and cohesion of the children's team, development of the ability to work in a team.
Above the implementation of the tasks, the educator, together with the children, works in classes of various types: studying the world around (GCD), the formation of elementary mathematical representations (FEMP), preparation for literacy, speech, creative, sports and music lessons.
For example, the study of the differences between vowels and consonants can be started by conducting research: “Pronounce the sounds [a], [o], [y], [and]. Is your mouth open? Where is the language? How does the voice go? " (Free). “Now pronounce the sound [b]. Was your mouth open? Let's make a sound [p]. Where is the language? How does the voice go? " (There is an obstacle - lips, teeth). The conclusion of the study is formulated: when pronouncing consonants, the voice meets any obstacle on the way, when pronouncing vowels, it passes freely.
Children also gain new knowledge while walking, observing objects of animate and inanimate nature. Older preschoolers participate in long-term studies, observing the changes in the object: plant growth, changes in precipitation depending on temperature conditions, the movement of luminaries throughout the year, the phases of the moon.
The results of the experiments surprise preschoolers, so they tend to do the experiments over and over again.
Methodology for organizing research activities
The teacher needs to create conditions in which children can show their research abilities:
- The presence of a situation or question that activates the desire to solve the problem, to answer the question. The experiment is carried out not for the sake of entertainment or entertainment, but is a method of cognizing the world order.
- Conducting an oral analysis of the problem situation. In the preparatory group, children analyze independently, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, directs, if necessary, clarifying questions.
- Determination of a hypothesis for carrying out practical confirmation / refutation (experiment, experience, observation, study of the layout or model).
- Fixing the research results (in special journals, on cards, etc.) and formulating conclusions.
- Creation of a situation of success. In a lesson with a research orientation, each pupil should be given the opportunity to make assumptions, to voice the results obtained during the experiment.
- The teacher supervises the practical activities of children and monitors the implementation of safety measures, the provisions of which are repeated before each experiment.
Interest is sustained by success, interest is driven to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.
V. A. Sukhomlinsky
The attention and interest of children are maintained through various forms of organizing research activities. Pupils of the preparatory group are carried away by such forms of work as:
- Study of phenomena and events of social life, natural phenomena. An investigation of what is happening in the present tense. This can be observing the appearance and disappearance of a rainbow during a walk, an excursion to a production or enterprise (to a store, an industrial plant, a library, to the post office), studying the technology of asphalt laying and other road works, the preparation and use of cement, its properties, when renovation in the kindergarten.
Observing the sun will require pupils to wear sunglasses
- Consideration of visual material. Older preschool children are interested in studying models and models of objects that allow them to learn about their structure or functioning (models of planets, a volcano, a coral reef, a model of a submarine, a robotic loader, a lunar rover, a space satellite). Information search is also carried out by looking at illustrated encyclopedias and thematic posters. In the preparatory group, research work can be carried out using mnemonics: the guys get acquainted with any process while looking at special cards. Mnemo cards are a sequence of information pictures.
Older preschoolers are interested in models and layouts of real objects
- Collecting and classification. Searching for objects on a specific topic is a long and exciting process, if the purpose is to study objects in a comprehensive manner by the method of comparison and systematization. Children arrange the collected objects in mini-exhibitions, herbariums, albums, boxes. Older preschoolers know how to write printed letters, under the supervision of a teacher, they sign copies of the collection, assign numbers.
Making a collection of seeds will help children consolidate their knowledge of vegetable crops
- Experiments and Experiments. Older preschoolers independently conduct practical studies of objects according to verbal instructions, carefully observe the teacher's demonstration of complex experiments. In the preparatory group, children's experimentation can retain elements of play activity.
Experiments with water are some of the favorite among preschoolers.
- Travel games. Organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of the virtual movement of children into the studied world, solving cognitive problems, generalizing new information. During the trip, children study geographical maps, photographs and illustrations, video materials. Movements can be carried out spatial and temporal (in the era of dinosaurs, ice age, on a visit to primitive people, during the construction of the pyramids in Egypt, etc.).
Preschoolers are happy to get involved in the creation of models of research objects.
- Research projects. Older preschoolers work on group and individual projects to study topics in various fields: "Ecology", "Social and social activities", "Fauna and flora", "Space", "Geography". The results of project activities are drawn up in the form of information stands, posters, photo albums, lapbooks, layouts. A presentation of the completed project is organized, in which the pupils tell the listeners (parents, children of younger groups, invited guests) about the importance of studying this topic, the tasks set, the stages of the research.
The winners of the research projects competition are awarded certificates and prizes
Table: types of cognitive and research activities of older preschoolers
Preschoolers may need aprons and masks to experiment with some materials.
Research activities
Cognitive and research activities at preschool educational institutions are embodied in the following types of activity for preschoolers:
- GCD classes for the study of the surrounding world. The classic form of organizing cognitive research activities in kindergarten. Older preschoolers show a greater degree of independence in oral assignments and practical actions. You can diversify the lessons of GCD by combining various forms of work (conversations, studying visual material, observations, experiments, didactic and outdoor games, the inclusion of audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (space objects, stories about other continents, ancient animals), for this, the topic of the lesson should interest the pupils, which is what the motivating beginning of each lesson is aimed at.
- Integrated lesson. It is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is realized in the forms of work: listening to a literary text or musical composition, cognitive conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a comprehensive study of a topic or problem situation.
For example, in the lesson "What is air?" in the preparatory group, the disclosure of educational areas is realized in conducting a heuristic conversation and experiments ("Cognition"), a physical education minute "Inflatable toys" ("Physical"), pronouncing the research plan and discussing the results ("Speech"), creating an application "The wind sways trees" ( "Artistic and aesthetic").
- Non-traditional activities: performance, puppet show, quest, concert, KVN, intellectual games (quizzes, "Own game", "Oh, lucky!" These forms of activity contain an entertaining component, preschoolers actively perform creative tasks and follow the disclosure of the topic.
- Environmental actions. Carrying out activities in support of respect for nature requires extensive preliminary work: studying any environmental problem, forecasting in case of unfavorable developments (air, water and soil pollution, death of plants and animals), searching for information on how to solve the problem, practical input.
Options for environmental actions in the preparatory group of the kindergarten: "Dress the tree" (actions to protect trees on the territory of the preschool educational institution from frost - wrapping), "Feed the birds!" (creation of feeders and providing food for birds that remain overwintering), "Disposal of batteries" (action to collect used energy carriers and transfer them for disposal), "Green landing" (action to plant greenery on the territory of a preschool educational institution or to clean up the adjacent territory from garbage).
Participation in environmental campaigns teaches preschoolers to take care of their native nature
Conducting a lesson on cognitive and research activities in the preparatory group of a preschool educational institution
According to the norms of SanPiN, the GCD class in the preparatory group is carried out in the morning (preferably in the middle of the week, when mental abilities are at their peak of activity) and lasts no more than half an hour. Observations with a research focus can be made during a morning or evening walk for 7-15 minutes.
The forms of children's activity should be varied. In the preparatory group, one task for physical activity is enough (exercise, dance warm-up or outdoor game). As a change of activity, musical pauses are held, watching an animated episode on the topic of the lesson, collective memorization of sayings, poetic excerpts.
Spiritual fullness and richness of life can only be given by a broad, versatile education, an inquisitive knowledge of the world, an active striving for knowledge, the joy of knowledge.
V. A. Sukhomlinsky
"On education"
Experiments with balloons clearly demonstrate to preschoolers that air has weight
In the preparatory group, the teacher gives verbal instructions and descriptions for performing the experiments, the children learn to carry out the research according to the graphic scheme. Live screening is used to showcase challenging experiences and is used individually for children in difficulty. Senior preschoolers are offered tasks for predicting research results and recording the information received. The guys are working on creating herbariums and collections, keeping diaries of weather and experimental observations, filling out the experiment card, complementing the empty template of the experiment scheme with symbols.
Table: scheme for constructing a research plan
| Research phase | An example of a child's experimenting progress |
| Statement of a question | Motivational start of the lesson. The children received a video letter from a fairy-tale character, in which he says that he saw how the children conducted experiments on the buoyancy of various materials. Preschoolers found that iron sinks. The character is interested in whether all objects are made of metal, for example, ships are sinking. Pupils formulate the question: "Why do not all iron objects sink in water?" |
| Goal setting | The pupils offer solutions to the problem, they come to the conclusion that the buoyancy of various metal objects should be observed in the laboratory. |
| Putting hypotheses | The guys are pondering how it is possible to determine the conditions for the buoyancy of iron objects (to conduct an experiment with the lowering of objects of different volume and shape, made of the same material, onto the water surface). |
| Hypothesis testing | Experimentation in the laboratory with an iron plate, a cube, a bar, balls, a bowl, a boat. |
| Analysis of the obtained results | Children saw that metal objects of the same weight behave differently when immersed in water (smaller ones sink, larger ones float on the surface, have buoyancy). |
| Summing up the research results, formulating conclusions | Those metal objects, the total density of which is less than the density of water, do not sink in water. |
Preschoolers in practice are looking for an answer to the question of why some metal objects sink in water, while others float
Motivating class start
The extent to which the child is interested in the topic of the lesson depends on his initiative in direct research work. The teacher carries away the children with leading questions, considering unusual visual material. Problem situations, elements of the game, and surprising moments stimulate interest. Predicting a positive perception of the initial stage, the teacher builds the lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, looking for an answer to an important question).
Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers
The final result of research activity largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.
Table: examples of motivating start to class
| Cognitive research topic | Motivating class start option |
| Formation of ideas about a natural phenomenon - a volcanic eruption (lesson "Fire-breathing mountain - volcano"). |
|
| Expansion of ideas about the properties of solid materials: wood, plastic, foam, metal, paper, fabric, rubber (lesson "Travel to the island"). |
|
| Acquaintance with the environmental problem of air pollution and its possible consequences for nature and the human body (lesson "We are researchers"). | Conducting a heuristic conversation:
|
Table: card index of topics for cognitive and research activities in the preparatory group
| Lesson topic | Research objectives |
| Expansion of ideas about the properties of water, its forms (liquid, solid, gaseous) and the conditions for the transition from one form to another. |
| Formation of ideas about the conditions of plant growth. |
| "Invisible and Near" | Expansion of ideas about the properties of air, its significance for life on Earth. |
| "Where does the sound come from?" | Formation of ideas about the fluctuation of objects. |
|
|
| "Mirror, mirror" | Expanding understanding of the properties of mirrors and their use. |
| "Why are things moving?" | Acquaintance with the concepts of "thrust" and "friction force". |
| "Why isn't the ship sinking?" | Acquaintance with the dependence of the buoyancy of objects on the shape, size, weight. |
| "Sugar" | Expansion of understanding of the properties of sugar, methods of its production and use. |
| "Salt" | Expansion of understanding of the properties of salt, methods of obtaining and using it. |
| "Glue" | Acquaintance with different types of glue (PVA, silicone, instant) and their properties. |
| "Cement" | Acquaintance with the properties of cement and how to use it. |
| Acquaintance with the concept of "environmental problem". |
| "Measuring the length of objects" |
|
| Acquaintance with natural objects by studying models. |
|
|
Pupils of the preparatory group may well be entrusted with working with a microscope.
Time plan for a preparatory group lesson
The summary of the GCD lesson and the integrated lesson with a research orientation is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements. The research-oriented preparatory group lasts 30 minutes and consists of the following components:
- Organizational moment - 1 minute.
- Motivating start to class - 3-5 minutes.
- Building a research plan - 2-3 minutes.
- Physical activity - 2-3 minutes.
- Practical research (observation, experiment, experimentation) - 10-15 minutes.
- Fixing the research results - 1-2 minutes.
- Summing up - 1 minute.
Table: Examples of timed lesson plans on various topics
| Lesson topic | Organizing time | Motivating start | Pronunciation of research stages (planning) | Physical activity | Practical work | Recording results | Summarizing |
| "Journey to the Age of the Dinosaurs" | 1 minute. |
| 2 minutes. | An outdoor game "Dinosaurs". 3 minutes. | Study of various types of dinosaurs (according to figures and materials of the illustrated encyclopedia). 13-15 minutes. | Distribution (classification) of pictures with dinosaurs on the card into subgroups: herbivores and carnivores; floating, land, flying. 1-2 minutes. | 1 minute. |
| "The yellow leaves are circling over the city" | 1 minute. | Surprising moment. A squirrel comes to the group (the role is played by a pupil of the older group) and asks for help in answering the question: "Why did the leaves on the trees in the forest turn yellow and fall off?" 3 minutes. | 2 minutes. | Physical education "The tree is higher and higher." 2 minutes. | Examination of tree leaves using a microscope (presence and absence of chlorophyll). 14 minutes. | Herbarium page decoration. 2 minutes. | 1 minute. |
| "Save the water!" | 1 minute. |
| 3 minutes. | Charging "Droplets - boo!" Droplets - jump! " 2 minutes. | Experienced water purification activities. 15 minutes. | Filling out the research card. 1 minute. | 1 minute. |
The study of dinosaur species will take preschoolers to the wonderful world of prehistoric nature
Table: an example of a summary of cognitive and research activities in the preparatory group
| author | Kovalevskaya NN, educator of MBDOU D / s "Raduga", Isilkul, Omsk region. |
| Name | "Herbarium. Trees on the site of the kindergarten " |
| Target | Expand and enrich children's knowledge about the features of autumn nature and trees at the kindergarten site. |
| Tasks |
|
| Preliminary work |
|
| Forms of organizing activities |
|
| Materials (edit) |
|
| Course of the lesson | Motivational stage. V .: We have done a very good job for a month. We studied the structure of the leaf, found out why leaf fall in autumn. What else have we done with you? (Collected leaves for the herbarium). We have worked like real research scientists. Do you think we did everything? (No, not everything, scientists write down their research in special books - encyclopedias). Can we create a small encyclopedia about the trees of our site? What do we need for this? (Answers of children). The main stage. Q: Before starting work, let us repeat what we know about trees and leaf fall.
Final stage.
|
Examples of the organization of cognitive and research activities in the preparatory group
We suggest that you familiarize yourself with the experience of conducting classes in a preschool educational institution on research activities and experimentation with children 6-7 years old.
Video: open class on experimenting "Molecules and Bubbles"
Video: experimental activities in the preparatory group (studying the properties of water)
Video: experimental activity "Winter Water"
Video: open class "Lemon Secrets"
Video: GCD for cognitive and research activities "The most important wizard"
Video: GCD "Journey to the laboratory of Professor Pochemuchkin"
Analysis and diagnostics of the cognitive and research activities of pupils
To assess the results and effectiveness of the pupils' cognitive and research activities, the teacher conducts diagnostics according to the following criteria:
- the ability to pose a problem;
- competent formulation of questions;
- building an algorithm of actions to solve the problem;
- putting forward hypotheses;
- choice of research methods;
- the ability to describe observations during the research process;
- the presence of thinking skills (analysis, comparison, generalization, systematization);
- the degree of independence at each stage of the research;
- ability to inferences, conclusions, summing up.
The teacher assesses the degree of independence of the pupil when conducting experiments, the ability to formulate conclusions
The high level of cognitive and research activity is evidenced by the presence of stable motivation to solve problem situations and search for answers to the questions posed, independent construction of the research algorithm and practical work (experiments), competent formulation of the information obtained, correct construction of conclusions. A child with a developed research type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them empirically, and brings what has been started to the end in order to obtain compliance with the voiced hypothesis or refute it.
To identify the attitude of pupils to experimental activity and determine the level of mastery of research skills, the educator may suggest that the children keep a special journal in which the results of the work done are recorded. At the same time, the teacher is recommended to keep diagnostic cards for each pupil, in which he enters data from his own observations of the research activity of children.
Diagnostics can be carried out in the form of an individual conversation using special tasks
The development of cognitive activity as a topic for self-education of a preschool teacher
The preschool educational institution teacher is constantly improving his professional skills, improving his qualifications and developing. Being engaged in self-education on the development of cognitive activity of older preschoolers, the teacher studies methods and approaches to create conditions for the formation of the foundations of cognitive, intellectual-personal and creative development in children.
Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.
K. Chukovsky
The teacher should pay great attention to creating conditions for children's experimentation. A research corner or science center is organized on the premises of the group. It is possible to prepare a separate room for the functioning of a circle for cognitive research activities. A research area or laboratory should be provided with space for showcasing students' projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, racks are allocated, access to which will be open to all children. For the experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules for conducting experiments must be clearly presented (for example, in the form of a poster).
If the children have difficulties during the experiments, the teacher always comes to the rescue
Table: stages of work on self-education of the teacher within the framework of the theme "Development of the cognitive activity of preschoolers"
| Self-education work stage | Activity content |
| Theoretical stage |
|
| Practical stage | The prepared theoretical base is being introduced into practice. The teacher organizes research activities in accordance with the curriculum in the morning or opens a circle for additional education. During the school year, the teacher conducts thematic meetings or consultations for parents, in which he introduces them to the tasks of experimental activity and shows the results achieved by the children. The teacher should strive to involve children in project activities, participation in city and regional competitions. The teacher reports on the effectiveness of the work at teachers' councils, seminars and round tables for colleagues. |
Photo gallery: examples of creating conditions for research activities of preschoolers
Various materials for conducting experiments are placed in the research corner Materials of the research corner should be freely available to children When working in a mini-laboratory, it is imperative to observe safety precautions When organizing a research corner, it is important to provide a space where children will work with materials Working with a microscope requires accuracy, but leaves children have an unforgettable experience In the experimental laboratory, not all children can study, but only the most motivated The teacher necessarily acquaints the pupils with the equipment of the research circle
Education - higher philological, master's degree in philology. Specialty - teacher of Russian language and literature, teacher of history. Studying the modern literary process is part of my life. As a teacher in recent years, I often interact with preschool children, therefore, I actively explore the experience of preschool educators, study the latest developments in teaching preschoolers.
Sand and clay
Experiment "Sand Cone".
Target:Introduce the property of sand - flowability.
Stroke:Take a handful of dry sand and release it in a trickle so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an ever larger area at the base. If you pour sand in one place for a long time, then in another, floods occur; the movement of the sand is like a current.
Is it possible to build a permanent road in the sand
Conclusion:Sand is a free-flowing material.
Experience "What are sand and clay made of?"
Examining grains of sand and clay with a magnifying glass.
What is sand made of? / The sand is composed of very finegrains - grains of sand.
How do they look? / They are very small, round /.
What is clay made of? Are the same particles visible in the clay?
Each grain of sand lies separately in the sand, it does not stick to its "neighbors", and the clay consists of very small particles stuck together. Grains of dust from clay are much smaller than grains of sand.
Conclusion: sand consists of grains of sand that do not stick to each other, and clay is made of small particles that seem to hold hands tightly and pressed against each other. Therefore, sand figures crumble so easily, and clay figures do not crumble.
Experience "Does water pass through sand and clay?"
The glasses are filled with sand and clay. They pour water on them and see which of them allows water to pass through well. Why do you think water passes through the sand, but not through the clay?
Conclusion: the sand passes water well, because the grains of sand are not fastened together, they crumble, there is free space between them. Clay does not allow water to pass through.
Experience " Sand can move » .
Take a handful of dry sand and release it in a trickle so that it falls into one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an ever larger area at the base. If you pour sand for a long time, then in one place, or in another, alloys appear. The movement of the sand is like a current.
Stones
Experience "What are stones
»
Determine the color of the stone (gray, brown, white, red, blue, etc.).
Conclusion: stones are different in color and shape
Sizing experiment
Are your stones the same size?
Conclusion: stones come in different sizes.
Experience "Determination of the nature of the surface"
We will now stroke each pebble in turn. Are the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest.
Conclusion: the stone can be smooth and rough.
Shape Determination Experience
The teacher invites everyone to take a stone in one hand, and plasticine in the other. Squeeze both palms. What happened to the stone and what happened to the clay? Why?
Conclusion: stones are hard.
Experience "Examining stones through a magnifying glass"
Educator: what interesting things did you guys see? (Specks, paths, indentations, dimples, patterns, etc.).
Experiment "Determination of weight"
Children take turns holding stones in their palms and determine the heaviest and lightest stone.
Conclusion: stones by weight are different: light, heavy.
Experiment "Determination of temperature"
Among your stones, you need to find the warmest and coldest stone. Guys, how and what will you do? (The teacher asks to show a warm, then cold stone and offers to warm a cold stone.)
Conclusion: stones can be warm or cold.
Experience "Do stones sink in water?"
The children take a jar of water and carefully place one stone in the water. They are watching. Share the result of the experience. The teacher draws attention to additional phenomena - circles went through the water, the color of the stone changed, became brighter.
Conclusion: stones sink in water because they are heavy and dense.
Experience "Lighter - Harder"
Take a wooden cube and try to dip it into the water. What will happen to him? (The tree floats.) Now put a pebble in the water. What happened to him? (The stone is sinking.) Why? (It's heavier than water.) Why is the tree floating? (It's lighter than water.)
Conclusion: Wood is lighter than water, and stone is heavier.
Experience "Absorbs - Does Not Absorb"
Gently pour some water into a glass of sand. Let's touch the sand. What has he become? (Wet, wet ). Where did the water disappear to?(Hidden in the sand, the sand quickly absorbs water). Now let's pour water into a glass where the stones are. Do pebbles absorb water?(Not) Why?(Because the stone is hard and does not absorb water, it does not allow water to pass through.)
Conclusion: The sand is soft, light, consists of individual grains of sand, absorbs moisture well. The stone is heavy, hard, waterproof.
Experience "Living stones"
Purpose: To acquaint with stones, the origin of which is associated with living organisms, with ancient fossils.
Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glasses, thick glass, amber.
Check what happens if you squeeze lemon juice onto a stone. Place the pebble in the buzzing glass, listen. Tell us about the result.
Conclusion: Some stones “hiss” (chalk - limestone).
Scientific experience "Growing stalactites"
Target:
Refine knowledge based on experience.
Arouse the joy of experiential discoveries. (soda, hot water, food coloring, two glass jars, thick woolen thread).
First of all, we prepare a supersaturated soda solution. So, we have a solution prepared in two identical jars. We put the banks in a quiet, warm place, because to grow stalactites and stalagmites, you need peace and quiet. We move the banks apart, and put a plate between them. We release the ends of the woolen thread into the cans so that the thread hangs over the plate. The ends of the thread should go down to the middle of the cans. You will get such a suspension bridge made of woolen thread, a road from can to can. At first, nothing interesting will happen. The thread should be soaked in water. But after a few days, the solution will gradually begin to drip from the thread onto the plate. Drop by drop, unhurriedly, just as it happens in mysterious caves. A small bump will appear first. It will grow into a small icicle, then the icicle will get bigger and bigger. And below, on the plate, a tubercle will appear, which will grow up. If you have ever built sand castles, you will understand how this happens. Stalactites will grow from top to bottom, and stalagmites will grow from bottom to top.
Experience "Can stones change color?"
Put one stone in the water and pay attention to it. Get the stone out of the water. What is he? (Wet.) Compare with a stone on a napkin. What is the difference? (In color.)
Conclusion: Wet stone is darker.
Experience "Circles in the water"
Submerge a stone in the water and see how many circles have gone. Then add the second, third, fourth stone and observe how many circles went from each stone, and write down the results. Compare results. See how these waves interact.
Conclusion: The circles are wider from a large stone than from a small one.
Experience "Stones make sounds."
Do you think stones can make sounds?
Knock them together. What do you hear?
These stones talk to each other and each of them has its own voice.
Now, guys, I'm going to drop lemon juice on one of your stones. What's happening?
(The stone is hissing, angry, he doesn't like lemon juice)
Conclusion: stones can make sounds.
Air and its properties
Experience "Acquaintance with the properties of air"
Air guys are gas. Children are encouraged to look at the group room. What do you see? (toys, tables, etc.) And there is also a lot of air in the room, it is not visible on it, because it is transparent, colorless. To see the air, you need to catch it. The teacher suggests looking into a plastic bag. What's in there? (it is empty). It can be folded several times. Look how thin he is. Now we draw air into the bag, tie it. Our bag is full of air and looks like a pillow. Now we will untie the bag, let the air out of it. The bag became thin again. Why? (There is no air in it.) Put air in the bag again and release it again (2-3 times)
Air guys are gas. It is invisible, transparent, colorless and odorless.
Take a rubber toy and squeeze it. What will you hear? (Whistle). This is the air coming out of the toy. Cover the hole with your finger and try to squeeze the toy again. It doesn't shrink. What's stopping her? We draw a conclusion: the air in the toy interferes with compressing it.
See what happens when I dip the glass into the jar of water. What are you seeing? (No water is poured into the glass). Now I will gently tilt the glass. What happened? (Water poured into the glass). The air came out of the glass, and the water filled the glass. We draw a conclusion: air takes up space.
Take a straw and put it in a glass of water. Let’s quietly blow into it. What are you seeing? (Bubbles coming in) Yes, it proves that you are breathing out air.
Place your hand on your chest and inhale. What's happening? (The ribcage has risen.) What happens to the lungs at this time? (They fill with air.) And when you exhale, what happens to the chest? (She goes down.) What happens to our lungs? (Air comes out of them.)
We conclude: when inhaling, the lungs expand, filling with air, and when exhaling, they contract. Can we not breathe at all? There is no life without breath.
Experience "Dry of water"
Children are encouraged to turn the glass upside down and slowly lower it into the jar. To draw the attention of children to the fact that the glass must be kept straight. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in there.
Children are encouraged to lower the glass in a jar of water again, but now it is suggested to hold the glass not straight, but tilting it slightly. What appears in the water? (air bubbles are visible). Where did they come from? Air comes out of the glass and water takes its place. Conclusion: the air is transparent, invisible.
Experience "How much does air weigh?"
Let's try to weigh the air. Take a stick about 60 cm long. In its middle, fasten a rope, to both ends of which we tie two identical balloons. Hang the stick by the string in a horizontal position. Invite the children to think about what happens if you pierce one of the balls with a sharp object. Pierce one of the inflated balloons with a needle. Air will come out of the ball, and the end of the stick, to which it is attached, will rise up. Why? The balloon without air has become lighter. What happens when we pierce the second balloon too? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated balloons.
Experience "Air is always in motion"
Objective: To prove that the air is always in motion.
Equipment:
1. Strips of light paper (1.0 x 10.0 cm) in an amount corresponding to the number of children.
2. Illustrations: windmill, sailboat, hurricane, etc.
3. Hermetically sealed jar with fresh orange or lemon peels (you can use a bottle of perfume).
Air Movement Experience
Gently take a strip of paper by the edge and blow on it. She deviated. Why? We exhale air, it moves and moves the paper strip. Let's blow on our palms. You can blow harder or weaker. We feel strong or weak air movement. In nature, such a tangible movement of air is called wind. People have learned to use it (showing illustrations), but sometimes it can be too strong and cause a lot of trouble (showing illustrations). But the wind is not always there. Sometimes the weather is calm. If we feel the movement of air in the room, this is called a draft, and then we know that a window or a window is probably open. Now in our group the windows are closed, we do not feel the movement of air. I wonder if there is no wind and no draft, then the air is motionless? Consider a hermetically sealed jar. It has orange peels in it. Let's smell the jar. We do not smell because the can is closed and we cannot breathe air from it (air does not move from the closed space). Will we be able to breathe in the smell if the can is open, but far from us? The teacher takes the jar away from the children (about 5 meters) and opens the lid. No smell! But after a while, everyone smells oranges. Why? Air from the can moved across the room. Conclusion: The air is always in motion, even if we do not feel the wind or draft.
Experience " Air properties. Transparency » .
We take a plastic bag, put air in the bag and twist it. The bag is full of air, it looks like a pillow. Air took up all the space in the bag. Now we will untie the bag and let the air out of it. The bag has become thin again, because there is no air in it. Conclusion: the air is transparent, to see it, you need to catch it.
Experience " There is air inside empty objects » .
Take an empty jar, lower the jar vertically down into a bowl of water, and then tilt to the side. Air bubbles come out of the jar. Conclusion: the jar was not empty, there was air in it.
Experience "Method of detecting air, air is invisible"
Objective: To prove that the can is not empty, it contains invisible air.
Equipment:
2. Paper napkins - 2 pieces.
3. A small piece of plasticine.
4. A saucepan with water.
Experience: Let's try to dip a paper napkin into a pot of water. Of course she got wet. And now, with the help of plasticine, we will fix the exact same napkin inside the jar at the bottom. Turn the jar upside down and gently lower it into a pot of water to the very bottom. The water completely closed the jar. We carefully remove it from the water. Why did the napkin stay dry? Because there is air in it, it does not let water in. It can be seen. Again, in the same way, lower the jar to the bottom of the pan and slowly tilt it. Air escapes from the can in a bubble. Conclusion: The can only seems empty, in fact, there is air in it. The air is invisible.
Experience "Invisible air around us, we breathe it in and out."
Purpose: To prove that there is invisible air around us, which we breathe in and out.
Equipment:
1. Glasses with water in an amount corresponding to the number of children.
2. Number of cocktail straws corresponding to the number of children.
3. Strips of light paper (1.0 x 10.0 cm) in an amount corresponding to the number of children.
Experience: Gently take a strip of paper by the edge and bring the free side closer to the spouts. We begin to inhale and exhale. The strip is moving. Why? Do we breathe in and out the air that moves the paper strip? Let's check, try to see this air. Take a glass of water and breathe out into the water through a straw. Bubbles appeared in the glass. This is the air we breathe out. The air contains many substances that are beneficial for the heart, brain and other organs of the person.
Conclusion: We are surrounded by invisible air, we breathe it in and out. Air is essential for the life of humans and other living beings. We can't help but breathe.
The Air Can Move Experience
Objective: Prove that invisible air can move.
Equipment:
1. Transparent funnel (you can use a cut-off plastic bottle).
2. A deflated balloon.
3. A saucepan with water, slightly tinted with gouache.
Experience: Consider a funnel. We already know that it only seems empty, in fact, there is air in it. Is it possible to move it? How to do it? Put a deflated balloon on the narrow part of the funnel and lower the funnel into the water with a bell. As the funnel is lowered into the water, the ball inflates. Why? We see that water is filling the funnel. Where did the air go? The water displaced it, the air moved into a ball. We will tie the ball with a thread, we can play it. The ball contains air that we moved from the funnel.
Conclusion: Air can move.
Experience "Air does not move from an enclosed space"
Objective: To prove that air cannot move from an enclosed space.
Equipment:
1. Empty glass jar 1.0 liter.
2. Glass pan with water.
3. Stable foam boat with mast and sail made of paper or fabric.
4. Transparent funnel (you can use a plastic bottle with a cut off bottom).
5. A deflated balloon.
Experience: The ship floats on the water. The sail is dry. Can we lower the boat to the bottom of the pot and not soak the sail? How to do it? We take the jar, hold it strictly vertically with the hole down and cover the boat with the jar. We know that there is air in the bank, therefore, the sail will remain dry. Lift the can carefully and check it out. Again we will cover the boat with a can, and we will slowly lower it down. We see how the boat sinks to the bottom of the pan. We also slowly raise the can, the boat returns to its place. The sail is dry! Why? There was air in the can; it displaced the water. The ship was in the bank, so the sail could not get wet. There is also air in the funnel. Put a deflated balloon on the narrow part of the funnel and lower the funnel into the water with a bell. As the funnel is lowered into the water, the ball inflates. We see that water is filling the funnel. Where did the air go? The water displaced it, the air moved into a ball. Why did the water displace water from the funnel, but not from the can? The funnel has an opening through which air can escape, but the can does not. Air cannot escape from the enclosed space.
Conclusion: Air cannot move from an enclosed space.
Experience "The volume of air depends on the temperature."
Objective: To prove that air volume depends on temperature.
Equipment:
1. Glass test tube, hermetically sealed with a thin rubber film (from a balloon). The tube is closed in the presence of children.
2. A glass of hot water.
3. A glass with ice.
Experience: Consider a test tube. What's in it? Air. It has a certain volume and weight. We close the test tube with a rubber wrap, not pulling it very tightly. Can we change the volume of air in a test tube? How to do it? It turns out we can! Put the test tube in a glass of hot water. After a while, the rubber film will become noticeably convex. Why? After all, we did not add air to the test tube, the amount of air did not change, but the volume of air increased. This means that as the temperature rises, the air volume increases. Take a test tube out of hot water and place it in a glass with ice. What do we see? The rubber film has noticeably retracted. Why? After all, we did not let the air out, its amount did not change again, but the volume decreased. This means that with cooling (decreasing temperature), the volume of air decreases.
Conclusion: Air volume depends on temperature. As the temperature rises, the air volume increases. With cooling (decreasing temperature), the air volume decreases.
Experience "Air helps fish swim."
Purpose: Describe how an air-filled swim bladder helps fish swim.
Equipment:
1. A bottle of sparkling water.
2. Glass.
3. Several medium-sized grapes.
4. Illustrations of fish.
Experience: Pour sparkling water into a glass. Why is it called that? There are many small air bubbles in it. Air is a gaseous substance, therefore water is carbonated. Air bubbles rise quickly and are lighter than water. Let's throw a grape into the water. It is slightly heavier than water and will sink to the bottom. But bubbles, similar to small balloons, will immediately begin to sit on it. Soon there will be so many of them that the grape will float. On the surface of the water, the bubbles will burst, and the air will fly away. The heavy grape will sink to the bottom again. Here it will again be covered with air bubbles and will emerge again. This will continue several times until the air "exhales" from the water. By the same principle, fish swim with the help of a swim bladder.
Conclusion: Air bubbles can lift objects in the water. Fish swim in water using an air-filled swim bladder.
The Floating Orange Experience.
Purpose: To prove that there is air in the orange peel.
Equipment:
1.2 oranges.
2. A large bowl of water.
Experience:Put one orange in a bowl of water. He will swim. And even if you try very hard, you won't be able to drown him. Peel the second orange and put it in the water. The orange drowned! How so? Two identical oranges, but one drowned and the other floats! Why? There are many air bubbles in the orange peel. They push the orange to the surface of the water. Without a peel, an orange sinks because it is heavier than the water it displaces.
Conclusion:An orange does not sink in water because there is air in its skin and it keeps it on the surface of the water.
Water and its properties
Experience " Drop shape » .
Place a few drops of water from the bottle on a saucer. Hold the drops high enough from the saucer so that the children can see what shape the drop appears from the neck and how it falls.
Experience « What does the water smell like » .
Offer the children two glasses of water - clean and with a drop of valerian. The water begins to smell like the substance that is put in it.
Experience "Melting ice".
Cover the glass with a piece of gauze, securing it with an elastic band around the edges. Put a piece of icicle on cheesecloth. Place the dishes with ice in a warm place. The icicle decreases, the water in the glass is added. After the icicle has completely melted, emphasize that the water was in a solid state, but turned into a liquid one.
Experiment "Water evaporation".
Put some water in a plate, measure its level on the side of the plate with a marker and leave it on the windowsill for several days. Looking at the plate every day, we can observe the miraculous disappearance of water. Where does the water disappear to? It turns into water vapor - it evaporates.
Experience "Converting steam into water."
Take a thermos with boiling water. Open it up so the kids can see the steam. But we still need to prove that steam is also water. Place a mirror over the steam. Droplets of water will perform on it, show them to children.
Experience "Where did the water disappear?"
Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material: Two equal volumetric containers.
Children pour an equal amount of water into a container; together with the teacher make a level mark; one jar is closed tightly with a lid, the other is left open; both banks are placed on the windowsill.
During the week, the evaporation process is observed, making notes on the walls of the containers and recording the results in the observation diary. They are discussing whether the amount of water has changed (the water level has become below the mark), where the water from the open can disappeared (water particles rose from the surface into the air). When the container is closed, evaporation is low (water particles cannot evaporate from a closed container).
Experience "Different water"
Educator: Guys, let's take a glass and pour sand into it. What happened? Can you drink this water?
Children: No. She is dirty and unpleasant to look at.
Educator: Yes, indeed, such water is not drinkable. What needs to be done to make it clean?
Children: She needs to be cleaned of dirt.
Educator: And you know, this can be done, but only with the help of a filter.
We can make the simplest filter for water purification with you ourselves using gauze. See how I do it (I show you how to make a filter, then how to install it in a jar). Now try making the filter yourself.
Independent work of children.
Educator: Everything worked out right for everyone, what great fellows you are! Let's try how our filters work. We will very carefully, little by little, pour the dirty water into a glass with a filter.
Children are working independently.
Educator: Carefully remove the filter and look at the water. What has she become?
Children: The water became clear.
Educator: Where did the oil go?
Children: All oil remains on the filter.
Educator: We have learned the easiest way to purify water. But even after filtration, the water cannot be drunk right away, it needs to be boiled.
Experience "The water cycle in nature"
Purpose: To tell children about the water cycle in nature. Show the dependence of the state of water on temperature.
Equipment:
1. Ice and snow in a small saucepan with a lid.
2. Electric stove.
3. Refrigerator (in kindergarten, you can agree with the kitchen or the medical office about placing an experimental saucepan in the freezer for a while).
Experience 1: Let's bring home hard ice and snow from the street, put them in a saucepan. If you leave them in a warm room for a while, they will soon melt and you will get water. What was the snow and ice? Snow and ice are hard, very cold. What kind of water? It is liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.
Conclusion: When heated (increasing temperature), solid snow and ice turn into liquid water.
Experience 2: Put a saucepan with the resulting water on an electric stove and boil. The water boils, steam rises above it, the water becomes less and less, why? Where does it disappear to? It turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What has become? Gaseous! Why? We increased the temperature again, heated the water!
Conclusion: When heated (increasing temperature), liquid water turns into a gaseous state - steam.
Experience 3: We continue to boil the water, cover the saucepan with a lid, put some ice on the top of the lid, and after a few seconds show that the lid below is covered with drops of water. What was the steam? Gaseous! What kind of water did you get? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid water droplets.
Conclusion: Upon cooling (decreasing temperature), the gaseous vapor again turns into liquid water.
Test 4: Let's cool down our saucepan a little, and then put it in the freezer. What will happen to her? It will turn to ice again. What was the water like? Liquid! What did she become after freezing in the refrigerator? Solid! Why? We froze it, that is, we reduced the temperature.
Conclusion: Upon cooling (decreasing temperature), liquid water again turns into solid snow and ice.
General conclusion: It often snows in winter, it lies everywhere on the street. Ice can also be seen in winter. What is it: snow and ice? This is frozen water, its solid state. The water is frozen because it is very cold outside. But then spring comes, the sun warms up, it gets warmer outside, the temperature rises, ice and snow heat up and begin to melt. When heated (increasing temperature), solid snow and ice turn into liquid water. Puddles appear on the ground, streams flow. The sun is getting warmer. When heated, liquid water turns into a gaseous state - steam. The puddles dry up, the gaseous vapor rises higher and higher into the sky. And there, high up, cold clouds meet him. On cooling, the gaseous vapor turns back into liquid water. Water droplets fall to the ground like a cold saucepan lid. What does it mean? It's rain! It rains in spring, summer and autumn. But most of all it rains in autumn. The rain pours on the ground, there are puddles on the ground, a lot of water. It's cold at night, the water freezes. Upon cooling (decreasing temperature), liquid water turns back into solid ice. People say: "It was frosty at night, it was slippery outside." Time passes, and after autumn, winter comes again. Why is it snowing now instead of rains? And it turns out that water droplets, while falling, managed to freeze and turn into snow. But then spring comes again, snow and ice melt again, and again all the wonderful transformations of water are repeated. This story repeats itself with solid snow and ice, liquid water and gaseous vapor every year. These transformations are called the water cycle in nature.
Experience " Protective properties of snow » .
Place jars with the same amount of water: a) on the surface of a snowdrift, b) bury shallowly in the snow, c) bury deep in the snow. Observe the condition of the water in the jars. Draw conclusions why snow protects plant roots from freezing.
Experience « Identifying the mechanism of frost formation » .
We bring very hot water out into the cold and hold a branch over it. It is covered with snow, but it doesn’t snow. The branch is getting bigger and bigger in gu sleep. What's this? It's frost.
Experience « Ice is lighter than water » .
Dip a piece of ice into a glass filled to the brim with water. The ice will melt, but the water will not overflow. Conclusion: The water that ice has turned into takes up less space than ice, that is, it is heavier.
Experience « Water properties » .
Continue acquaintance of children with the properties of water: when it freezes, water expands. On an evening walk in severe frost, a glass bottle filled with water is taken out and left on the surface of the snow. The next morning, the children see that the bottle has burst. Conclusion: the water, having turned into ice, expanded and tore apart the bottle.
Experience " Why don't ships sink? »
Lead children to the conclusion why ships do not sink. Lower metal objects into a container of water, watching them sink. Dip a tin can into the water, gradually loading it with metal objects. Children will make sure the jar stays afloat.
Magnet
Experience "Attracts - does not attract"
On your table there are mixed objects, disassemble the objects in this way: on a black tray, put all the objects that the magnet attracts. On a green tray, put those that do not react to the magnet.
Q: How do we check this?
D: With a magnet.
Q: To check this, you need to hold a magnet over objects.
Let's get started! Tell us what did you do? And what happened?
D: I ran a magnet over objects, and all iron objects were attracted to it. This means that the magnet attracts iron objects.
Q: What objects did the magnet not attract?
D: The magnet did not attract: a plastic button, a piece of cloth, paper, a wooden pencil, an eraser.
Experience "Does a magnet work through other materials?"
Fishing game
Will magnetic forces pass through the water? We will now check it out. We will fish without a rod, only with the help of our magnet. Swipe the magnet over the water. Get started.
Children hold a magnet over the water, the iron fish at the bottom are attracted to the magnet.
-Tell us what you did and what you did.
-I held a magnet over a glass of water, and the fish lying in the water was attracted, magnetized.
Conclusion - Magnetic forces pass through the water.
Experience game "Butterfly flies"
Guys, do you think a paper butterfly can fly?
-I'll put a butterfly on a sheet of cardboard, a magnet under the cardboard. I will move the butterfly along the drawn paths. Proceed with the experiment.
- Tell us what you did and what you got.
-The butterfly is flying.
-And why?
-Bottom, the butterfly also has a magnet. A magnet attracts a magnet.
-What moves the butterfly? (magnetic force).
-That's right, magnetic forces have their magical effect.
-What can we conclude?
-Magnetic force passes through the cardboard.
-Magnets can act through paper, so they are used, for example, to attach notes to the metal door of the refrigerator.
-What conclusion can be drawn? What materials and substances does the magnetic force pass through?
Conclusion - The magnetic force passes through the cardboard.
-Correct, magnetic force passes through different materials and substances.
Experience "How to get a paper clip out of the water without wetting your hands"
Target: Continue to teach children about the properties of a magnet in water.
Material: A basin of water, iron objects.
Taking away the paper clips after the children's experiments, Knownka “accidentally” drops some of them into a basin of water (such a basin with toys floating in it “accidentally” turns out to be near the table at which children experiment with magnets).
The question arises of how to get the paper clips out of the water without getting your hands wet. After the children manage to pull the paper clips out of the water with the help of a magnet, it turns out that the magnet acts on iron objects in water too.
Conclusion. Water does not interfere with the action of the magnet. Magnets act on iron and steel even if they are separated from it by water.
Experience "Magnetic Theater"
Target: Develop the creative imagination of children in the process of finding ways to use magnets, dramatizing fairy tales for "magnetic" theater. Expand the social experience of children in the process of joint activities (distribution of responsibilities). Develop emotional and sensory experience, the speech of children in the process of dramatization games.
Material: Magnet, steel clips, sheets of paper. Materials required for drawing, applique work, origami (paper, brushes and paints or pencils, felt-tip pens, scissors, glue).
As a surprise for the birthday of the Dwarf Wizard, children are invited to prepare a performance in the theater that uses magnets (the Dwarf Wizard is very fond of them).
An experiment in which a paper clip moves on a paper screen under the action of a magnet serves as a "clue" for the device of a magnetic theater.
As a result of searches - experimentation, reflection, discussion - children come to the conclusion that if any light steel objects (paper clips, circles, etc.) are attached to paper figures, they will be held by a magnet and move across the screen. help (the magnet is brought to the screen from the other side, invisible to the viewer).
After choosing a fairy tale for staging in a magnetic theater, children draw decorations on a paper stage-screen and make "actors" - paper figures with pieces of steel attached to them (they move under the action of magnets controlled by children). At the same time, each child chooses the most acceptable ways of depicting "actors":
Draw and cut;
Make an application;
They are made using the origami method, etc.
In addition, it is advisable to make special invitations for the Wizard gnome and all other guests. For example, such: We invite everyone to the first performance of the amateur children's magnetic theater "CHUDO-MAGNET".
Experience "Catch a Fish"
Target: Develop the creative imagination of children in the process of finding ways to use magnets, coming up with plots for games with their use. Expand the transformative and creative experience of children in the process of constructing games (drawing, coloring, cutting out). To expand the social experience of children in the process of joint activities - the distribution of responsibilities between its participants, the establishment of deadlines for work, the obligation to comply with them.
Material: Board game "catch a fish"; books and illustrations to help children come up with plots of "magnetic" games; materials and tools necessary for making the game "Catch a Fish" and other "magnetic" games (in an amount sufficient for every child to take part in making such games).
Invite the children to consider the board-print game "Catch a Fish", tell how to play it, what are the rules and explain why the fish are "caught": what they are made of, what the "fishing rod" is, how, thanks to what it is possible to "catch" paper fish with a fishing rod - magnet.
Invite the children to make the game themselves. Discuss what is needed to make it - what materials and tools, how to organize the work (in what order to do it, how to distribute responsibilities among the "manufacturers").
As the children work, draw their attention to the fact that all of them - "manufacturers" - depend on each other: until each of them has finished his part of the work, the game cannot be made.
After the game is ready, invite the children to play it.
Experience "The Power of Magnets"
Target: Introduce a method for comparing the strength of a magnet.
Material: Large horseshoe-shaped and striped medium-sized magnet, paper clips.
Invite the children to determine which magnet is stronger - a large horseshoe-shaped magnet or a medium-sized strip magnet (this may be an argument involving fairy-tale characters that the children are familiar with). Consider each of the children's suggestions on how to find out which magnet is stronger. Children do not need to formulate their sentences verbally. The child can express his thought visually, acting with the objects necessary for this, and the teacher (or the gnome Knowing), together with others, helps to verbalize it.
The discussion reveals two ways of comparing the strength of magnets:
1. by distance - the magnet that will attract the steel object (paper clip) is stronger, at a greater distance (the distances between the magnet and the place where the paper clip attracted by it are compared);
2. by the number of clips - the stronger is the magnet that holds at its pole a chain with a large number of steel clips (the number of clips in the chains "grown" at the poles of the magnets is compared), or by the density of iron filings adhering to the magnet.
Pay attention to the experiments - "tips" with two magnets of different strengths, which can be shown to children in case of difficulties:
1.The same steel clips one of the magnets attracts from a greater distance than the other;
2. one magnet holds at its pole a whole chain with more paper clips than the other (or a thicker "beard" of iron filings).
In these experiments, have the children determine which of the magnets is stronger, and then explain how they guessed what prompted the answer.
By counting the number of paper clips at the poles of different magnets and comparing them, the children come to the conclusion that the strength of a magnet can be measured by the number of paper clips held in a chain near its pole.
Thus, the paper clip in this case is a "yardstick" for measuring the strength of the magnet.
Additionally. Instead of paper clips, you can take other steel objects (for example, screws, pieces of steel wire, etc.) and make chains from them at the poles of the magnets. This will help children to be convinced of the conventionality of the chosen "measure", in the possibility of replacing it with others.
Experience "What does the strength of a magnet depend on?"
Target: Develop logical and mathematical experience in the process of comparing the strength of a magnet through objects.
Material: A large tin can, a small piece of steel.
Dwarf confusion proposes to make a big magnet. He is confident that a large iron can will make a strong magnet - stronger than a small piece of steel.
Children give their suggestions on what makes the best magnet: from a large tin can or from a small piece of steel.
You can check these suggestions experimentally: try to rub both objects equally, and then determine which one is stronger (the strength of the resulting magnets can be judged by the length of the "chain" of identical iron objects held at the magnetic pole).
But for such an experimental test, a number of problems must be solved. In order to rub both future magnets equally, you can:
rub both pieces of steel using the same number of movements (two children rub, and two teams count the number of movements made by each of them);
rub them at the same time and do it at the same pace (in this case, to fix the rubbing time, you can use an hourglass or a stopwatch, or simply start and finish this action for two children at the same time - by clap; to maintain the same pace in this case, you can use a uniform check).
As a result of the experiments, children come to the conclusion that a stronger magnet is obtained from steel objects (for example, from a steel needle). From a tin can, the magnet turns out to be very weak or not at all. The size of the item does not matter.
Experience "Electricity helps to make a magnet"
Target: To acquaint children with the method of making a magnet using an electric current.
Material: A flashlight battery and a thread spool onto which a 0.3 mm thick insulated copper wire is evenly wound.
The future magnet (steel rod, needles, etc.) is inserted into the coil (as a core). The size of the future magnet should be such that its ends protrude somewhat from the coil. By connecting the ends of the wire wound on the coil to the battery from the flashlight and thereby letting the electric current through the coil wire, we will magnetize the steel objects inside the coil (the needles should be inserted inside the coil, picking them up with their “ears” in one direction, with the tips in another).
In this case, the magnet, as a rule, turns out to be stronger than when it is made by rubbing a steel strip.
Experience "Which magnet is stronger?"
Target: Compare the strengths of magnets made in different ways.
Material: Three magnets of different shapes and sizes, steel clips and other metals.
Have the children compare the properties of three magnets (using paper clips or other steel objects as "yardsticks" to measure the strength of the magnets):
the magnet obtained as a result of this experience;
a magnet made by rubbing a steel strip;
factory-made magnet.
Experience "Magnetic Arrow"
Target: Introduce the properties of the magnetic needle.
Material: A magnet, a magnetic needle on a stand, a needle, red and blue stripes, a cork, a vessel with water.
Show the children a magnetic needle (on a stand), give them the opportunity to experimentally verify that it is a magnet.
Have the children place the magnetic needle on the stand (making sure it can rotate freely on it). After the arrow stops, the children compare the position of its poles with the position of the poles of magnets rotating on threads (or with magnets floating in bowls of water), and come to the conclusion that their positions are the same. This means that the magnetic needle - like all magnets - shows where the Earth has north and where is south.
Note. If your location does not have a magnetic needle on the stand, you can replace it with an ordinary needle. To do this, you need to magnetize it, marking the north and south poles, respectively, with stripes of red and blue paper (or threads). Then - put the needle on the cork, and place the cork in a flat vessel with water. Floating freely in the water, the needle will turn in the same direction as the magnets.
Experience "Compass"
Target: Introduce the device, the operation of the compass and its functions.
Material: Compass.
1. Each child puts a compass in his palm and "opening" it (how to do it, shows an adult), observes the movement of the arrow. As a result, the children once again figure out where is north, where is south (this time - with the help of a compass).
Game "Teams".
Children stand up, place compasses in the palm of their hand, open them and follow commands. For example: take two steps north, then two steps south, three more steps north, one step south, etc.
Teach the children to find east and west with the compass.
To do this, find out what the letters mean - S, Yu, Z, B - which are written inside the compass.
Then have the children rotate the compass in the palm of their hand so that the blue end of its arrow is "facing" the letter C, ie. - to the north. Then the arrow (or match), which (mentally) connects the letters Z and B, will show the direction "west - east" (actions with a cardboard arrow or a match). Thus, children find west and east.
Playing "Teams" using all sides of the horizon.
Experience "When a magnet is harmful"
Target: Introduce how a magnet acts on the environment.
Material: Compass, magnet.
Have the children suggest what happens if you hold a magnet near the compass? - What will happen to the arrow? Will she change her position?
Test the children's assumptions experimentally. By holding the magnet to the compass, children will see that the compass needle moves with the magnet.
Explain the observed: a magnet that comes close to a magnetic needle affects it more than earthly magnetism; the arrow-magnet is attracted to the magnet, which acts more strongly on it in comparison with the Earth.
Remove the magnet and compare the readings of the compass with which all these experiments were carried out with the readings of others: it began to show the sides of the horizon incorrectly.
Find out with the children that such "tricks" with a magnet are harmful to the compass - its readings "go astray" (therefore, it is better to take only one compass for this experiment).
Tell the children (you can do this on behalf of Iznayka) that a magnet is also harmful for many devices, iron or steel of which can become magnetized and begin to attract various iron objects. Because of this, the readings of such devices become incorrect.
A magnet is harmful to audio and video cassettes: both the sound and the image on them can deteriorate, distort.
It turns out that a very strong magnet is also harmful to humans, since both humans and animals have iron in their blood, on which the magnet acts, although this is not felt.
Check with the children if the magnet is harmful to the TV. If a strong magnet is brought to the screen of a turned-on TV, the image will be distorted, possibly, the color will disappear. after the magnet is removed, both should be restored.
Pay attention to the fact that such experiments are dangerous for the "health" of the TV also because the magnet can accidentally scratch the screen or even break it.
Let the children remember and tell Learning about how to "protect" from a magnet (using a steel screen, a magnetic anchor.
Experience "Earth is a magnet"
Target: Reveal the actions of the Earth's magnetic forces.
Material: A plasticine ball with a magnetized safety pin attached to it, a magnet, a glass of water, ordinary needles, vegetable oil.
Experiment. An adult asks the children what will happen to the pin if you bring a magnet to it (it will be attracted, since it is metal). They check the effect of a magnet on a pin, holding it in different poles, explain what they see.
Children find out how the needle will behave near the magnet, performing the experiment according to the algorithm: they grease the needle with vegetable oil, carefully lower it to the surface of the water. From afar, slowly at the level of the water surface, a magnet is brought up: the needle turns its end towards the magnet.
Children lubricate the magnetized needle with fat, gently lower it onto the surface of the water. Notice the direction, gently rotate the glass (the needle returns to its original position). Children explain what is happening by the action of the earth's magnetic forces. Then they examine the compass, its device, compare the direction of the compass needle and the needle in the glass.
Experience "Aurora Borealis"
Target: Understand that the aurora is a manifestation of the Earth's magnetic forces.
Material: Magnet, metal filings, two sheets of paper, a cocktail tube, a balloon, small pieces of paper.
Experiment. Children put a magnet under a sheet of paper. From another sheet at a distance of 15 cm, metal sawdust is blown onto the paper through a tube. Find out what is happening (the sawdust is located in accordance with the poles of the magnet). The adult explains that the magnetic forces of the earth also act, holding back the solar wind, the particles of which, moving to the poles, collide with air particles and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction against the hair (pieces of paper are particles of the solar wind, a ball is the Earth).
Experience "Unusual Picture"
Target: Explain the effect of magnetic forces, use knowledge to create a picture.
Material: Magnets of various shapes, metal filings, paraffin, strainer, candle, two glass plates.
Experiment. Children look at a painting made with magnets and metal filings on a paraffin plate. The adult invites the children to find out how it was created. Check the effect of magnets of various shapes on sawdust by pouring them onto paper, under which the magnet is placed. They consider the algorithm for making an unusual picture, perform all the steps in sequence: cover a glass plate with paraffin, set it on magnets, pour sawdust through a sieve; lifting, heat the plate over the candle, cover with the second plate, make a frame.
Experiment "Magnet Draws the Milky Way"
Target: to acquaint children with the property of a magnet to attract metal, to develop interest in experimental activities.
Material: magnet, metal filings, a sheet of paper with the image of the night sky.
Experiment. Observation with adults of the night sky, in which the Milky Way is clearly visible. Pour sawdust imitating the Milky Way onto the sky map in a wide strip. We bring a magnet on the back side and slowly move it. The sawdust depicting the constellations begins to move across the starry sky. Where the magnet has a positive pole, the sawdust is attracted to each other, creating unusual planets. Where the magnet has a negative pole, sawdust repel each other, depicting individual night lights.
Material properties.
Experience "Glass Relatives"
Purpose: Find out objects made of glass, faience, porcelain. Compare their quality characteristics and properties.
Play material: Glass cups, earthenware glasses, porcelain cups, water, paints, wooden sticks, activity algorithm.
Course of the game: Children remember the properties of glass, list the quality characteristics (transparency, hardness, fragility, water resistance, thermal conductivity). An adult says that glass glasses, earthenware glasses, and porcelain cups are "close relatives". He proposes to compare the qualities and properties of these materials, determining the algorithm of the experiment: pour tinted water into three containers (degree of transparency), put them in a sunny place (thermal conductivity), knock on the cups with wooden sticks ("tinkling porcelain"). Summarize the identified similarities and differences.
Experience "The World of Paper"
Purpose: To learn about various types of paper (napkin, writing, wrapping, drawing), compare their quality characteristics and properties. Understand that the properties of a material determine how it is used.
Game material: Squares cut from different types of paper, containers of water, scissors.
Course of the game: Children look at different types of paper. Reveals general qualities and properties: burns, gets wet, wrinkles, torn, cut. An adult finds out from children how then the properties of different types of paper will differ. Children express their assumptions. Together, they determine the algorithm of activity: crush four different pieces of paper -> tear in half -> cut into two parts -> put them in a container of water. Reveal which type of paper wrinkles faster, gets wet, etc., and which - slower.
Experience "The world of fabric"
Purpose: Learn about different types of fabrics, compare their qualities and properties; understand that the properties of the material determine the way it is used.
Play material: Small pieces of cloth (velvet, velvet, bumazey), scissors, containers with water, activity algorithm:
Course of the game: Children examine things made from different types of fabrics, pay attention to the general characteristics of the material (crumpled, torn, cut, gets wet, burns). An algorithm for conducting a comparative analysis of different types of fabric is determined: crush -> cut each piece into two parts -> try to break it in half - “put it in a container with water and determine the rate of wetting” - draw a general conclusion about the similarity and difference in properties. An adult focuses the attention of children on the dependence of the use of a particular type of fabric on its qualities.
Experience "World of a tree"
1. "Light - Heavy"
Guys, put the wooden and metal bars in the water.
Children put materials in a bowl of water.
What happened? Why do you think the metal bar immediately drowned? (children's thoughts)
What happened to the block of wood? Why hasn't he drowned, is he swimming?
The teacher leads the children with questions to the idea that the tree is light, therefore it did not drown; metal is heavy, he drowned.
Guys, let's mark these properties of materials in the table.
How do you think our material friends can get across the river? (thoughts and answers of children)
The teacher leads the children to the idea that with the help of wood, metal can be transported to the other side (put metal on a wooden block - the metal will not sink).
So friends moved to the other side. The wooden block became proud, because he rescued his friend. Friends go further, and on their way they have the next obstacle.
What obstacle did your friends meet on the way? (the fire)
Do you think your content friends will be able to continue their journey? What happens to metal if it gets caught in a fire? With a tree? (thoughts and answers of children)
Let's check.
2. "On - off"
The teacher lights the spirit lamp, alternately heats up a piece of wood and metal. Children are watching.
What happened? (wood burns, metal - heats up).
Let's reflect these properties of materials in the table.
Since Metal does not burn, he helped his friends get over the fire. He got proud and decided to tell his friends and you guys about himself.
Guys, tell me, if the items are made of metal, then what are they ... (metal), of wood - (wooden).
We decided to go further. They go and argue - which of them is the most sonorous.
Guys, what do you think is the most sonorous material? (thoughts and answers of children). Let's check.
3. "3 sounds - does not sound"
Guys, you have spoons on your tables. What are they made of? (wood, plastic, metal)
Let's take wooden spoons and knock them together. What sound do you hear: deaf or ringing?
Then the procedure is repeated with metal and plastic spoons.
The teacher leads the children to the conclusion: metal makes the most sonorous sound, and wood and plastic - deaf.
These properties are marked in the table.
Friends have gone further. They walked for a long time, tired. Friends saw the house and decided to relax in it.
Guys, what material is the house built from? (children's answers)
Is it possible to build a house from metal, plastic? (children's answers)
Why? (children's thoughts)
4. "Warm - cold"
Guys, I suggest you spend the experience. Let's check which material is the warmest.
Pick up a wooden plate. Place it gently on your cheek. What do you feel? (children's answers)
The procedure is repeated with metal and plastic plates. The teacher leads the children to the conclusion that wood is the warmest material.
So, it is better to build houses from .... (wood)
Let's mark this in our table.
Guys, our table is full, look at it. Let's remember once again what properties wood, metal and iron have.
Experiment "Transparency of Substances"
To acquaint children with the property of letting in or trapping light (transparency). Offer children a variety of items: transparent and opaque (glass, foil, tracing paper, glass of water, cardboard). Children use an electric torch to determine which of these objects is letting through and which is not.
Experience "Solar laboratory"
Show objects of what color (dark or light) heat up faster in the sun.
Move: Lay sheets of paper of different colors on the window in the sun (among which there should be sheets of white and black). Let them bask in the sun. Ask the children to touch these sheets. Which leaf will be the hottest? Which is the coldest? Conclusion: Dark sheets of paper are hotter. Dark objects capture heat from the sun, while light colored objects reflect it. That's why dirty snow melts faster than clean snow!
Experience "Can paper be glued with water?"
We take two sheets of paper, move them one to one another in the other direction. We moisten the sheets with water, press lightly, squeeze out excess water, try to move the sheets - they do not move (Water has an adhesive effect).
The Secret Jam Thief experience. Or maybe it's Carlson? "
Grind the lead with a knife. Have the child rub the prepared powder on his finger. Now you need to press your finger to a piece of scotch tape, and stick the scotch tape to a white sheet of paper - you will see your baby's fingerprint on it. Now we will find out whose prints remained on the jam jar. Or maybe it was Carloson who flew in?
The Secret Letter Experience
Have your child draw or write on a clean sheet of white paper with milk, lemon juice, or vinegar. Then heat a sheet of paper (preferably over the device without an open flame) and you will see how the invisible turns into the visible. The impromptu ink will boil, the letters will darken, and the secret letter can be read.
Dancing Foil Experience
Cut the aluminum foil (a shiny chocolate or candy wrapper) into very narrow, long strips. Run the comb through your hair and then bring it close to the sections.
The stripes will start to "dance". This attracts positive and negative electrical charges to each other.
Plants
Experience "Do the roots need air?"
Purpose: to identify the reason for the plant's need for loosening; prove that the plant breathes with all organs.
Equipment: a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.
Experiment: Students figure out why one plant grows better than another. Consider, determine that in one pot the soil is dense, in the other - loose. Why is dense soil worse? They prove it by immersing the same lumps in water (water passes worse, there is little air, since less air bubbles are released from dense earth). Clarify whether the roots need air: for this, three identical bean sprouts are placed in transparent containers with water. In one container, using a spray bottle, air is pumped to the roots, the second is left unchanged, in the third, a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. They observe the change in seedlings (it grows well in the first container, worse in the second, in the third - the plant dies), draw conclusions about the need for air for the roots, sketch the result. Plants need loose soil to grow, so that the roots have access to air.
Plants Drink Water Experience
Purpose: to prove that the root of the plant absorbs water and the stem conducts it; explain the experience using the knowledge gained.
Equipment: a curved glass tube inserted into a 3 cm long rubber tube; adult plant, transparent container, tube holder.
The course of the experiment: Children are offered to use an adult balsam plant on cuttings, put them in water. Put the end of the rubber tube on the stump remaining from the stem. The tube is fixed, the free end is lowered into a transparent container. Water the soil, observing what is happening (after a while, water appears in the glass tube and begins to drain into the container). Find out why (water from the soil through the roots reaches the stem and goes on). Children explain using knowledge about the functions of stems roots. The result is sketched.
Experiments with plants
We need: celery; water; blue food coloring.
The theoretical part of the experiment:
In this experience, we invite the child to learn how plants drink water. "Look what I have in my hand? Yes, it's celery. And what color is it? Right, green. This plant will help you and me learn and see how the plants drink! Remember, every plant has roots that are in With the help of the roots, the plant gets nourishment. In the same way, the plants drink water. The roots of plants are made up of small - small cells.
At this stage of the experiment, it is advisable to additionally use the commented drawing technique, that is, immediately draw arbitrarily what you are talking about. The cells inside the plant and water molecules can be drawn on a Whatman paper or chalk on a blackboard.
"Water also consists of very small cells, molecules. And since they are constantly moving in a chaotic manner like this (show with the help of hand movements), they begin to penetrate each other, that is, mix. Let's now see how this happens." ...
The practical part of the experience:
Take a glass of water, let the child add food coloring and stir it thoroughly until it is completely dissolved. Remember: the more obvious you want to see the result, the more concentrated the dye solution should be. Then have the child put celery in a vessel with tinted water and leave it all for a few days. By the middle of the week, there will be no limit to your little one's surprise.
Experience "C movement in the plant stem » .
2 jars of yogurt, water, ink or food coloring, plant (cloves, daffodils, celery sprigs, parsley) Pour ink into the jar. Dip the stems of the plant into a jar and wait. After 12 hours, the result will be visible. Conclusion: Colored water rises up the stem thanks to thin tubules. This is why the stems of the plants turn blue.
Make a rainbow at home experience
We will need:
glass container;
water;
mirror;
plasticine.
The practical part of the experience:
On a sunny day, fill a large glass container with water.
Then put the mirror in the water.
Move this mirror and find such a position in which a rainbow forms on the walls of the room. You can fix the position of the mirror with plasticine.
Let the water calm down to make the rainbow more distinct, and then draw the rainbow as you saw it.
Experience "Determine how distance from the sun affects air temperature"
Material:
two thermometers, a table lamp, a long ruler.
Take a ruler and place one thermometer at the 10 cm mark and the other thermometer at the 100 cm mark. Place a table lamp at the zero line of the ruler. Turn on the lamp. In 10 minutes. compare the readings of both thermometers. The near thermometer shows a higher temperature.
The thermometer, which is closer to the lamp, receives more energy, therefore, heats up more. The further the light spreads from the lamp, the more its rays diverge, they cannot strongly heat the distant thermometer. The same thing happens with the planets.
You can also measure the air temperature in the area on the sunny side and in the shade.
The soil
Experience "What is the soil"
Show what the soil is made of.
We put some soil on a sheet of paper, examine, determine the color, smell, grind the lumps of earth, find the remains of plants. We examine it through a microscope.
C. Microbes live in the soil (they convert humus into mineral salts, which are so necessary for plants to live).
Air in soil experience
Target. Show that there is air in the soil.
Equipment and materials. Soil samples (loose); cans of water (for each child); a large can of water at the teacher's place.
Experiment. Remind that many inhabitants (earthworms, moles, beetles, etc.) live in the Underworld - the soil. What do they breathe? Like all animals, air. Offer to check if there is air in the soil. Dip a sample of soil in a jar of water and offer to observe if air bubbles appear in the water. Then each child repeats the experience independently and draws appropriate conclusions. All together they find out: who has more air bubbles in the water.
Experiment "Soil pollution"
Target. Show how soil pollution occurs; discuss the possible consequences of this.
Equipment and materials. Two glass jars with soil samples and two transparent containers of water; in one - clean water, in the other - dirty (a solution of washing powder or soap, so that the foam is clearly visible).
Experiment. Have the children look at the water in both containers. What is the difference? Say that one has clear rainwater; in another, dirty water that remains after washing. We pour such water into the sink at home, and just throw it on the ground outside the city. Invite the children to share their hypotheses: what will happen to the earth if it is watered with clean water? And if dirty? Water the soil in one jar with clean water and the other with dirty water. What changed? In the first jar, the soil became moist, but remained clean: it can water a tree, a blade of grass. And in the second bank? The soil became not only wet, but also dirty: soap bubbles and drips appeared. Place jars next to each other and offer to compare soil samples after watering. Ask the children the following questions.
If they were in the place of an earthworm or a mole, what kind of soil would they choose for their home?
How would they feel if they had to live in a dirty land?
What would they think of the people who polluted the soil? What would they be asked if they could talk?
Has anyone seen how dirty water gets into the soil?
Draw a conclusion: in life, as in fairy tales, there is "living water" (it falls into the ground together with rain, melted snow; it gives water to plants and animals), but there is also "dead" water - dirty (when it gets into the soil , underground inhabitants have a bad time: they can get sick and even die). Where does "dead" water come from? It flows down the factory pipes, falls into the ground after washing cars (show the appropriate illustrations or find such places in the immediate vicinity while walking, of course, not forgetting about the safety rules). In many places on our planet, the soil-soil becomes polluted, "sick" and can no longer feed and water the plants with clean water, and animals cannot live in such soil. What follows from this? We need to take good care of the Underworld, try to make sure that it is always clean. In conclusion, discuss what the children (each of them), their parents, educators can do for this. Tell us that in some countries they have learned to "heal" the soil - to cleanse it of dirt.
Trampling the soil experience
Target. Show that as a result of trampling the soil (for example, on paths, playgrounds), the living conditions of underground inhabitants deteriorate, which means that there are fewer of them. Help children independently come to the conclusion about the need to comply with the rules of conduct on vacation.
Equipment and materials. For a soil sample: the first is from an area that people rarely visit (loose soil); the second - from a path with densely packed earth. For each sample a jar of water. They are labeled (for example, on a jar in which you will lower a soil sample from a path, a silhouette of a human footprint cut from paper, and a drawing of any plant on the other).
Experiment. Remind the children of where the soil samples came from (it is best to take them with the children in areas they are familiar with). Offer to express your hypotheses (where there is more air in the soil - in places that people like to visit, or where a person rarely steps), substantiate them. Listen to everyone who wants to, generalize their statements, but do not evaluate, because the children themselves must be convinced of the correctness (or incorrectness) of their assumptions in the process of conducting the experiment.
At the same time, dip the soil samples into jars of water and observe which of them has more air bubbles (in the loose soil sample). Ask the children, where is it easier for the underground inhabitants to breathe? Why is there less air "under the path"? When we walk on the ground, we "press" on its particles, they seem to be compressed, there is less and less air between them.
Experience "How water moves in soil"
Pour dry earth into a flower pot or canned food tin with holes in the bottom. Place the pot in a bowl of water. After a while, you will notice that the soil is wetted to the very top. When there is no rain, the plants live off the water that rises from the deeper layers of the soil.
Experiment "Soil contains water"
Heat a lump of earth in the sun, then hold cold glass on it. Water droplets form on the glass. Explain that the water that was contained in the soil turned into steam from heating, and on cold glass the steam turned into water again - it became dew.
Experience " With earthworms » .
We pour soil at the bottom of the jar, and a layer of sand on top. Put a few dry leaves and 3-5 earthworms on the sand. Lightly pour water over the contents of the jar and place the jar in a cool, dark place. In two or three days, we will consider what happened at the bank. On the sand there are dark, earthy lumps, reminiscent of those that we saw on the path in the morning. Some of the leaves were sucked in underground, and the sand “flowed” through the soil in paths, showing us the paths along which the soil-growers moved in the jar, eating plant debris and mixing the layers.
Tatiana Sunyaikina
Technologies of cognitive and research activities in the preparatory group
Tell me and I will forget
show me - and I will remember
give it a try - and I will understand.
Chinese proverb says.
In our work, we tried to adhere to these words, because every child has a small researcher who is ready to conquer new heights and explore unknown horizons every second. And this is confirmed by the curiosity of children, the constant desire for experiment, the desire to independently find a solution in a problem situation. Children's experimental activity is aimed at developing independent research skills, contributes to the development of creative abilities and logical thinking, combines the knowledge gained during the educational process, and introduces them to specific vital problems.
Children strive to be active activities and us, as educators, it is important not to let this desire fade away, to contribute to its further development.
Before starting our work, we selected and studied the necessary literature: O. V. Dybina "Acquaintance with the subject and social environment", O. A. Solomennikova "Acquaintance with nature".
Therefore, the goal of our work was to create conditions for the development cognitive interest in children in the process of experimental activities... The more diverse and intense the search engine activity, the more new information the child receives, the faster and more complete his development is. Direct contact of the child with the objects and materials available to him allows to know their properties, quality, opportunities.
We set ourselves the following tasks:
Expand the understanding of human use of environmental factors.
Expand children's ideas about the importance of water and air in human life.
Create conditions for the emergence of surprise in relation to the observed phenomena, for awakening interest in solving the assigned tasks; for the opportunity to rejoice at the discovery made.
Encouraging initiative and independence in work, creating positive motivation for experimentation.
Creation of a friendly atmosphere and cohesion of the children's team, development of the ability to work in a team.
Forms of work that we used:
joint activity educator and children (experiments, cognitive games, conversations, observations)
observation during a walk for objects of animate and inanimate nature
For the implementation of an experimental children's activities:
v group an experimental corner has been created in which there are the necessary tools for experimentation: special dishes (cups, tubes, funnels, measuring glasses, plates, waste material (pebbles, sand, shells, seeds, instruments for experiments (magnifier, thermometer, magnet, mirror, flashlight, etc.).
interviews were held on theme: “The need for and interest in research activities", About experimenting with the aim of supporting and developing a child's interest in research and discoveries.
were familiarized with the necessary equipment and materials for the research activities.
Throughout the training time, GCD was carried out (direct educational activity) and experiments-experiments on themes:
"Is it possible to drink melt water"- showed children that even the purest white snow is dirtier than tap water;
"A droplet walks in a circle"- gave children basic knowledge about the water cycle in nature;
"Find out everything about yourself, balloon"- introduced children to the qualities and properties of rubber; taught to establish a connection between the material of which the object is made and the way of its research;
"In the world of glass"- helped children to identify the properties of glass (durable, transparent, colored, smooth).
"In the world of plastics"- introduced children to the properties and qualities of plastic items; helped to identify the properties of plastic (smooth, light, colored).
"A tree can swim"- expanded the understanding of the tree, its qualities and properties; taught to establish causal relationships between the properties of the material and the way it is used.
"Comparison of glass and plastic"- introduced children to the qualities and properties of plastic and glass by comparison.
"Magic water"- expanded the knowledge of children about the properties of water (liquid has no shape, smell, taste, transparent, ice is water, steam is water).
"Fabric and its properties" - introduced to the types of fabric(chintz, linen, drape, satin - absorb moisture, leather, bologna - do not absorb moisture).
"Air is invisible"- gave an idea that the air is around and inside us, has properties (invisible, light, odorless, transparent, colorless. about the world of animals and plants: how animals live in winter, in summer; vegetables, fruits, etc.; conditions necessary for growth and development (light, moisture, warmth);
"Four Princesses". Introduced children with parts days: morning, day, evening, night, their signs, sequence, meaning for the life of all living things.
"Magic bricks". Introduced children with the concepts of day, days of the week, week, month, year. Explained the significance of the days of the week for a person's life. Raised an interest in mathematics.
"A journey into the past of the watch". Introduced children with the action and structure of solar, hourglass and mechanical clocks.
Travel games. Introduced children with distant territories: North Pole, Africa, jungle. The structure of the game consists of the virtual movement of children into the explored world, solutions cognitive tasks summarizing new information. During the trip, children study geographical maps, photographs and illustrations, video materials. Movements can be carried out spatial and temporal.
About materials: clay, paper, cloth, wood, metal, plastic.
About a human: my assistants - eyes, nose, ears, mouth.
About the subject world: dishes, furniture, toys, shoes, transport.
About geometric standards: circle, rectangle, prism, rhombus.
In their work, they created educational situations:
"Toy dispute"- taught children to describe objects and determine the material from which these toys are created. They found out that glass and ceramic toys are not played, they are used for decoration, since they are fragile; paper can be torn, wet and memory.
"What will the little men fly on?" and taught to distinguish common features of rubber based on surface structure, strength, air and water conductivity, elasticity: they compared rubber with fabric, proved the dependence of the functions of an object on the material from which it is made.
Throughout its research activities used didactic games:
"Tell me about the subject";
"Guess the material";
"Where is the air hidden?";
"What will be from what";
"Wonderful bag".
As a result of GCD and experiments-experiments children:
mastered basic information about living and inanimate nature and its significance in the life of living beings;
got acquainted with natural phenomena;
got an idea of the water cycle in nature;
clarified knowledge about water, about its conditions;
met with the properties of air and its role in the life of humans, animals and plants, found out the ways of its detection;
got an idea of the properties of fabric, rubber, etc.;
met with glassware, with the process of its manufacture;
they were happy to express their assumptions and together with us learned to draw conclusions.
As a result of our work, we managed not only to improve our level of knowledge, but also to arouse the interest of some parents in research and cognition the world around us. Creation of conditions for research activities children have a beneficial effect on the development cognitive and research activities of children of the preparatory group... Children began to ask more often questions about natural phenomena, objects, objects, to conduct simple experiments on their own, while walking their attention is attracted by unusual finds and already familiar natural materials with which they seek to replenish our corner of experimentation.
We consider it necessary to maintain the interest of children and parents in cognitive research activities, because it contributes to the development of children's curiosity, inquisitiveness of the mind and forms, on their basis, stable cognitive interests, which is very important during the period preparing your child for school.
Abstract of the GCD for experimental research activities of senior preschoolers of preschoolers. Topic “Liquids. Solutions ".
Description: This summary of the GCD on experimental research activities will be useful to teachers of preschool and additional education.Tasks:
Educational area "Cognitive development"
Develop an interest in experimenting with different material.
Clarify and consolidate ideas about the properties of liquid and bulk substances (water, vegetable oil, milk, food colors, table salt, sugar, flour).
To consolidate the methods of discriminatory observation: the ability to identify the properties and qualities of the proposed materials through experiments.
Exercise in the ability to analyze the results of your own experiments.
Expanding the horizons of children in terms of elementary ideas about the world around them.
Educational area "Social and communicative development":
Create conditions for an independent search for information about the world around you.
Develop mental activity, the ability to observe, analyze, draw conclusions.
Induce joy from the discoveries obtained during the experiments.
To foster a desire to cooperate, to negotiate in the course of joint activities.
Development of free communication with adults and children.
Foster friendly relationships, mutual assistance and accuracy.
Create a joyful mood in children.
Arouse a desire to help, activate children to resolve a problem situation.
Continue teaching children to follow safety rules during experiments.
Educational area "Speech development":
Replenish the vocabulary of children through the words: emulsion, solution, molecule, particle, crystals, refined sugar.
Select adjectives for a noun, use comparative turns of speech.
Experiment material and equipment:
For demonstration: bottle, funnel, balloon, soda, vinegar; plate, milk, food colors, 3 pipettes, cotton swabs, dishwashing detergent.
For each child: a tray, 5 containers, 5 spoons, vegetable oil, water, table salt, flour, sugar.
The course of the experiment.
Educator:Guys! I invite you to the experimental laboratory.
We got together again
To make it more interesting!
We will learn a lot of new things
Well guys, let's get started!
Guys, a lot of materials are made by mixing different components. In the course of the experiment, you will be able to determine which liquids mix well and which do not mix at all. Tell me, is vegetable oil a liquid or a bulk material?
Children: Liquid.
Educator:
We need water and vegetable oil. Pour some water and oil into a container and stir with a spoon. What are you seeing? Did the water and oil mix?
Children: the children's answers, they draw the conclusion on their own: no matter how they mix the oil with water, even after mixing they separate again.
Educator:(complements the output of children)
The oil layer is on the surface of the water. This is because oil particles and water particles repel each other. A mixture of liquids that do not mix is called an emulsion.
Educator:
Take a plate of sugar. Do you know what this sugar is called?
Children: children's answers.
Educator:
That's right - refined. For the experiment, we need water and refined sugar. Now put one piece in a jar of water. See what happens to him?
Children:(answers).
Educator:
Add all the sugar and stir with a spoon. Does sugar mix with water?
Children:(answers) Sugar disappears, dissolves in water.
The teacher complements: the sugar is broken up into small particles that mix with the water. This mixture is called a solution.
For this experiment we need water and flour. Tell me flour is a liquid or a bulk material?
Children: Loose.
Educator: Take a container of water and add a spoonful of flour.
Stir with a spoon and tell me what you did? Is the flour mixed with water?
Children. Children's answers. Conclusion: everything got mixed up, it turned out to be an opaque, sticky liquid.
Educator:
Yes, flour and water mix. Unlike butter, flour mixes with water and forms a thick mass.
Tell me salt: is it a liquid or a bulk material?
Educator:
We need table salt and water. Fill a clean container halfway with water, then add five spoonfuls of salt and stir. What's happening?
Children: The salt has dissolved.
Educator:
Add five more spoonfuls and keep stirring. Add salt until it stops dissolving. How much salt has dissolved in the water?
Children: A lot, not enough water to dissolve all the salt
Educator (complements the conclusions of the children): No matter how much you stir, you cannot make the salt dissolve in water completely. There are simply no free water particles left in the jar to separate the salt crystals.
Do you think it is possible to paint on liquid materials, such as water, milk?
Children: (answers)
Educator: Let's check your assumptions.
We will need: milk, food coloring, a cotton swab, dishwashing detergent.
Experience progress:
Put some food coloring in the milk. What do you think will happen? (he listens to the assumptions of children, together with the children they observe the changes taking place with milk: the milk begins to move, patterns, stripes, swirling lines are obtained). Try adding a different color and blowing on the milk (children comment on their observations, draw conclusions). Now try dipping a cotton swab in dish soap and placing it in the center of the plate. What do we see? (Explanations of children: the dyes begin to move quickly, mix, form circles. Various patterns, spirals, circles, spots are formed in the plate).
Educator:
Why do you think this happens?
Children:(answers, children's assumptions)
Educator:(complements)
Milk is made up of fat molecules. When the detergent appears, the molecules break apart, which leads to their rapid movement. Therefore, the dyes are mixed.
Guys, today you conducted experiments and experiments, learned a lot of new and interesting things. I have prepared an experiment for you - a trick with a balloon and a bottle.
The experience is demonstrated without explanation to children.
I insert a funnel into the neck of the balloon. Gently pour two tablespoons of baking soda into the funnel and shake it into a ball. I pour about 2 cm of vinegar into the bottle, then carefully fix the ball on the neck of the bottle. I lift the ball and shake it so that the soda gets into the bottle. What will happen to the balloon?
Children:(answers)
Educator:
There were many answers, both right and wrong. Let's do it like this. Today you will come home and tell your parents about our experience-focus and try with them to find an answer to the question, how did it happen that the balloon inflated? Tell us tomorrow. I wonder who will be the first to find the answer.
Targets and goals:
- Expand children's ideas about plants, and the importance of plants in human life; about natural dyes.
- Expand vocabulary in children: "cotton", "dyes".
- Teach children to experimentally obtain dyes and dye white fabric.
- To bring up in children a respectful attitude towards everything that surrounds them, an aesthetic attitude towards nature and towards their activities.
Materials for the lesson: A bottle with a letter, an audio recording "the sound of the sea", a screen, a doll-glove "a boy in a dress of leaves", a branch of cotton, cotton wool, a chest: cotton white scraps of cloth, magnifying glasses, containers with natural dyes, grater, gauze, clothespins, aprons, wet wipes, gloves, boards (for plasticine), saucers; vegetables: beets, carrots, onions.
The course of the lesson.
Educator: Imagine that you are on the seashore. Sit back more comfortably, close your eyes, listen to the sea rustling, the waves lapping, the warm wind blowing: (listening to the audio recording).
Now open your eyes and look around (they find a bottle).
Some kind of bottle. Where do you think it came from? (children's answers).
True, the sea washed up on the shore, and there is something in it (they take out a letter).
"S.O.S. Help, I'm on a desert island, freezing.
Here are my coordinates: 80 ° S latitude. and 20 ° E. Flint. "
The letter says S.O.S. - what does it mean? (children's answers).
That's right, someone needs help.
What do we do? (need help)
Well, let's go to the rescue, to a desert island.
What are we going to sail on? We will sit in the "boat" and sail (imitation of boat rowing).
Here we are on the island, and here, probably, and our little man Flint.
Flint(from behind the screen): - Hello, how glad I am to see you!
Educator:- Did you have a problem?
Flint:- I have been living on this island for a long time. It is such an amazing island, both vegetables and fruits grow here, but I have not figured out what to make clothes out of. My leaf clothes don't warm well and they are not as bright as yours.
Educator:- We will think about how we can help you, while you bask in the sun.
Educator: Having sailed to the island in order to preserve your life and health - do not go far from each other, and do not take anything into your mouth. How can we help Flint?
Look guys, I found an interesting plant. How many knows what it's called? (children's answers).
This cotton is the plant that wears on us. How can it dress us? This plant grows in warm countries. It grows as a bush, bolls grow on branches, inside of which there are seeds covered with a small, white fluff, the fluff grows from a box. This fluff is used to make fabric. When the cotton is ripe, it is harvested and transported to processing plants. Then, fabric is made from it.
Educator: What is it? Box! Let's see what's in there? (we take out pieces of fabric - white scraps of cotton fabric). This kind of fabric is made from cotton, it is called cotton fabric.
There are still some pieces of glass here. What are their names? (magnifying glasses or loupe).
Let's look at the fabric with magnifying glasses. What do you see? (weave threads: longitudinal and transverse).
Compare with cotton wool: cotton wool is soft and cotton threads are thick. This is a natural fabric made from plants. What you are wearing is all made of fabric, try to find clothes made of cotton (children examine the clothes they are wearing, comparing them with a sample).
Educator: Are you tired? Let's have a little rest and dance (children perform movements to the song "Chunga-changa").
Guys, why are your clothes so bright? And our fabric is white! (children's assumptions).
How can I paint it?
Modern paints are made from oil and minerals (shows paint bottles)
And a long time ago, people began to dye fabrics using vegetable dyes. On the way to the clearing, we saw vegetables, please come back and collect them.
Guys, you can make paints from these vegetables.
What vegetable did the dark red paint come from? (from beets)
But as? After all, beets are hard, and the paint is liquid. Using a grater. What can you do with beets with a grater? You can grate, and then take cheesecloth and squeeze out the juice (2 children demonstrate).
Now guess how the orange paint came about? (children's answers). From carrots. But as? (children's answers).
And brown? (children's answers). In order to make paint from onions, remove the husk from the onion, boil it, filter it.
And now you can, like people in ancient times, dye fabric in different colors. Together with me, we take a piece of white fabric with clothespins and put it into a shard of vegetable paint, let it drain, and put it on a board to dry (children paint the fabric).
So we helped our friend (Flint appears).
Educator:- We leave you colorful pieces of fabric, now you can sew your own clothes.
Flint:- I am grateful to you. Thank you. Goodbye!
Educator: Well, we guys, it's time to go home, sailed back
Guys, did you enjoy our trip? What interesting and new have you learned? (children's answers).
Educator: now we know that plants give us not only food, but also paint. Guys, I have a homework assignment for you: what other plants (vegetables, or fruits) can I dye the fabric with?
Name: Synopsis on experimental activities "Journey to the Underworld."
Nominated: Kindergarten, Lecture notes, GCD, experimental activities, Preparatory group
Position: educator of the first qualification category
Place of work: MDOU kindergarten combined type No. 46
Location: Khabarovsk Territory, Komsomolsk-on-Amur
Cognitive and research activities with children of the preparatory group on the topic "Journey to the Underworld."
Target:
In the process of experimental activity, children will learn to name the characteristics of the soil; will be able to explain the meaning of soil.
Tasks:
1. To acquaint children with the soil, its features.
2. Expand children's understanding of the importance of soil for plants, animals, humans.
3. Develop the ability to make assumptions, prove your point of view through the organization of experimental activities.
4. To educate an elementary ecological culture.
The group includes Sineglazka.
Sineglazka:“Oh guys, help me, tell me what to do! I put the bore flowers in the water, I decided to grow beautiful flowers, here there are bores in a vase with roots, and what should I do with them, I don't know at all? "
Children: They must be planted in the ground.
Sineglazka: Where can I get it?
Educator: Guys, Sineglazka, I know you can ask the King of the underworld for land, but for this we have to go on a journey. You are ready?
Children: Yes
Sineglazka: How to get there?
Educator: Let's take a close look around, maybe we can find a clue.
The guys disperse in a group, they find the gate, but they cannot open it, there is a note near the gate: "Whoever guesses the cherished word will enter the underground kingdom."
| P | H | O | A | V |
| 1 | 3 | 2 | 5 | 4 |
We compose the word (soil) and go through the gate, the king appears on the screen.
Tsar: I am the king of the underworld, with what business have they come to me?
Children: We really need land to help Sineglazka plant flowers.
Tsar: The land is the main wealth of my kingdom, I will not give it so easily, complete my tasks, then I will give you a piece of land.
The king's assignments:
1. Tell me, what do we find in the ground?
Children express their assumptions. Then they “sit down on the clearing” (on the carpet), take the earth with a shovel from the “pantry” (basin with earth), sprinkle the earth on a sheet of paper and examine it through a magnifying glass. After checking, a conclusion is drawn and a model is drawn up on a flannelgraph "The floors of the underground kingdom. The king explains that the top layer is the most fertile (give an interpretation of the word)", it is called soil.
Conclusion: The earth consists of roots, pebbles, sticks, insects, sand.
2. What layers does the soil consist of?
Children express their assumptions. The king suggests mixing soil, sand, clay and pebbles in a jar, then pour water over everything and leave.
Tsar: Let it stand a little, and then you tell me what you saw at the bank. In the meantime, I propose to go on a journey through my kingdom.
Also an interesting summary of experimental activities:
3. Guess guys, is there air in the soil?
Children express their assumptions, confirm with experience. They come up to the "underground river" (a jar of water) and throw pieces of soil into the water. Bubbles appear in the water.
Conclusion: there is air in the soil and it is visible as bubbles.
4. Is the soil breathable?
Children pour water on the soil in a pot, and water appears in the pan.
Conclusion: The soil allows water to pass through.
Tsar: Where do you pour dirty water in the country?
Children: To the ground.
Tsar: What do you think happens to the soil?
Children undergo an experiment How is the soil contaminated? ”(Pouring soapy water over the soil in a pot). Express their opinion on soil contamination.
Educator: Now let's go back and see what happened at the bank?
Children examine and see that the largest particles are at the bottom, and the smallest at the top, they list the soil layers: soil. sand, clay, stones.
Tsar:
I see that you love nature, so I will give you a royal gift! (gives the children a basket of soil).
The children thank the king and return to the group. Flowers are planted together with Sineglazka. Everyone chooses a pot for himself, pours earth into it, makes a deepening and plant a flower shoot, watered it, covered it with earth and watered it again.
Sineglazka: Thank you guys, you helped me a lot. Now take good care of the flowers. (Leaves)
Nomination: Kindergarten, Lecture notes, GCD, experimental activity, Senior age
Summary of the lesson on experimental research activities in the senior group of the preschool educational institution "Water and Oil"
Topic: Water and sunflower oil.
Target: Improving children's understanding of, acquaint with the properties of oil
Tasks:
Development of children's interests, curiosity and cognitive motivation;
the formation of cognitive actions, the formation of consciousness;
Develop observation, the ability to compare, contrast, draw conclusions;
Demo material:
Illustrations of plants, Euler's circles, a diagram of the properties of water, two dark-colored bottles of sunflower oil and water.
Handout: work cards for research, red and green chips, disposable cups, spoons, salt, brushes, a set of pictures of a sunflower and water droplets, glue, napkins, boards.
Preliminary work:
Conversation about water.
Examination of illustrations and paintings depicting sunflowers.
Experimental activity with water, comparing stone to wood using research sheets.
Excursion to the kitchen.
GCD move:
1. The teacher's conversation with the children about the season.
What season?
How has it changed around?
2. Motivation.
The phone rings.
Educator: Sorry, guys, can I answer, maybe something important.
(A phone call with a request to help the cook determine which bottle contains the oil.)
Guys, our cook called me, she asks to help her. It is necessary to determine which bottle contains oil and which water. Quite by accident, she poured water and oil into 2 identical opaque bottles. It's time to cook dinner, and she is afraid to make a mistake and ruin the food. Will we help you? Will we cope
3. Conversation.
Educator: What is oil? Why does a cook need butter? What is the oil made of and what is it called?
Title: Summary of GCD on cognitive - research activities in the senior group of the preschool educational institution "Water and Oil"
4. Didactic game "Name the plant".
Children stand in a circle, everyone is given a picture of a plant. The educator first shows, names the plant and the oil that is formed. (Pumpkin, walnut, olives, tomato, corn, sunflower, mustard, flax,
burdock, cotton, grapes, cucumber.)
Please place the plants that make oil on the magnetic board.
5. Research activity.
We will conduct research. It is necessary to put on aprons, take places at the table. You have sheets for research, we will glue red circles, if this property is not available, green circles, if the substance has this property.
Let's remember the properties of water: transparency, colorlessness, no smell, no taste, no form, solvent. (The teacher places pictures of the properties of water on a magnetic board)
Let's move on to research.
6. Practical activity.
Children come to the table. where the experiment is being carried out.
The contents of 1 bottle are poured into cups and experimental activities are carried out.
1. Children sniff water.
2. They taste it.
3. Add sugar and stir.
4. Pour some water into a small plate.
After the experiments. children fill out the study sheets, answering the questions:
Is the water colorless? (Yes - green circle)
Is the water clear? (Yes - green circle)
Water has no shape? (Yes - green circle)
Odorless? (Yes - green circle)
Has no taste? (Yes - green circle)
Solvent? (Yes - green circle)
Can I wash my hands? (Yes - green circle)
7. Take a moment.
Two sisters - two hands
They chop, build, dig,
Tearing weeds in the garden
And they wash each other.
Two hands knead the dough -
Left and right
The water of the sea and the river
They rake in by swimming.
8. Continue experimenting with bottle 2.
Define transparency,
Whether the substance has a color;
Is there a smell;
Does sugar dissolve in our case;
Does the mark remain on the hands.
9. Conclusion.
We read, children, what we got on the sheets.
What bottle is the water in? Why?
We glue the sunflower to the line, a drop of water to the water according to the features.
We check the teacher's checklist.
10.Working with Euler's circles.
Place the signs of water in the red circle, and oil in the blue.
What common? What feature will we place in the intersection?
(look at the sheet)
11.Work with a microscope.
Everything that surrounds us has an internal structure that can only be seen and seen through a microscope.
(the microscope is connected to the laptop).
A glass with a drop of water is placed, then a glass with a drop of oil.
How are the images different?
(a drop of yellow oil)
The result of the lesson.
What new things have you learned? What else did you want to know?
Did we do a good job?
In the next lesson, we will talk about how butter is made.
Now we need to give the oil to the kitchen so that we can have dinner.
Prepared by the educator Klishina V.V.
The last year in kindergarten is a transitional stage to schooling. Children 6–7 years old have a transition from visual-figurative thinking to verbal-logical thinking, there is an interest in complex games with the distribution of roles and the implementation of the rules. Older preschoolers are curious, emotionally receptive, and tend to take initiative in mental and practical experimentation.
Organization of cognitive and research activities with preschoolers 6-7 years old
The modern education system is moving away from teaching children through the direct transfer of knowledge, but develops in them a desire to search for new information by various methods. Formation of research skills in a child and the ability to independently search for information is the goal of organizing cognitive and research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher engenders in the child the motivation to find answers to the questions that arise, encourages curiosity. Cognitive research activity is also manifested in independent studies accompanying play activity. The ability to pose a question in connection with the emergence of an unknown or so far little-studied object and find an answer indicates a high level of mental and mental development of future first-graders.
The cognitive and research activity of the pupils of the preparatory group becomes more independent
The more a child has seen, heard and experienced, the more he knows and assimilated, the more elements of reality he has in his experience, the more significant and productive, under other equal conditions, will be the activity of his imagination.
L. S. Vygotsky
"Imagination and creativity in childhood"
Age features of older preschoolers
When developing a system of studies for research activities in the preparatory group, the teacher takes into account the age characteristics of children 6-7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance, they are able to independently plan the pace and quality of practical activity so as to avoid overwork. In the preparatory group, you can conduct long-term research during cognitive activities and walks.
- A high level of development of dialogical speech, the formation of skills in monologue speech. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of training in kindergarten, the child is able to compose small oral monologues (congratulating the audience on any event, project presentation, report on the research performed).
- Development of thinking abilities. Children of this age are guided in spatial and temporal indicators, compare the qualities and properties of objects, are capable of generalizing and classifying the information received. The ability to establish cause-and-effect relationships is improved, children build logical chains from many links.
- Creativity. Older preschoolers often make spontaneous decisions, perform tasks in an unexpected way. A creative approach is observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings, during games, experiments and experiments.
- Formation of self-esteem skills. By the age of seven, the child begins to realize the level of his capabilities, abilities and knowledge. He evaluates the results of his activities, but for the majority of older preschoolers, there is a tendency to overestimate self-esteem.
Older preschoolers already have a successful experience of speaking in front of an audience.
The tasks of cognitive research
The cognitive and research activities of senior preschoolers in kindergarten are aimed at solving a number of problems:
- Expansion of ideas about the objects of the surrounding world.
- Learning to independently plan the stages of research activities.
- Improving speech skills, enriching active vocabulary with special terms.
- The development of an analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up the results of productive activities.
- Encouraging initiative and independence in work, creating positive motivation for experimentation.
- Creation of a friendly atmosphere and cohesion of the children's team, development of the ability to work in a team.
Above the implementation of the tasks, the educator, together with the children, works in classes of various types: studying the world around (GCD), the formation of elementary mathematical representations (FEMP), preparation for literacy, speech, creative, sports and music lessons.
For example, the study of the differences between vowels and consonants can be started by conducting research: “Pronounce the sounds [a], [o], [y], [and]. Is your mouth open? Where is the language? How does the voice go? " (Free). “Now pronounce the sound [b]. Was your mouth open? Let's make a sound [p]. Where is the language? How does the voice go? " (There is an obstacle - lips, teeth). The conclusion of the study is formulated: when pronouncing consonants, the voice meets any obstacle on the way, when pronouncing vowels, it passes freely.
Children also gain new knowledge while walking, observing objects of animate and inanimate nature. Older preschoolers participate in long-term studies, observing the changes in the object: plant growth, changes in precipitation depending on temperature conditions, the movement of luminaries throughout the year, the phases of the moon.
The results of the experiments surprise preschoolers, so they tend to do the experiments over and over again.
Methodology for organizing research activities
The teacher needs to create conditions in which children can show their research abilities:
- The presence of a situation or question that activates the desire to solve the problem, to answer the question. The experiment is carried out not for the sake of entertainment or entertainment, but is a method of cognizing the world order.
- Conducting an oral analysis of the problem situation. In the preparatory group, children analyze independently, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, directs, if necessary, clarifying questions.
- Determination of a hypothesis for carrying out practical confirmation / refutation (experiment, experience, observation, study of the layout or model).
- Fixing the research results (in special journals, on cards, etc.) and formulating conclusions.
- Creation of a situation of success. In a lesson with a research orientation, each pupil should be given the opportunity to make assumptions, to voice the results obtained during the experiment.
- The teacher supervises the practical activities of children and monitors the implementation of safety measures, the provisions of which are repeated before each experiment.
Interest is sustained by success, interest is driven to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.
V. A. Sukhomlinsky
The attention and interest of children are maintained through various forms of organizing research activities. Pupils of the preparatory group are carried away by such forms of work as:
Table: types of cognitive and research activities of older preschoolers
Preschoolers may need aprons and masks to experiment with some materials.
Research activities
Cognitive and research activities at preschool educational institutions are embodied in the following types of activity for preschoolers:
- GCD classes for the study of the surrounding world. The classic form of organizing cognitive research activities in kindergarten. Older preschoolers show a greater degree of independence in oral assignments and practical actions. You can diversify the lessons of GCD by combining various forms of work (conversations, studying visual material, observations, experiments, didactic and outdoor games, the inclusion of audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (space objects, stories about other continents, ancient animals), for this, the topic of the lesson should interest the pupils, which is what the motivating beginning of each lesson is aimed at.
- Integrated lesson. It is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is realized in the forms of work: listening to a literary text or musical composition, cognitive conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a comprehensive study of a topic or problem situation.
For example, in the lesson "What is air?" in the preparatory group, the disclosure of educational areas is realized in conducting a heuristic conversation and experiments ("Cognition"), a physical education minute "Inflatable toys" ("Physical"), pronouncing the research plan and discussing the results ("Speech"), creating an application "The wind sways trees" ( "Artistic and aesthetic").
- Non-traditional activities: performance, puppet show, quest, concert, KVN, intellectual games (quizzes, "Own game", "Oh, lucky!" These forms of activity contain an entertaining component, preschoolers actively perform creative tasks and follow the disclosure of the topic.
- Environmental actions. Carrying out activities in support of respect for nature requires extensive preliminary work: studying any environmental problem, forecasting in case of unfavorable developments (air, water and soil pollution, death of plants and animals), searching for information on how to solve the problem, practical input.
Options for environmental actions in the preparatory group of the kindergarten: "Dress the tree" (actions to protect trees on the territory of the preschool educational institution from frost - wrapping), "Feed the birds!" (creation of feeders and providing food for birds that remain overwintering), "Disposal of batteries" (action to collect used energy carriers and transfer them for disposal), "Green landing" (action to plant greenery on the territory of a preschool educational institution or to clean up the adjacent territory from garbage).
Participation in environmental campaigns teaches preschoolers to take care of their native nature
Conducting a lesson on cognitive and research activities in the preparatory group of a preschool educational institution
According to the norms of SanPiN, the GCD class in the preparatory group is carried out in the morning (preferably in the middle of the week, when mental abilities are at their peak of activity) and lasts no more than half an hour. Observations with a research focus can be made during a morning or evening walk for 7-15 minutes.
The forms of children's activity should be varied. In the preparatory group, one task for physical activity is enough (exercise, dance warm-up or outdoor game). As a change of activity, musical pauses are held, watching an animated episode on the topic of the lesson, collective memorization of sayings, poetic excerpts.
Spiritual fullness and richness of life can only be given by a broad, versatile education, an inquisitive knowledge of the world, an active striving for knowledge, the joy of knowledge.
V. A. Sukhomlinsky
"On education"
Experiments with balloons clearly demonstrate to preschoolers that air has weight
In the preparatory group, the teacher gives verbal instructions and descriptions for performing the experiments, the children learn to carry out the research according to the graphic scheme. Live screening is used to showcase challenging experiences and is used individually for children in difficulty. Senior preschoolers are offered tasks for predicting research results and recording the information received. The guys are working on creating herbariums and collections, keeping diaries of weather and experimental observations, filling out the experiment card, complementing the empty template of the experiment scheme with symbols.
Table: scheme for constructing a research plan
| Research phase | An example of a child's experimenting progress |
| Statement of a question | Motivational start of the lesson. The children received a video letter from a fairy-tale character, in which he says that he saw how the children conducted experiments on the buoyancy of various materials. Preschoolers found that iron sinks. The character is interested in whether all objects are made of metal, for example, ships are sinking. Pupils formulate the question: "Why do not all iron objects sink in water?" |
| Goal setting | The pupils offer solutions to the problem, they come to the conclusion that the buoyancy of various metal objects should be observed in the laboratory. |
| Putting hypotheses | The guys are pondering how it is possible to determine the conditions for the buoyancy of iron objects (to conduct an experiment with the lowering of objects of different volume and shape, made of the same material, onto the water surface). |
| Hypothesis testing | Experimentation in the laboratory with an iron plate, a cube, a bar, balls, a bowl, a boat. |
| Analysis of the obtained results | Children saw that metal objects of the same weight behave differently when immersed in water (smaller ones sink, larger ones float on the surface, have buoyancy). |
| Summing up the research results, formulating conclusions | Those metal objects, the total density of which is less than the density of water, do not sink in water. |
Preschoolers in practice are looking for an answer to the question of why some metal objects sink in water, while others float
Motivating class start
The extent to which the child is interested in the topic of the lesson depends on his initiative in direct research work. The teacher carries away the children with leading questions, considering unusual visual material. Problem situations, elements of the game, and surprising moments stimulate interest. Predicting a positive perception of the initial stage, the teacher builds the lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, looking for an answer to an important question).
Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers
The final result of research activity largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.
Table: examples of motivating start to class
| Cognitive research topic | Motivating class start option |
| Formation of ideas about a natural phenomenon - a volcanic eruption (lesson "Fire-breathing mountain - volcano"). |
|
| Expansion of ideas about the properties of solid materials: wood, plastic, foam, metal, paper, fabric, rubber (lesson "Travel to the island"). |
|
| Acquaintance with the environmental problem of air pollution and its possible consequences for nature and the human body (lesson "We are researchers"). | Conducting a heuristic conversation:
|
Table: card index of topics for cognitive and research activities in the preparatory group
| Lesson topic | Research objectives |
|
Expansion of ideas about the properties of water, its forms (liquid, solid, gaseous) and the conditions for the transition from one form to another. |
|
Formation of ideas about the conditions of plant growth. |
| "Invisible and Near" | Expansion of ideas about the properties of air, its significance for life on Earth. |
| "Where does the sound come from?" | Formation of ideas about the fluctuation of objects. |
|
|
| "Mirror, mirror" | Expanding understanding of the properties of mirrors and their use. |
| "Why are things moving?" | Acquaintance with the concepts of "thrust" and "friction force". |
| "Why isn't the ship sinking?" | Acquaintance with the dependence of the buoyancy of objects on the shape, size, weight. |
| "Sugar" | Expansion of understanding of the properties of sugar, methods of its production and use. |
| "Salt" | Expansion of understanding of the properties of salt, methods of obtaining and using it. |
| "Glue" | Acquaintance with different types of glue (PVA, silicone, instant) and their properties. |
| "Cement" | Acquaintance with the properties of cement and how to use it. |
|
Acquaintance with the concept of "environmental problem". |
| "Measuring the length of objects" |
|
|
Acquaintance with natural objects by studying models. |
|
|
Pupils of the preparatory group may well be entrusted with working with a microscope.
Time plan for a preparatory group lesson
The summary of the GCD lesson and the integrated lesson with a research orientation is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements. The research-oriented preparatory group lasts 30 minutes and consists of the following components:
- Organizational moment - 1 minute.
- Motivating start to class - 3-5 minutes.
- Building a research plan - 2-3 minutes.
- Physical activity - 2-3 minutes.
- Practical research (observation, experiment, experimentation) - 10-15 minutes.
- Fixing the research results - 1-2 minutes.
- Summing up - 1 minute.
Table: Examples of timed lesson plans on various topics
| Lesson topic | Organizing time | Motivating start | Pronunciation of research stages (planning) | Physical activity | Practical work | Recording results | Summarizing |
| "Journey to the Age of the Dinosaurs" | 1 minute. |
|
2 minutes. | An outdoor game "Dinosaurs". 3 minutes. |
Study of various types of dinosaurs (according to figures and materials of the illustrated encyclopedia). 13-15 minutes. |
Distribution (classification) of pictures with dinosaurs on the card into subgroups: herbivores and carnivores; floating, land, flying. 1-2 minutes. |
1 minute. |
| "The yellow leaves are circling over the city" | 1 minute. | Surprising moment. A squirrel comes to the group (the role is played by a pupil of the older group) and asks for help in answering the question: "Why did the leaves on the trees in the forest turn yellow and fall off?" 3 minutes. |
2 minutes. | Physical education "The tree is higher and higher." 2 minutes. |
Examination of tree leaves using a microscope (presence and absence of chlorophyll). 14 minutes. |
Herbarium page decoration. 2 minutes. |
1 minute. |
| "Save the water!" | 1 minute. |
|
3 minutes. | Charging "Droplets - boo!" Droplets - jump! " 2 minutes. |
Experienced water purification activities. 15 minutes. |
Filling out the research card. 1 minute. |
1 minute. |
The study of dinosaur species will take preschoolers to the wonderful world of prehistoric nature
Table: an example of a summary of cognitive and research activities in the preparatory group
| author | Kovalevskaya NN, educator of MBDOU D / s "Raduga", Isilkul, Omsk region. |
| Name | "Herbarium. Trees on the site of the kindergarten " |
| Target | Expand and enrich children's knowledge about the features of autumn nature and trees at the kindergarten site. |
| Tasks |
|
| Preliminary work |
|
| Forms of organizing activities |
|
| Materials (edit) |
|
| Course of the lesson | Motivational stage. V .: We have done a very good job for a month. We studied the structure of the leaf, found out why leaf fall in autumn. What else have we done with you? (Collected leaves for the herbarium). We have worked like real research scientists. Do you think we did everything? (No, not everything, scientists write down their research in special books - encyclopedias). Can we create a small encyclopedia about the trees of our site? What do we need for this? (Answers of children). The main stage. Q: Before starting work, let us repeat what we know about trees and leaf fall.
Final stage.
|
Examples of the organization of cognitive and research activities in the preparatory group
We suggest that you familiarize yourself with the experience of conducting classes in a preschool educational institution on research activities and experimentation with children 6-7 years old.
Video: open class on experimenting "Molecules and Bubbles"
https://youtube.com/watch?v=dp3L_CKbIF4 Video can’t be loaded: Molecules and Bubbles Open Experiment Lesson (https://youtube.com/watch?v=dp3L_CKbIF4)
Video: experimental activities in the preparatory group (studying the properties of water)
https://youtube.com/watch?v=77C76Ug5KKo Video can’t be loaded: Experimental activities in the preparatory group (https://youtube.com/watch?v=77C76Ug5KKo)
Video: experimental activity "Winter Water"
Video: open class "Lemon Secrets"
https://youtube.com/watch?v=B2y-R5_TDZg Video can’t be loaded: Lemon Secrets Open Session Preparatory Group (https://youtube.com/watch?v=B2y-R5_TDZg)
Video: GCD for cognitive and research activities "The most important wizard"
https://youtube.com/watch?v=joAxghHvdmw Video can’t be loaded: GCD with children of the speech therapy preparatory group for cognitive and research activities (https://youtube.com/watch?v=joAxghHvdmw)
Video: GCD "Journey to the laboratory of Professor Pochemuchkin"
https://youtube.com/watch?v=UN8yc3N8DfU Video can’t be loaded: GCD "Journey to Professor Pochemuchkin's Laboratory" (https://youtube.com/watch?v=UN8yc3N8DfU)
Analysis and diagnostics of the cognitive and research activities of pupils
To assess the results and effectiveness of the pupils' cognitive and research activities, the teacher conducts diagnostics according to the following criteria:
- the ability to pose a problem;
- competent formulation of questions;
- building an algorithm of actions to solve the problem;
- putting forward hypotheses;
- choice of research methods;
- the ability to describe observations during the research process;
- the presence of thinking skills (analysis, comparison, generalization, systematization);
- the degree of independence at each stage of the research;
- ability to inferences, conclusions, summing up.
The teacher assesses the degree of independence of the pupil when conducting experiments, the ability to formulate conclusions
The high level of cognitive and research activity is evidenced by the presence of stable motivation to solve problem situations and search for answers to the questions posed, independent construction of the research algorithm and practical work (experiments), competent formulation of the information obtained, correct construction of conclusions. A child with a developed research type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them empirically, and brings what has been started to the end in order to obtain compliance with the voiced hypothesis or refute it.
To identify the attitude of pupils to experimental activity and determine the level of mastery of research skills, the educator may suggest that the children keep a special journal in which the results of the work done are recorded. At the same time, the teacher is recommended to keep diagnostic cards for each pupil, in which he enters data from his own observations of the research activity of children.
Diagnostics can be carried out in the form of an individual conversation using special tasks
The development of cognitive activity as a topic for self-education of a preschool teacher
The preschool educational institution teacher is constantly improving his professional skills, improving his qualifications and developing. Being engaged in self-education on the development of cognitive activity of older preschoolers, the teacher studies methods and approaches to create conditions for the formation of the foundations of cognitive, intellectual-personal and creative development in children.
Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.
K. Chukovsky
The teacher should pay great attention to creating conditions for children's experimentation. A research corner or science center is organized on the premises of the group. It is possible to prepare a separate room for the functioning of a circle for cognitive research activities. A research area or laboratory should be provided with space for showcasing students' projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, racks are allocated, access to which will be open to all children. For the experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules for conducting experiments must be clearly presented (for example, in the form of a poster).
If the children have difficulties during the experiments, the teacher always comes to the rescue
Table: stages of work on self-education of the teacher within the framework of the theme "Development of the cognitive activity of preschoolers"
| Self-education work stage | Activity content |
| Theoretical stage |
|
| Practical stage | The prepared theoretical base is being introduced into practice. The teacher organizes research activities in accordance with the curriculum in the morning or opens a circle for additional education. During the school year, the teacher conducts thematic meetings or consultations for parents, in which he introduces them to the tasks of experimental activity and shows the results achieved by the children. The teacher should strive to involve children in project activities, participation in city and regional competitions. The teacher reports on the effectiveness of the work at teachers' councils, seminars and round tables for colleagues. |
Photo gallery: examples of creating conditions for research activities of preschoolers
Various materials for conducting experiments are placed in the research corner Materials of the research corner should be freely available to children When working in a mini-laboratory, it is imperative to observe safety precautions When organizing a research corner, it is important to provide a space where children will work with materials Working with a microscope requires accuracy, but leaves children have an unforgettable experience In the experimental laboratory, not all children can study, but only the most motivated The teacher necessarily acquaints the pupils with the equipment of the research circle
The competent organization of cognitive and research activities in the preparatory group, taking into account the age characteristics and interests of the pupils, develops the personal qualities necessary in the modern world in children. Future first graders are unusually curious, proactive and independent. They re-learn the world, and the task of the teacher is to form in them research qualities and positive motivation for new discoveries in the history of mankind.
Education - higher philological, master's degree in philology. Specialty - teacher of Russian language and literature, teacher of history. Studying the modern literary process is part of my life. As a teacher in recent years, I often interact with preschool children, therefore, I actively explore the experience of preschool educators, study the latest developments in teaching preschoolers.
Card file
"Research activities"
preparatory group
- Why does everything sound?
Target: Creation of a social situation for the development of children in the process of studying children towards understanding the causes of sound: oscillation of an object.
Materials: tambourine, glass glass, newspaper, balalaika or guitar, wooden ruler, metallophone.
Description.
Game "What sounds?" - the teacher offers children for
cover his eyes, and he himself makes sounds with the help of
items. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray in a voice: how does a mosquito ring?(Z-z-z.) How does a fly buzz?(F-f-f.) How does a bumblebee hum?(Ooh.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with the palm of his hand to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also drops.
Does the wooden ruler have a voice? Children are encouraged to extract sound using a ruler. We press one end of the ruler to the table, and on the free one we clap our palm. What's going on with the ruler?(Trembles, hesitates) How do I stop the sound?(Stop vibrating the ruler with your hand)
We extract sound from a glass glass with a stick, stop. When does sound arise? Sound occurs when there is a very rapid forward-backward movement of air. This is called hesitation. Why does everything sound? How else can you name the objects that will sound?
- Clear water
Target: to reveal the properties of water (transparent, odorless, it pours, has weight).
Materials: two opaque jars (one filled with water), a wide-necked glass jar, spoons, small ladles, a bowl of water, a tray, object pictures
Description.
V guests came Droplet. Who is Droplet? What is she with
likes to play?
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same in weight. Which is easier? Which is heavier? Why is it heavier? We open the cans: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is it? What does the water smell like?
The adult asks the children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to prevent water spilling on the table? What are we doing?(Pour, pour water.) What does the water do?(Flowing.) Let's listen to her pouring. What sound do we hear?
- When the jar is filled with water, children are invited to play the game "Recognize and Name" (looking at pictures through the jar). What did you see? Why is the picture so clearly visible
- What kind of water?(Transparent.) What have we learned about water?
3. Making soap bubbles.
Target: to acquaint children with the method of making soap bubbles, with the property of liquid soap: it can stretch, forms a film.
Materials: liquid soap, bars of soap, loop with wire handle, cups, water, spoons, trays.
Description. Bear Misha brings a picture "A girl plays with soap bubbles." Children are looking at the picture. What is the girl doing? How are soap bubbles made? Can we make them? What is needed for this?
Children try to make soap bubbles from a bar of soap and water by mixing. They observe what is happening: they lower the loop into the liquid, take it out, blow into the loop.
Take another glass, mix liquid soap with water (1 spoon of water and 3 tablespoons of liquid soap). Lower the loop into the mixture. What do we see when we take out the loop? We slowly blow into the loop. What's happening? How did the soap bubble come about? Why did the soap bubble turn out only from liquid soap? Liquid soap can stretch into a very thin film. She stays in the loop. We blow out the air, the film envelops it, and a bubble is obtained.
4. Air is everywhere
Tasks: detect air in the surrounding space and reveal its property - invisibility.
Materials: balloons, a bowl of water, an empty bulk bottle, sheets of paper.
Description. Little daw Curious makes children a riddle about the air.
Passes through the nose into the chest
And keeps the way back.
He's invisible and yet
We cannot live without it.
(Air)
What do we breathe in through our nose? What is air? What is it for? Can we see him? Where is the air? How do you know if there is air around?
- Game exercise "Feel the air" - children wave a sheet of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
- Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a bowl of water so that it begins to fill. What's happening? Why are bubbles coming out of the neck? This water displaces air from the bottle. Most items that look empty are actually filled with air.
Name the items that we fill with air. Children inflate balloons. What do we fill the balls with? Air fills any space, so nothing is empty.
5. Light is everywhere
Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not give light; flashlight, candle, table lamp, chest with a slot.
Description. Grandfather Know invites children to determine whether it is dark or light now, to explain their answer. What's shining now?(The sun.) What else can illuminate objects when it is dark in nature?(Moon, bonfire.) Invites children to find out what is in the "magic box" (inside a flashlight). Children look through the slit and note that it is dark, nothing is visible. How to make the box lighter?(Open the chest, then the light will enter and illuminate everything inside it.) Opens the chest, the light came in, and everyone sees the flashlight.
And if we do not open the chest, how can we make it light in it? He lights up the flashlight, puts it in the chest. Children look at the light through the slit.
The game "Light can be different" - grandfather Know invites children to decompose the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, lay out pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare by pictures and sort them according to the degree of light brightness (from the brightest).
6. Light and shadow
Tasks: to acquaint with the formation of shadows from objects, to establish the similarity between the shadow and the object, to create images with the help of shadows.
Materials: equipment for the shadow theater, lantern.
Description. Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? " Misha offers to play with him. The lights are turned off, the room is darkened. Children, with the help of a teacher, illuminate with a flashlight and examine various objects. Why are we all good see when the flashlight is on?
Misha puts his paw in front of the flashlight. What do we see on the wall?(Shadow) Asks the children to do the same. Why is the shadow formed?(The hand interferes with the light and prevents it from reaching the wall.) The teacher suggests using his hand to show the shadow of a bunny, a dog. Children repeat. Misha gives children a present.
- Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children look at the equipment for the shadow theater. What makes this theater so special? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is the shadow formed? Children, together with the bear cub Misha, examine the figures of animals and show their shadows.
- Show a familiar fairy tale, for example "Kolobok", or any other.
7. Frozen water
Task: reveal that ice is a solid, floats, melts, and consists of water.
Materials: pieces of ice, cold water, plates, picture of an iceberg.
Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is liquid.
Can water be solid? What happens to water if it is very cold?(The water will turn to ice.)
Examine pieces of ice. How is ice different from water? Can ice be poured like water? Children try to do it. What is the shape of the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl, and
children are watching. What part of the ice floats?(Upper.)
Huge blocks of ice float in cold seas. They are called icebergs (picture display). Above the surface
only the tip of the iceberg is visible. And if the captain of the ship
does not notice and stumbles upon the underwater part of the iceberg, then
the ship may sink.
The teacher draws the attention of the children to the ice that was on the plate. What happened? Why did the ice melt?(The room is warm.) What has the ice turned into? What is ice made of?
"We play with pieces of ice" is a free activity for children:
they choose plates, examine and observe that
happens with pieces of ice.
8. Colored balls
Task: get new shades by mixing basic colors: orange, green, violet, blue.
Materials: palette, gouache paints: blue, red, white, yellow; rags, water in glasses, sheets of paper with a contour image (4-5 balls for each child), flannelegraph, models - colored twists and halves of circles (corresponding to the colors of the paints), worksheets.
Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we don't have blue, orange, green and purple colors? How can we make them?
Children, together with a bunny, mix two colors. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children paint the ball with the resulting paint. This is how children experiment until they get all the colors they need.
Conclusion: by mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. The results of the experiment are recorded in a worksheet (Fig. 5).
9. Sand country
Tasks: highlight the properties of sand: flowability, friability, you can sculpt from wet; to acquaint with the method of making a picture from sand.
Materials: sand, water, magnifiers, sheets of thick colored paper, glue sticks.
Description. Grandfather Know invites children to consider the sand: what color, to taste it by touch (loose, dry). What is sand made of? What do grains of sand look like? How can we examine grains of sand?(Using a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Is it possible to sculpt from sand? Why can't we sculpt anything out of dry sand? Trying to mold from wet. How can you play with dry sand? Can you paint with dry sand?
On thick paper with a glue pencil, children are invited to draw something (or circle the finished drawing),
and then pour sand onto the glue. Shake off excess sand
and see what happened.
They all look at children's drawings together.
10. Ringing water
Task: show children that the amount of water in a glass affects the sound they make.
Materials: a tray on which there are various glasses, water in a bowl, ladles, "fishing rods" with a thread at the end of which a plastic ball is fixed.
Description. There are two glasses filled with water in front of the children. How to make glasses sound? All options for children are checked (knock with your finger, objects that the children will offer). How to make the sound louder?
- A stick with a ball at the end is offered. Everyone listens to the jingle of glasses of water. Do we hear the same sounds? Then grandfather Know pours and adds water to the glasses. What affects ringing?(The amount of water affects the ringing, the sounds are different.)
- Children try to compose a melody.
11. Sunbeams
Tasks: to understand the reason for the appearance of sunbeams, to teach how to let sunbeams (reflect light with a mirror).
Material: mirrors.
Description. Grandfather Know helps children remember a poem about a sun bunny. When does it come out?(In light, from objects reflecting light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and itself becomes a source of light.) It invites children to let sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with the sun bunny: catch up, catch, hide it.
Children find out that it is difficult to play with a bunny: from a small movement of the mirror, it moves a long distance.
Children are invited to play with a bunny in a dimly lit room. Why doesn't the sunbeam appear?(No bright light.)
12. What is reflected in the mirror?
Tasks: to acquaint children with the concept of "reflection", to find objects that can reflect.
Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, workers
Description. An inquisitive monkey invites children to look in the mirror. Whom do you see? Look in the mirror and tell me what's behind you? left? on right? Now, look at these objects without a mirror and tell me, are they different from those that you saw in the mirror?(No, they are the same.) The image in the mirror is called a reflection. The mirror displays the object as it really is.
In front of the children are various objects (spoons, foil, frying pan, vases, balloon). The monkey asks them to find all the objects in which you can see your face. What did you pay attention to when choosing a subject? Try each
Does the object feel smooth or rough? Are all items shiny? See if your reflection is the same in
all these items? Is it always the same shape? Where
the best reflection is obtained? The best reflection is obtained
in flat, shiny and smooth objects, they make good mirrors. Further, the children are invited to remember where
on the street you can see your reflection. (In a puddle, in a river in
shop window.)
In the worksheets, children complete the task "Find and circle all objects in which you can see the reflection" (Fig. 9).
13. Play with sand
Tasks: consolidate children's ideas about the properties of sand, develop curiosity, observation, activate children's speech, and develop constructive skills.
Materials: a large children's sandbox with traces of plastic animals, animal toys, scoops, children's rakes, watering cans, a plan of the area for walking this group.
Description. Children go outside and inspect the walking area. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose tracks are these? Why do you think so?
- Children find plastic animals and test their assumptions: they take toys, put their paws on the sand and look for the same print. And what mark will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose is less? Check by applying.
- The teacher in the paws of the bear discovers a letter, gets out of it a plan of the site. What is depicted? Which place is surrounded by a red circle?(Sandbox.) What else could be interesting there? Probably some kind of surprise? Children, plunging their hands into the sand, are looking for toys. Who is this?
Each animal has its own home. At the fox ... (hole), at the honey ... (den), at the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build from? How do you make it wet?
Children take watering cans, water the sand. Where does the water go? Why did the sand become wet? Children build houses and
playing with animals.
14. What kind of water is there?
Tasks: to clarify the ideas of children about the properties of water: transparent, odorless, has weight, does not have its own shape; to acquaint with the principle of operation of the pipette, to develop the ability to act according to the algorithm, to solve an elementary crossword puzzle.
Materials and equipment: a basin of water, glasses, bottles, vessels of various shapes; funnels, cocktail straw, glass tubes, hourglass (1, 3 min); algorithm for performing the experiment "Straw - pipette", oilcloth aprons, oilcloth, small buckets.
Description. Droplet came to visit the children and brought a crossword puzzle (fig. 10). The droplet invites the children to solve it in order to find out from the answer what she will talk about today.
In the first cell lives a letter, which is hidden in the word "scoop" and is in it in third place. In the second box, you need to write down the letter that is hidden in the word "thunder" also in third place. In the third cell lives the letter with which the word "road" begins. And in the fourth cell there is a letter that is in second place in the word "mother".
Children read the word "water". The droplet invites the children to pour water into glasses, examine it. What kind of water? Children are offered hints-schemes of methods of examination (on the cards are drawn: nose, eye, hand, tongue). The water is clear, has no groin. We will not taste it, since the water is not boiled. Rule: don't try anything if it's not allowed.
Does water weigh? How can I check this? Children compare an empty glass to a glass of water. Water has weight. Does water have a shape? Children take different vessels and pour one can of water into them from a bucket (0.2 or 0.5 l cans). What can you do to avoid spilling water?(With a funnel.) Children first pour water from a basin into buckets, and from it into vessels.
What shape is the water? The water takes the form of the vessel in which it is poured. In each vessel, it has a different shape. Children sketch vessels with water.
Which vessel has the most water? How can you prove that all vessels have the same amount of water? Children take turns pouring water from each container into a bucket. This way they make sure that each vessel had the same amount of water, one jar each.
How can you be sure the water is clear? Children are invited to look through the water in glasses at toys, pictures. Children come to the conclusion that water distorts objects a little, but they can be seen well. The water is clean and transparent.
The droplet invites children to find out if they can use a cocktail straw to pour water from one vessel to another. Help pictures are displayed. Children independently consider the task and perform it according to the algorithm (Fig. 11):
- Place two glasses side by side - one with water, the other empty.
- Dip the straw into the water.
- Clamp the top of the straw with your index finger and transfer to an empty glass.
- Remove your finger from the straw - water will flow into an empty glass.
Children do this several times, transferring water from one glass to another. You can suggest performing this experiment with glass tubes. What does the work of our straw remind you of? Which device is from the home first aid kit? This is how the pipette works.
Game "Who will carry more water in 1 (3) minutes with a pipette and a straw." The results are recorded in a worksheet (Fig. 12).
15. Why are objects moving?
Tasks: to acquaint children with physical concepts: -force "," friction "; show the benefits of friction; to consolidate the ability to work with a microscope.
Materials: small cars, plastic or wooden balls, books, tumbler, rubber, plastic toys, pieces of soap, glasses, microscopes, sheets of paper, pencils; pictures with images confirming the benefits of friction.
Description. Vintik and Shpuntik came to visit the children - they are Dunno's friends, they are mechanics. They are preoccupied with something today. Vintik and Shpuntik tell the children that for several days they have been haunted by the question, why are objects moving? For example, a car (showing a toy car) is now standing, but it can also move. What makes her move?
The teacher offers to help Cinch and Shpuntik figure it out: "Our cars are standing, let's make them move."
Children push cars, pull the rope.
What made the car start moving?(We pulled, pushed.) How to make the ball move?(You have to push it.) Children push the ball, watch the movement.
The tumbler toy stands motionless, how can it move? (Push and it will swing.) What made all these toys move? (We pushed, pulled.)
Nothing in the world moves by itself. Objects can only move when pulled or pushed. What pulls or pushes them is called force.
Who made the car, the tumbler, the ball move now? (We.) We, with the help of our power, made objects move by pushing them.
Vintik and Shpuntik thank the children, they say that they have understood: strength is what makes objects move. Then why, when we want to move objects that have no wheels, such as a chair, it resists and scratches the floor?
Let's try to push the chair slightly. What are we watching!(Hard
moves.) Let's try to move, without lifting, any toy. Why is it hard to move? Try to move the book lightly across the table. Why didn't she at first
moved away?
Table and floor, chair and floor, toys and table, book and table, when we push them, rub against each other. Another force arises - the force of resistance. It's called friction. Chair floor scratches are caused by friction. No surface is perfectly flat.
Cog. And the surfaces of the soap and glass are even and smooth.
Educator. This should be checked. What can help us to examine the surface of soap, glass? (Magnifier.) Look at the surface of the soap. What does it look like? Sketch how the surface of the soap looks under the magnifying glass. Examine the glass surface and sketch too. Show Cog and Shpuntik your pictures.
Children draw.
Shpuntik. You have convinced us that no surface is perfectly flat. Why are pencil marks clearly visible on a sheet of paper, but almost no marks on the glass?
Let's try to write on glass. The teacher draws with a pencil on glass, and then on paper. Where the trail is best seen
from a pencil- on glass or paper? Why? (Friction stronger on rough surfaces than on smooth surfaces. The friction on the glass is weaker, so the pencil leaves almost no marks on the glass.) Do you think friction can be helpful? What is its use? (The rough rubber soles of the climbers' shoes allow them to move over rocks without sliding down; roads and car tires have a rough surface, which prevents the car from skidding, etc.) Children see pictures of the benefits of friction. If children find it difficult to answer, one can ask the question: "What would happen if there were no friction force?"
Cog and Shpuntik. Thanks guys, we learned a lot from you. We understood that force makes objects move, that friction arises between objects. We will tell our friends about this in the Flower City.
Children say goodbye to Cog and Shpuntik and give them pictures about the benefits of rubbing.
16. Why does it blow wind?
Tasks, to acquaint children with the cause of wind - the movement of air masses; clarify children's ideas about the properties of air: hot rises up - it is light, cold goes down - it is heavy.
Materials, drawing "Movement of air masses", a diagram of the manufacture of a turntable, a candle.
Description. Grandfather Know, to whom the children came to the laboratory, invites them to listen to the riddle and, having guessed it, find out what he will talk about today.
It flies without wings and sings, It picks up passers-by. One does not give a pass, Others he urges.
(Wind)
How did you guess it was the wind? What is wind? What is it blowing over?
The teacher shows a diagram of the experiment (Fig. 18).
Grandfather Know. I prepared this drawing for him. This is a little tip for you. What are you going?(A slightly open window, a lit candle at the top of the window and at the bottom.) Let's try this experiment.
The teacher lights a candle, brings it to the top
transoms. Where is the flame directed?(Towards the street.) What
this means?(Warm air from the room goes to the street.)
Brings the candle to the bottom of the transom. Where is it directed
candle flame?(Towards the room.) What kind of air comes in
to the room?(Cold.) Cold air entered our room, but we did not freeze. Why?(He warmed up, the room is warm, the heating works.) That's right, after a while the cold air heats up in the room, rises. And if we open the transom again, it will go out into the street, and cold air will flow in its place. This is how wind arises in nature. The movement of air creates wind. Grandfather Know. Who wants to explain from the picture how this happens?
Child. The sun has heated the air over the Earth. It becomes lighter and rises upward. Over the mountains, the air is colder, heavier, it sinks down. Then, warming up,
rises up. And the one that has cooled down from the mountains descends again, to where the warm air, as it were, made room for them. So the wind turns out.
Grandfather Know. How can we tell if there is wind outside?(On trees, using a turntable, flax point, weather vane on the house.) What kind of wind is there?(Strong, weak, hurricane, south, north.)
17. Why don't ships sink?
Task: to reveal with children the dependence of the buoyancy of objects on the balance of forces: the correspondence of the size, shape of the object with the weight.
Materials: a basin of water; items: wood, metal, plastic, rubber, cork, a piece of plasticine, feathers; matchboxes, egg cartons, foil, glass balls, beads.
Description. Pochemuchka came to visit the children and brought many different items.
Why is that. I threw these objects into the water. Some of them are swimming, others are drowning. And why this is happening, I do not understand. Explain to me, please.
Educator. Why, what items do you have with zeros?
Why is that. I don't know now. When I walked to you, I put all the items together in one box.
Educator. Guys, let's check the buoyancy of objects. What items do you think won't sink?
Children express their suggestions.
Educator. Now check your assumptions and sketch the results.
Children enter the results in the table: put any sign in the appropriate column.
What objects are floating? Are they all light? Is it the same size? Does everyone float the same way?
What happens if you connect an object that is floating with one that is sinking?
Attach a small piece of plasticine to the cocktail tube so that it floats while standing. Add the clay gradually until the straw sinks. Now, on the contrary, take off the plasticine little by little. Can you make the tube float close to the surface?(A tube floats near the surface if the plasticine is evenly spaced along its entire length.)
Does a plasticine ball float in water?(By checking, they find out that they are drowning.) Will plasticine float if you mold a boat out of it? Why is this happening? Educator. A piece of plasticine sinks because it weighs more than the water it displaces. The boat floats because the weight is spread over a large surface of the water. And on standing boats they keep so well on the surface of the water that they carry not only people, but also various heavy loads. Try making a boat out of different materials: from a matchbox, from foil, from a cream cheese box, from an egg box, from a plastic tray or saucer. What cargo can your boat carry? How should the load be distributed on the surface of the boat so that it does not sink?(Evenly across the entire surface.)
Why is that. And which is easier: to drag a boat with a load on the ground or to carry it by water?
Children check and give an answer to Why Much.
Why is that. Why don't the ships sink? They are bigger, heavier than the boat.
Educator. The object floats on the surface of the water due to the balance of forces. If the weight of the object matches its size, then the water pressure balances its weight and the object floats. The shape of the object is also of great importance. The shape of the ship keeps it on the water. This happens because there is a lot of air inside it, thanks to which it is light, despite its huge size. It displaces more water than it weighs itself.
Children give their boats to Pochemuchka.
18. Journey of the Droplet
Tasks: to acquaint children with the water cycle in nature, to explain the reason for precipitation in the form of rain and snow; to expand children's understanding of the importance of water for human life; develop social skills in children: the ability to work in a group, negotiate, take into account the opinion of a partner, prove the correctness of their opinion.
Materials: electric kettle, cold glass, illustrations on the theme "Water", scheme "Water cycle in nature", geographical map or globe, mnemonic table.
Description. The teacher talks with the children and tells them a riddle:
Lives in the seas and rivers, But often flies in the sky. And as she gets bored with flying, Falls to the ground again.
(Water)
Educator. Guess what we are going to talk about today? We will continue to talk about water. On Earth, water is found in many bodies of water. Name them. (Seas, oceans, rivers, streams, lakes, springs, swamps, ponds.)
Children look at illustrations.
Educator. What is the difference between the water in the seas and oceans from the water in lakes, rivers, springs, swamps? In the seas and oceans, the water is salty and undrinkable. In rivers, lakes, ponds, water is fresh; after purification, it is used for drinking. Where does the water come from in our apartments?(From water treatment plants.)
Our city is big, it needs a lot of clean water, so we also take a lot of water from the rivers. Why, then, the water in the rivers does not end? How does the river replenish its reserves? Let's boil water in an electric kettle.
Children help to pour water into the kettle, the teacher turns on the kettle, all together observe him from a safe distance.
What comes out of a teapot spout when water boils? Where did the steam come from in the teapot- did we pour water?(The water turns into steam when heated.)
The teacher brings cold glass to the stream of steam. After holding some time over the steam, he turns off the kettle.
Educator. See what happened to the glass. Where did the water droplets come from on the glass? Before the experiment, the glass was clean and dry. (When the steam hit the cold glass, it turned into water again.)
You can give the children the opportunity to repeat this experience, but under the supervision of a teacher.
Educator. This is how it happens in nature (it is shown by the diagram “Water cycle in nature” (Fig. 22)). Every day the Sun heats up the water in the seas and rivers, as soon as it has warmed up in our kettle. The water turns into steam. As a vapor, tiny, invisible droplets of moisture rise into the air. At the surface of the water, the air is always warmer. The higher the steam rises, the colder the air becomes. The steam turns back to water. The droplets all come together to form a cloud. When a lot of water droplets are collected, they become very heavy on the cloud and rain down on the ground.
Who can tell you how snowflakes are formed?
Snowflakes are formed in the same way as raindrops. When it is very cold, water droplets turn into ice crystals - snowflakes and fall to the ground in the form of snow. Rain and melted snow flow into streams and rivers, which carry their waters to lakes, seas and oceans. They nourish the earth and give life to plants. Then the water repeats its path. This whole process is called the water cycle in nature.
19. How can you measure the length?
Tasks: to expand children's ideas about measures of length: conventional measure, unit of measurement; to acquaint with measuring instruments: ruler, measuring tape; to develop the cognitive activity of children through familiarity with the measures of length in ancient times (elbow, foot, pass, palm, finger, yard).
Materials: centimeter tapes, rulers, simple pencils, paper, a piece of fabric 2-3 m long, braid or cord 1 m long, worksheets.
Description. The worksheets "Measuring the height of a chair" are laid out on the table (fig. 24).
Educator. What task did Grandpa Know?(Measure the chair.) How does he propose to measure?(Slipper, karan dash, handkerchief.) Start measuring, but do not forget to write down the results.
Children take measurements.
Educator. What is the height of the chair ah? The results of measurements with a pencil are the same for everyone, but with a slipper and a handkerchief are different. Why? Have everyone has different leg lengths, different scarves. Look, grandfather Knowing has a picture "Measurement in Ancient Egypt" hanging. How did the ancient Egyptians measure?(With your finger, palm, elbows.) Measure the chair in ancient Egyptian.
Children measure, write.
Educator. Why are there different results? Everyone has different lengths of hands, size of palms, fingers. And in Ancient Rome (refers to the picture) there was a system of measurement. What did the Romans measure?(Feet, ounces, passes, yards.) How can we measure fabric in ancient Roman?(Yar dami.)
Children measure tissue, write down the result.
Educator. How many yards is in a piece of cloth? Why does everyone have different results? What if the results are different? Imagine that you decided to make a suit, measured yourself, and determined that you needed to buy three yards of fabric. And so you come to the store, the salesman has measured three yards for you. But suddenly, while sewing, you see that there is not enough fabric. You are upset. What can you do to avoid such troubles? And what will grandfather advise us Know?
Grandfather Know. People have long understood that the same measures are needed for all. The world's first unit of measurement is called the meter. This is one meter long. (Shown with a 1 meter cord.) The meter was created two hundred years ago in France. Today many countries use the meter. Trade between countries has become much easier and more convenient. The meter is divided into centimeters. One meter is one hundred centimeters (a centimeter tape is shown). What length measuring devices do you know?(Ruler, measuring tape.) Look at the figure (fig. 25). Are these lines the same?
The answers of the children are heard.
Grandfather Know. You can't always trust your eyes. Check now with the HELP of the ruler. Same lines?(Yes.) Now measure with a ruler, a measuring tape, a chair, a piece of cloth.
Children take measurements.
Grandfather Know. Why are they all getting the same results now? How did you measure? Measure whatever you want. What are measuring instruments for?
Today we are convinced that measuring devices help us to accurately measure.
20. Solid water. Why are icebergs not sinking?
Tasks: clarify children's ideas about the properties of ice: transparent, solid, has a shape, melts when heated and turns into water; to give an idea of icebergs, their dangers to navigation.
Materials: a basin with water, a plastic fish, pieces of ice of different sizes, containers of different shapes and sizes, ships, a bath, pictures with icebergs.
Description. There is a basin of water on the table, a goldfish (toy) is floating in it, and a postcard with a nasty one is attached to it.
Educator. Children, a goldfish has come to us. What did she bring?(Is reading.)
Pisces live warmly in winter:
The roof is thick glass.
(Ice)
What is this riddle about? That's right, "the roof is thick glass" - this is ice on the river. But how do fish hibernate?
Water Properties illustration
Look, there is also a refrigerator on the card and there is a conventional "eye" icon. What does this mean?(We need to look in the refrigerator.)
We take out the ice, examine it.
Educator. Why is ice compared to glass? Why can't it be inserted into the window? Remember the fairy tale "Zayushkin's hut". What was good about the fox's hut? Why did she turn out to be bad when spring came?(She melted.)
Educator. How can we make sure the ice is melting?(You can leave it on a saucer and it will gradually melt.) How can this process be accelerated?
We put ice in a saucer on the battery.
Educator. The process of turning solid ice into
the liquid is called melting. Does water have a shape? Is ice shaped? Each of us has different pieces of ice, both in shape and size. Let's put them in different containers.
- Children lay out pieces of ice in a container, and the teacher continues the discussion by asking questions: Does ice change shape?(Not.) How did you lay it out?(They took it by hand.) Ice does not change its shape wherever it is placed, and the ice can be taken by hand and carried from place to place. What is ice?(Ice is water, only in a solid state.) Where is the most ice on Earth?
- The teacher draws the children's attention to a map or globe and continues to talk about the fact that there is a lot of ice in the Arctic,
Antarctica. The largest glacier in the world is the Lamberta Glacier in Antarctica. How do you think glaciers behave in the sun? They also melt, but they cannot melt completely. Arctic summers are short and not hot. Have you heard something about icebergs? Icebergs are huge mountains of ice that broke away from ice shores in the Arctic or Antarctic and were carried out into the sea by the current. What is going on with these chunks of ice? Are they swimming or drowning?
Let's check. Take ice and put it in water. What
going on? Why doesn't the ice sink? Ejection force
more water than ice. Why are icebergs not sinking?(Show
pictures of the iceberg.)
Educator. Most of the iceberg is hidden under water. They swim in the sea for 6-12 years, gradually melt, break up into smaller parts. Are icebergs dangerous? For whom?
Icebergs pose a great danger to ships. So, in 1912, having collided with an iceberg, the Passat motor ship "Titanic" sank. You've probably heard of him? Many people died. Since then, the International Ice Patrol monitors the movement of icebergs and warns ships of danger.
Game "Arctic sea voyage" (help in under
preparation and distribution of roles: sea patrol, ship captains). Together with the children, pour water into the bathtub, put chunks of ice in the water, prepare the boats. To sum up the game: were there any collisions with an iceberg? What was the marine ice patrol needed for?
Download:
Preview:
To use the preview, create yourself a Google account (account) and sign in to it:
