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 heavier 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, “Accidentally” drops some of them into a basin of water (such a basin with toys floating in it “accidentally” appears not far from 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 are they made of, what is the "fishing rod" from, 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 the same way, 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. On the back side, we bring a magnet 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 look at things made from different types of fabrics, pay attention to the general characteristics of the material (crumpled, torn, cut, gets wet, burns). Determine the algorithm for conducting a comparative analysis of different types of fabric: 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 remained 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 knew how to speak?
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, 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 into 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 are 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.
Anna Royu
I gave a lesson on research activities in the preparatory group on January 25.
My goal was to form the concept of kindness, the habit of doing good deeds; foster interest in experimental activities; teach to put forward hypotheses, assumptions; analyze phenomena, draw conclusions; develop cognitive interest, logical thinking, speech of children; create a sense of joy in children. Children got tremendous pleasure from the experiments done and even more from spending time together. In each experience, the cause of the observed phenomenon is revealed, children are led to judgments, inferences. Experiments are of great importance for children to understand causal relationships. I am very happy with my guys. They worked great during classes and showed their knowledge. To us on classes the parents and teachers of our pro gymnasium "D.A.R."
Related publications:
Integrated lesson on cognitive and research activities with children of the preparatory speech therapy group Topic: "What is air?" Educational areas: cognitive development, speech development, artistic and aesthetic development. Educational.
Abstract of cognitive research activities in the preparatory group "We are scientists" MBDOU "Kindergarten of general developmental type No. 56" Summary of OD on experimental and experimental activities in the NGO "Cognitive Development" on.
Objectives: 1. To develop the cognitive activity of children in the process of forming ideas about lemon, cranberry, rosehip and its properties.
Lesson on cognitive and research activities in the senior group "Secrets of the Magnet" Program tasks: to form in children an idea of the magnet and its ability to attract objects; find out through what materials.
Lesson in the senior group on cognitive and research activities "Magic properties of water" The final direct educational activity in the senior group on cognitive - research activities on the topic: “Magic.
Lesson on cognitive research activities in the senior group Lesson on cognitive - research activities in the senior group. Program tasks: 1. Develop the ability to record actions.
Lesson on cognitive and research activities in the preparatory group "Excursion to the Far North" Lesson on cognitive - research activities in the preparatory group Excursion to the Far North Purpose: to create conditions for.
Lesson on cognitive-research activities in the preparatory group for school on the topic "Air is everywhere" Objectives: Expansion.
Redkina Tatiana Pavlovna
Educator, MADOU "Kindergarten No. 65", Syktyvkar, Komi Republic
Redkina T.P. Experimental research activities of children of the preparatory group in the process of GCD (ecology) // Owl. 2017. N3 (9) .. 12.2019).
Order No. 36491
In our difficult and contradictory time, the question is especially acute: “How to raise a child today as a person of tomorrow? What knowledge to give him on the road tomorrow? " The comprehension of this issue should take place through the realization of a sharply changed social order: yesterday, a performer was needed, and modern society needs an active personality capable of cognitively active self-realization, to the manifestation of research activity and creativity in solving vital problems. Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler (N.N. Poddyakov, A.N. Poddyakov, O.V.Dybina, O.L. Knyazeva).
While implementing the Rainbow program (TN Doronova, VV Gerbova, TI Grizik and others), I ran into a contradiction. One of the tasks is the formation of independence, purposefulness in children, the ability to set a task for oneself and achieve its solution. But the challenge is not related to research teaching methods. Its implementation is based on reproductive, explanatory and illustrative teaching methods. In the program of S.N. Nikolaeva "Young ecologist" also, in my opinion, lacks research activities. Most of the recommended activities are based on conversation.
Therefore, in my work I actively use research method. Research activity contributes to the formation of the preschooler's subjective position in the knowledge of the surrounding world, thereby ensuring readiness for school. It should be emphasized that it is at the preschool age that important prerequisites are created for the purposeful development of the research activity of children: the developing possibilities of thinking, the formation of cognitive interests, the development of productive and creative activity, the expansion of interaction. Experimentation is the main type of orientation and research (search) activity. And it is no coincidence that in the works of many Russian teachers N.N. Poddyakov (1995), A.P. Usova, E.L. Panko says that it is experimentation that claims to be the leading activity in the period of preschool childhood, the basis of which is cognitive orientation; that the child's need for new impressions underlies the emergence and development of inexhaustible research activities aimed at cognizing the world around him. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops. By the time of entering the first grade, the child should be able to solve such complex problems as:
Be able to see the problem and ask questions;
Be able to prove;
Draw conclusions;
Make assumptions and make plans to test them.
It is the research method that is one of the main methods that helps the preschooler to solve the above problems. After all, experimentation includes actively searching for solutions to problems, making assumptions, implementing the hypothesis in action and building accessible conclusions. That is, children's experimentation is a good means of intellectual development of preschoolers and the most successful way of acquainting children with the world of living and inanimate nature around them.
Therefore, I have developed a system of experimental activities in ecology classes.
The system of experimental activities in the classroom of ecology. preparatory group
|
Topic |
Activity theme |
Purpose of activity |
Description |
|
|
"Planet Earth in Danger" |
"Globe with your own hands" |
Create a globe with children to work with throughout the year. |
Modeling the planet (papier-mâché), with parts of the land, relief. Description in the method of working with children (2, p. 10) |
|
|
"Inhabitants of our corner of nature". |
"Plants drink" |
Show children the vital activity of plants (water consumption). |
A stalk of a flowering plant is placed in a glass with tinted water (with white flowers, balsam is better - it has a quick absorption of liquid). The flower of the plant will be colored in the color of the water dye. Why is the flower colored? (the plant "drinks", carries water to all parts) |
|
|
"Moisture-loving and drought-resistant great houseplants ". |
"Moisture-loving and drought-resistant |
Show the adaptability of plants to living conditions in places with high and low humidity; ways of accumulating, saving moisture and vice versa. |
Break off a few cuttings or individual leaves (drought-resistant: bastard, aloe, moisture-loving: balsam, begonia leaf) and track the changes. The moisture-loving ones will tighten. Why? They have wide leaves with a thin covering skin, which actively evaporate moisture. And the drought-resistant ones remained unchanged. They accumulate water in the stems and leaves, the leaves are covered with a thick skin to reduce moisture evaporation, and cacti reduced the leaves into needles to retain the moisture accumulated in the stem. |
|
|
Why don't polar bears live in the forest? |
“Is it a polar bear? And why doesn't the polar bear freeze " |
Show how the transparent hairs of the coat form the white fur of the bear. |
On the eve of the lesson, an experiment should be conducted "Which surface heats up the most: white or black?" View a photo of a bear's skin through a multimedia projector - it is black. So that it warms up better. But it is under white fur, and the white color repels the sun's rays. Look at the photo of polar bear hairs - they are transparent. So why is the skin of a bear white? Trace how the color of the silhouette of a "black" bear changes when several layers of transparent plastic film are applied to it. The bear has become white and invisible in the snow, and the transparent hairs let the sun's rays pass to the dark skin of the bear, and warm it in severe frosts. |
|
|
"Talk about Autumn" |
"Why do the leaves turn yellow in autumn" |
Show children the dependence of the production of chlorophyll by plants on the length of daylight hours. |
This experience should begin about a week in advance. So that in the lesson there was already a result. Put the plant in a dark cabinet and put it in a permanent place for a couple of hours, or cover one leaf with a film and not remove the plant anywhere (this is more humane for a living object). Chlorophyll is produced only by exposure to light. There is no light - the leaf turns yellow (there is always a yellow pigment in plants). |
|
|
"Acquaintance with frogs and their life in natural conditions" |
Why are the frog's eyes and nostrils at the same level? |
Show the frog's fitness to be in two habitats at the same time. |
Invite children to immerse rubber frog toys in water so that only nostrils and eyes are on the surface. Show a photo of such a frog pose on a multimedia projector. Why would a frog have such a feature? So that their skin does not dry out in the sun, so that they cannot be seen by land predators, and the frogs themselves can see everything around and can breathe air. Suggest to do the same with a toy of a hare, a wolf ... What animals have this feature? (hippo, crocodile) Why? |
|
|
"As the frog sees" |
Show the peculiarities of frog vision. |
Tie a fishing line to the pointer to the end of the fishing line, tie a plastic fly, but do not show the children what is at the end of the line. Wave a pointer with a fly in front of the children. Did you see what was at the end of the line? (No). Put the fly on the table. - Did you see who it is? The frog sees the opposite. Moving objects are good, but he does not see motionless objects at all. She does not see fixed objects, because they are not dangerous and not edible |
||
|
"Comparison of fish and frogs." |
"How Fish See" |
Show the peculiarities of fish vision, adaptability to the environment; the dependence of the development of different senses on the depth of habitation and the degree of transparency of the water. |
Sit in small groups around transparent containers (3-liter cans are possible) filled with clear water. Look at each other, approaching close to the containers. Can you see each other well? (Yes). Then look at a distance. Can you see each other well? (Badly) So the fish see - they are short-sighted. Pour milk into containers of water and look through the cloudy water. Good visibility? (I can not see anything). How do fish navigate in muddy, dark, bottom water? Show on a multimedia projector the side line of fish and bottom fish with antennae (catfish, burbot) |
|
|
"Conversation about the mole" |
"As the mole sees" |
Show the adaptability of the mole to the underground lifestyle. |
Consider the eyes of a mole in the photograph. There are eyes, but the eyelids have grown together. Invite the children to wear glasses with an opaque film (turn into a mole). Look at each other, can you see well? (I can not see anything) Now look at the lamps and move your hand in front of your eyes. What do you see? (hand shadows). Why does the mole see like that? (vision underground, in complete darkness is not needed). |
|
|
"Why does the fur of a mole lie in different directions" |
Take a piece of natural fur (mole) and push it through a tube (burrow tunnel) along the growth of wool and against. How easier was it for the "mole" to walk through the tunnel? (according to wool growth) Why does a mole's hair fall in different directions? (so that the mole does not get stuck in the hole, it could easily move both forward and backward). |
|||
|
"Blind Diggers" |
Blind Diggers Project |
Show the variety of animals adapted to life underground. |
Presentation "Blind Diggers" |
|
|
"What do we know about birds?" |
"As Birds See" |
Show the dependence of the location of the eyes on the type of food. |
Invite the children to get up, because the pigeon flies high. -Where are the eyes located? (on the sides) - Turn your head to the right, as far as possible, move your eyes and look. Remember what you see. That's how much a pigeon sees with its right eye. Now turn your head to the left. The left eye was on its side. See how much the bird sees with its left eye. Does a dove see a lot? (all around) Now look at the owl. Does she have the same eyes? (straight) Why is the dove on the sides, and the owl is straight? (the pigeon needs to see the predator, the way to escape, and the owl aims at the prey in front of him). Suggest to identify birds of prey and prey from photographs of birds (golden eagle, titmouse or others, with a clearly defined direction of sight). Note: in animals, the direction of the eyes is clearly expressed (cats - mice, tigers - antelopes, wolves - hares). |
|
|
"The flight of a sheet of paper" |
Show the importance of the air support area for flight. |
Invite the children to take two sheets of paper, crumple one into a ball and lower them simultaneously from the height of their raised hands. Which leaf fell before? (crumpled) - Why? The spread sheet is light and wide, rests on the air, so it can glide a little. Draw an analogy with the spreading wing of a bird. |
||
|
"Let's save the beautiful Christmas tree!" |
"Christmas trees - schoolgirls" |
Show how many trees are cut down for the holiday. |
To begin with, draw an analogy with human age. Fir-trees up to 10 years old are called schoolgirls. Suggest to count how many trees will be cut down for families of children attending a group, two groups, the entire kindergarten, 3 kindergartens in the village? The number is enormous and amazes children very much. |
|
|
"Like a squirrel, a hare and an elk spend the winter in the forest" |
"Disguise" |
Clarify the adaptive characteristics of animals. |
Disguise simulation. Description in the method of working with children (2, p. 64) |
|
|
"Forest floors" |
Show that all animals occupy their food niche in the forest. And no one bothers anyone. |
Modeling forest floors. Description in the method of working with children (2, p. 64) |
||
|
"The wolf and the fox are forest predators" |
"Whose legs are faster" |
Show how a particular appearance affects the way food is obtained. |
Modeling with the help of "legs - compasses". Description in the method of working with children (2. P. 72) It is better to prepare for each child or a set for two. |
|
|
Outdoor game "Let's catch a hare" |
Explain why wolves flock in winter. |
Summer - one child "wolf" catches up with the child "hare". Winter - the same child, but wearing an elastic band at the calf level (simulating difficult running in the snow) catches up with a hare (a hare is much lighter than a wolf and does not sink deep into the snow, so the legs are free). I can't catch up. Call some more children for help. The "flock" of the hare drives it into the ring. Conclusion: one wolf cannot survive in the forest, and it is easier for a pack to feed. |
||
|
"Forest in a person's life" |
"How the drawing appeared on the surface of wooden furniture" |
Show how the texture pattern is formed on wood surfaces. |
Roll out two layers of plasticine of different color, put them on top of each other and roll them into a roll. Cut the roll with a stack moistened with water at different angles. It is advisable to show children straight cuts of trees with a clear pattern of annual rings before this work. |
|
|
"Reserved places and natural monuments" |
A plot game "Non-cultural tourists" |
Show how specimens of flora and fauna are actively disappearing from nature due to ecological illiteracy of people. |
Lay out photographs of flowers and invite to the "excursion" children - "uncultured tourists" who "plucked" just one flower at a time. How many have disappeared and did not give the offspring of flowers? The same game can be played with insects, shells and other objects of nature. |
|
|
"Who needs water?" |
"Drop by drop" |
Show how much water is lost due to taps leaking. |
Start a lesson in the washroom, paying attention to the dripping tap. - Is there a lot of water in a drop? Does a dripping tap drain a lot of water down the drain? Offer to put a container under the dripping tap and check at the end of the lesson how much water has dripped. You can make several marks throughout the day for persuasiveness. |
|
|
"Inhabitants of the reservoir" |
Photo-riddles "Animal of the reservoir" |
Consolidation of skills to identify representatives of various ecosystems by their appearance. |
After looking at photographs of unfamiliar animals, determine by their appearance and choose those that are adapted to living in the water (desman, platypus, sea otter, marsh turtle, newt, etc., it all depends on the knowledge of children). |
|
|
"What lives in the water, what grows in the water" |
"Why did Vallisneria wilted?" |
Show children the complete dependence on the water of aquatic plants. |
Pinch off a leaf of vallisneria (any aquatic plant can be used). She literally begins to fade before our eyes. |
|
|
Why does the willow cry? |
Show children gutta (from Latin gutta - drop, the release of droplet water by plant leaves) willow |
Put wet and wrung out woolen threads "willow stalks" in a container with water, so that the threads hang down from the container. After a few seconds, water begins to drip from them. Willow is one of the few woody plants capable of gutting. Occurs when more water is absorbed by the roots than is evaporated by the leaves. |
||
|
Holiday "Earth, happy birthday to you!" |
Within the framework of the holiday, various actions are carried out: "The second life of a bottle"; "Clean yard"; "Clean group", etc. |
|||
|
"Green service of Aibolit - spring care of indoor plants" |
Show the methods of plant propagation, types of root systems. |
Planting and transplanting indoor plants. |
Literature:
- Nikolaeva S.N. Environmental education program for preschoolers "Young ecologist"
- Nikolaeva S.N. The upbringing of the beginnings of ecological culture in preschool childhood: a method of working with children of the preparatory group of a kindergarten. M .: New school, 1995.
- Ivanova A.I. Natural science observations and experiments in kindergarten. Person. M .: Sphere, 2005.
Purpose: Formation of ideas about the melting and solidification of substances. Promote the development of cognitive activity. Develop curiosity, imagination.
Objectives: Expand children's ideas about the chemical properties of the world around them. To acquaint with the various properties of substances (hardness, softness, dissolution, etc.). Develop research skills, the ability to analyze observed phenomena, and formulate conclusions. Consolidate experience in implementing safety precautions when conducting experiments. To cultivate friendly relationships, the ability to work in a team, develop communication skills, enrich the vocabulary of children.
Material: two paintings, winter and summer, paraffin, ice, tiles, metal mug, basin with cold water.
Guys, look, guests have come to us, say hello to them, today they will see how we play with you.
Turn left to a friend
Give your left hand to a friend
One step back and two steps forward!
Left - right turn!
Let's turn around, turn around
Let's join hands again.
Three steps forward, buddy
Our circle will become small!
Spun, knocked
Turned around, scattered !!!
I see you are ready, have a seat. Today we go to our laboratory, which was created in our group.
- What is a laboratory?
We will be laboratory assistants.
- Who will you be? (laboratory assistants).
To start doing experiments. Let's remember the rules of conduct in the laboratory. Each of the laboratory assistants must perform them:
- Listen carefully to the senior laboratory assistant.
- Do not make noise, do not interfere, do each other, all tasks.
- Observe safety rules.
Prepared: "1,2,3,4,5
I'm spinning around myself, I will turn into a laboratory assistant. "
Attention to the monitor, see what heroes are visiting you in the laboratory today.
What are the names of these heroes? (Winnie - Pooh, Piglet)
What these wonderful Disney characters have prepared for you today, now we will begin to find out.
Also interesting material on experimental and experimental activities:
Educator. Do you guys like to guess riddles? ( Yes)... Then listen.
I have a lot to do - I am a white blanket
I cover the whole earth, I turn the river into ice,
I whitewash forests, fields, houses, and my name is ... (Winter)
How good it is to live freely!
Play - and nowhere to rush!
Tired of playing on the street -
Go swimming, sunbathing. -
Everything in the world is warmed by the sun
It has come, it has come ...!
Answer (Summer)
Tell me, will winter turn into summer at once?
No, first winter, then spring, and then summer.
Is it cold in the spring? (yes) Is it warm? (Yes)
Spring is sometimes cold, sometimes warm, which means that spring is winter and summer at the same time: sometimes it's cold - but more often? (heat). The sun is shining, snow and ice are starting to melt. Everything is warmer and warmer outside. And then comes? (summer). After the summer, will it come? (autumn). In autumn, it is getting colder and colder even our guests will tell us about it, but sometimes it is still warm. This means that autumn is no longer summer, but also more, not winter. Autumn is both winter and summer at the same time.
What happens in winter? (snow, ice)
What ice? (cold, hard, etc.).
Please go to the tables, take a piece of ice. Once you got it, what happens? (began to melt).
Why does this happen? (from the warmth of the hands).
Try to break?
Take ice and look through it at your finger?
What tell your friends what kind of ice is it? (transparent ice)
Well done! Now take another piece next to it on a plate.
They are alike? What is it you know? Maybe your friends know?
You don't know, but I know - this is paraffin (choral and individual repetition).
What is paraffin wax? (solid, opaque, etc.)
What do you think, can the paraffin become liquid?
Let's remember: what did we do with the ice to turn it into water? (heated).
How was it heated? (palms)
Try to heat the paraffin with your palms, does it work? (No)
Tell me, are your hands hot? (warm)
Right, warm. Why, then, does the paraffin not melt? Who's to say?
Children: little warmth, hands not hot enough.
How can we be. If your hands do not work. Maybe there is something that could be even hotter?
Children: sun, stove.
Well, the sun is outside, but we have a stove. She's very hot!
Children: warm up.
Okay, let's heat the paraffin, and so that it doesn't spill, put it in an iron mug. Children watch the wax melt until it melts.
- What's in the mug now?
Children: liquid
- And where did the liquid come from, who will explain to our friends?
Children: Paraffin becomes liquid after heating.
Well done! I suggest you rest. We will rather stand together in a circle.
Warm up
We repeat all the movements of the warm-up without hesitation!
Hey! Let's jump in place
Eh! We wave our hands together.
Ehe - heh! Bent backs
We looked at the boots.
Hey - hey! Bent down lower
We leaned closer to the floor.
Turn in place deftly.
We need a knack for this.
What did you like, my friend?
Tomorrow will be the result again!
Guys, now you know that a solid can turn into a liquid.
- how to make it hard again?
Children: chill.
Correctly, in order for liquid, hot paraffin to become solid, it must be cooled.
How to do it? You know?
Statements of children.
You need to take cold water and pour hot paraffin there.
- What happens to the liquid?
Children: It began to cool down, changed color, gathered into one whole.
Smart girls, that's right, I propose to touch the paraffin that it has become.
Children: The paraffin was liquid, now it has begun to harden.
Conclusion: Hot heats up - cold cools.
Now we will play the game that our friends Winnie has prepared for you - Pooh and Piglet called "Solid - Liquid". If the object is "solid", then squat and wrap your hands around your knees, and if "liquid" - get up and raise your hands up.
For example: (bar - water; brick - tea; stone - milk; ice - juice; pencil case - cocktail; etc.).
Well done. Guys!
Our time has come to an end. It's time for us to return to the group, say goodbye to our friends, until we meet again. Let's say our words: "Turn around yourself and turn into a child."
What new have we learned?
How did we come to this?
What were the difficulties?
Guys, now you know that a solid can turn into a liquid, and a liquid into a solid.
Title: Summary of GCD on experimental activities in the preparatory group "Miracles and Transformations"
Position: educator
Place of work: MBDOU No. 124 Kindergarten of general developmental type "Cherry"
Location: Kemerovo, Kemerovo region
Abstract of the GCD in the preparatory group for cognitive and research activities "Take care of your health!"
Completed by: teacher of MADOU "D / S No. 18" Pogrebnaya E.Yu.
Target: develop the child's cognitive interest in their health.
Tasks: develop observation, the ability to compare, analyze, generalize; develop children's cognitive interest in the process of experimentation. Learn to establish causal relationships, the ability to draw conclusions. Foster an emotionally valuable attitude towards the world around you.
Material: color illustrations, balloon, magnetic board.
Educator: Guys, are you in a good mood today? (children's answers) And I'm in a good mood too? Have you guessed why? (children's answers) The most important of all that you have listed is health! Do you know where health hides?
Educator: Today we will find the answer to the question: "Where is health hiding?" Sit back and listen to the legend:
“Long ago, on Mount Olympus, there were gods. They created seas and mountains, forests and oceans ... The gods got bored, and they decided to create a man and populate our planet Earth. They began to decide: what kind of person should be?
And the gods decided to hide the most important thing that a person has - health. They began to think and decide: where to hide their health? They offered to hide health behind high mountains, in the blue sea. And one of the gods suggested: health must be hidden in the person himself.
This is how people have lived for a long time, trying to find their health. But not everyone can find and preserve the priceless gift of the gods - HEALTH.
This means that health turns out to be hidden in me, and in you, and in you, and in each of us. Guys, do you feel healthy? Listen to yourself. What does it mean to be healthy? And what do you think? Are you healthy? Why? (children's answers)
I'll tell you a secret! Our health can be compared with the sun, which has many rays, these rays live in every cell of your body.
The first ray of your health is strength! What kind of people do you think are strong? (children's answers). Where is the power hiding? (children's answers). The strength is in the muscles. Check your muscles. Are they strong? What needs to be done to keep the muscles strong? (children's answers). You need to do exercises, lift weights, do push-ups from the floor. Proverb: Strength enhances human health.
Here is the first ray! (I exhibit an illustration - athletes)
To recognize the second ray, I'll show you a trick. (release air from the balloon). What happened in the ball? (children's answers). What kind of invisible person was sitting in the ball? (children's answers). That's right - air!
Without breathing there is no life, Without breathing the light dims, Birds and flowers breathe, We breathe, and I, and you!
Let's check it out!
Experience:
Try to take a deep breath of air.
Cover your mouth and nose with your hand.
How do you feel? (children's answers). Why couldn't they be without air for a long time? (children's answers).
Right! It was every cell of our body that rebelled and demanded air. Without air we will perish. Where is the cleaner air? (children's answers). To go to the "street" we need to get dressed. Getting dressed!
FIZMINUTKA
They bought us mittens, and of course felt boots. Put on a warm fur coat, and a warmer hat. And let's go for a walk rather ... We walk through the snowdrifts, through the cool-headed snowdrifts. Raise your leg rather, lay a path for others. We walked, we walked, our little legs were tired. We'll have a little rest and then let's go play!
Educator: We breathe through our nose, we breathe correctly. Guys, what's in the air? (children's answers).
The air contains oxygen, which is emitted by plants. The air that is rich in oxygen is clean air. Breathing is always easier in the forest, especially in the coniferous forest. Who's to say why? (children's answers). Coniferous forests contain many volatile substances - phytocides, these substances kill harmful microbes.
The second ray of health is air! (trees illustration)
Let's talk about the third ray of health - wholesome food. Why does a person need food? Food is the fuel of the body, food contains vitamins. Without food, a person weakens, he has a bad mood, pale skin. Guys, do you know how to choose healthy foods? Check it out now!
Didactic game "Go to the grocery store"
Well done! Know how to choose healthy products!
Conversation about vitamins contained in vegetables, fruits, products that are beneficial to the human body.
The next ray is water!
Why is water health? (children's answers)
Proverb: Cleanliness is the key to health.
To be healthy, you need to follow the daily regimen, wash your hands before eating, temper and be in a good mood.
May all diseases recede and health be strong!
