Card index of experiences and experiments for children “experiments with water. Card file of experiments and experimental games in the second junior group of dow Experimental activities in the second junior group in the spring
Goal: to teach children to distinguish and name the qualities of objects “hard”, “soft.”
Tasks: - to activate in speech the words “hard”, “strong”, “small”, “white”, “light”;
Give children initial experimentation skills;
Learn to find soft and hard objects by touch;
Call friendly attitude to the forest dwellers.
Equipment and materials: fairy-tale toy character Smurf, letter, forest clearing, long and short path, basket with pebbles and cotton wool. A wonderful bag with soft and hard objects. For the experiment, the teacher has: a tray with pebbles and cotton wool, a jar of water, a spoon. Each child has on the table: a plate with a pebble and cotton wool, a jar of water, a spoon.
Progress of the lesson.
Educator:
Guys, today we received a letter from one very amazing place. Let's read it:
“Once upon a time there lived an old Smurf in the forest. While walking through the forest, he found an old hat and made a house out of it. The gnome felt warm and cozy in this house. But one day a strong wind blew and carried away the hat. He was left again without a house. He sits in the forest on a stump near the fir trees, sad, cold, and doesn’t even want to talk to anyone. A fox ran past him and advised him to build new house ik from cotton wool and brought it to him. And the bunny also felt sorry for Smurf and advised him to build new house from pebbles. We ask you to examine the stones and cotton wool and tell us what is best to build a new house from. Forest dwellers."
Guys, do you want to help understand this not simple, but very important matter?
Then Smurf calls us to his forest laboratory. Ready to hit the road? And there are 2 roads leading into the forest. One road, which one? (long) and the other, which one? (short). What road do you think we should take to get to the forest faster? (short version). We take the short road.
Good forest, old forest
Full of fabulous wonders!
We're going for a walk now
And we invite you with us!
They are waiting for us at the forest edge
Birds, butterflies, animals,
Spider on a web
And a grasshopper on a blade of grass!
So we came to the forest.
Playback - Here they come. (they come to a place with tables and stand in a circle).
Playback - We walked for a long time, we were tired. Let `s have some rest?
Physical exercise.
Let's show how we can play.
The gnomes got up early in the morning, (stretched)
And they began to do the cleaning.
Clean the windows (stand straight and imitate movements)
Mopping the floor (bent over, imitating movement)
Clean the rug (imitate movement - sweep the floor)
And then… .
Invite friends to their house
To make it more fun. (jumping on two legs).
Playback – Now you and I will turn into scientists. Well, now take your seats, let’s begin our experiment in order to understand what building material to build your house from. And you, Smurf, watch carefully and remember.
Playback - Let's start the study with pebbles. Consider them. Take them, touch them, squeeze them in your palm, does it wrinkle? No. Try to break it. Does it break? No. What is he like? It is very hard and strong. Try blowing on it.
I breathe through my nose,
I breathe freely
Deep and quiet -
As you wish.
I will complete the task
I'll hold my breath.
One two three four -
Breathe again:
Deeper, wider.
Flew away? No. It's heavy and doesn't fly. So tell me, what is he like? (hard, heavy, strong).
Now take some cotton wool. Consider it. Touch it, squeeze it, what is it like? (soft, white). Try tearing off a piece and blowing on it.
Does it fly? Flew. This means it is soft, light, airy. What kind of cotton wool?
Now we will conduct an experiment with a pebble and cotton wool. Place the pebble on a saucer, fill a spoon with water and pour it over. What happened to him? All the water from the pebble drained onto the saucer. Now put the cotton wool on a saucer and pour water over it as well. What happened to the cotton wool? She was all wet and wet. Let's conclude: what kind of pebble? – hard, strong, heavy, not afraid of water. And cotton wool is soft, white, light, airy and absorbs water.
Well, we have conducted the experiment, all that remains is to draw a conclusion. Leave the tables and come to me.
Guys, we have looked at the properties of pebbles and cotton wool. And now let's tell Smurf again what he needs to build a strong new house from: pebbles or cotton wool? (pebbles)
Why? (because they are hard, strong)
Maybe from cotton wool? (no, if it rains, the house will get wet, because cotton wool absorbs water, it is afraid of water, if a strong wind blows, it will fly away, because cotton wool is light)
The Smurf thanks you for your help, now he knows what he will build his house from, of course, from stones! He has prepared a surprise for you. Smurf brought with him wonderful pouch and wants to play an interesting game with you. The bag contains hard and soft objects, you must identify them by touch. Well done, everyone completed the task!
Let's kids say goodbye to Smurf and go back along the path to our kindergarten!Plotnikova Antonina Sergeevna
Job title: teacher
Educational institution: MBDOU "Kindergarten No. 3"
Locality: Cheboksary city
Name of material: project
Subject:"Experimental activities for the study of inanimate nature" in the second younger group
Publication date: 10.03.2017
Chapter: preschool education
Municipal budgetary preschool educational institution
"Kindergarten No. 3" Cheboksary
"Experimental - experimental
activities for the study of inanimate nature"
in the second junior group
Completed by: Plotnikova Antonina Sergeevna,
Project structure:
1. Introduction
2. Relevance of the project.
3. Analysis of the external situation about ecology and experimentation.
4. Analysis of the internal situation of increasing the cognitive activity of children
through practical methods: experimentation and elementary experiments.
5.Goals and objectives of the project.
6. Implementation program: method of experimentation - method of cognition
the surrounding world.
7. Project performance assessment
8. Conclusion
9. Literature
Project passport
Project topic:
"Experimental activities on
the study of inanimate nature in the second junior
Objective of the project:
Through experimental activities
help to understand the environment.
Project objectives:
1.Create conditions for children in the group room
experimentation.
2.Pick up
experimentation
accessible for children
3.Develop
cognitive
development
using
selected
experiments.
4.Develop a plan for cooperation with parents on
question of the use of experimentation.
REALIZATIONS
December-May
Project participants:
teachers, children, parents
Relevance of the project:
Problems nowadays environmental education came to the fore
attention.
Problems
relevant? The reasons lie in human activity, his invasion of nature,
limitless,
unacceptable
environmental
wasteful,
violation
environmental
equilibrium
planet, environmental degradation.
The objective prerequisite for such behavior is the fact that everyone
a person does not “feel” nature, does not contact it. Each of those who
brought and is causing harm to nature, was once a child, and, probably, with his
training
education
problems
ecology
was given
sufficient
meaning. That is why at the end of the twentieth century the problem of environmental literacy
population
moved forward
documentation,
President
Russian
Federation
environment and ensuring sustainable development", Russian Federation Law "On
environmental protection, law “On Education”. Author's
team under the leadership of Verzhbitsky L.A. and Lvovoy S.P. developed
concept
"Organization
development
continuous
environmental
education".
In this regard, the country is creating a system of continuous environmental
education
population.
Beginners
are
preschool institutions. That is why in recent years in kindergartens
traditional
activities
ecological
education
ecological
upbringing
preschoolers.
justification: summarizing various definitions, goals, objectives of environmental
education, it should be noted that most often they are called environmental
culture, environmental consciousness, the formation of a caring attitude
and love for nature, and the origins of any consciousness are laid in childhood.
N.A.Ryzhova
environmental
education
preschoolers
We understand the continuous process of learning, upbringing and development of a child,
directed
formation
environmental
culture,
manifests itself
emotionally positive
respect
surrounding
responsible
respect
health
condition
surrounding
compliance
certain
moral
norms, in the system of value orientations. A set of interrelated tasks in
areas of education, upbringing and development of the child, in our opinion, includes:
formation
elementary
environmental
accessible to the understanding of a preschool child (primarily as a means
formation of a consciously correct attitude towards nature);
Development of cognitive interest in the natural world;
Formation of initial skills and habits of environmentally literate
and behavior that is safe for nature and for the child himself;
upbringing
humane,
emotionally positive,
careful,
caring attitude towards the natural world and the environment in general;
developing a sense of empathy for natural objects;
Formation of skills and abilities to observe natural objects and
phenomena;
formation
original
value
orientations
(perception
relationships
person
self-worth
manifold
values
value
nature);
development
elementary
behavior
attitude
developing skills for rational environmental management in everyday life
Formation of the ability and desire to preserve nature and, if necessary,
render
objects),
basic environmental activities in the immediate environment;
Formation of basic skills to foresee the consequences of certain
their actions in relation to the environment.
Opportunity
assimilation
natural history
preschool
age was justified in their research by S.N. Nikolaeva, L.S. Ignatina,
N.N. Kondratyeva, P.G. Samorukova, E.F. Terentyeva. A.M.Fedorov. A.I.
Ivanova, N.A. Ryzhova and child psychologists A.V. Zaporozhets. N.N. Poddyakov.
Of particular importance for the development of a preschooler’s personality is his assimilation
ideas about the relationship between nature and man. Mastering the ways
practical
interaction
surrounding
provides
the formation of a child’s worldview, his personal growth. In solving this
formation
elementary
environmental
essential
p o i s k o v o -
research activities. It is known that familiarization with any
object or phenomenon gives the most optimal result if it
effective
character.
provide
opportunity
"act"
studied
objects
surrounding
Specially
organized
research
activity
allows
students themselves to obtain information about the phenomena being studied or
objects, and the teacher – to make the learning process as effective as possible
satisfying
natural
curiosity
preschoolers.
Entertaining experiences and experiments encourage children to become independent
ways
actions,
manifestation
creativity,
presented taking into account the current development of preschool children. Besides,
didactic
material
provides
development
activity: the child’s own activity. completely defined by it
themselves, and activity stimulated by adults. These two types of activity
are closely related to each other and rarely appear in their pure form.
Analysis of the external situation about ecology and experimentation.
Ecological
education
directions
preschool pedagogy and is implemented in many preschool institutions
countries. Almost all modern comprehensive, basic programs
allocate
environmental
education
preschoolers,
exists
additional
programs.
Conducted
All-Russian,
regional and city conferences on environmental issues, in
a number of preschool institutions environmental educators appeared. It would seem that everything
Wonderful.
Problems
There are discrepancies in the understanding of the terms “ecology”, “ecological
upbringing
(education)",
definition
techniques environmental education. For example, sometimes kindergartens go
simple
renaming
traditional
familiarization
preschoolers
to those around
nature,
education moral qualities child in "ecological".
Environmental information is increasingly becoming part of our lives, but we don’t
Right
information on the amount of various emissions into the environment or
warning about increased air pollution on calm days
causes
a bunch of
related
real situation.
At the same time, we live next to sources of environmental
dangers, not knowing about their impact on our health, we grow vegetables
near highways where environmental pollution from transport emissions is high,
we swim and fish in rivers, next to sewage pipes, we process
your garden with a large amount of pesticides, we ourselves create landfills nearby
with our houses and do many other things that we should never do
At the same time, we believe that influencing the state of the environment
environment can only be the government, but not ourselves, and that nothing from us
does not depend. This point of view is largely explained by the fact that long
most of the time educational institutions there was no room for
ecology. Moreover, it was precisely the consumer attitude towards
nature, the desire to conquer and improve it at our own discretion.
latest
are developing
directions
ecology
social
ecology,
considering
relationships
society
nature, applied ecology, human ecology and others. From the problem
"organism - environment" ecology approached the problem "man - nature".
development
realized
necessity
environmental education, starting from the very early age.
The existence of various directions of ecology is also taken into account when
environmental
education
preschoolers.
forget about the ideological significance of ecology, and therefore about its connection with
all aspects of life - history, culture, geography, etc.. So,
doing
problems
"ecology
problems
morality,
teachers
affect
educational aspect - personality formation, including relationships
child to nature and the surrounding world.
Research activities of preschoolers, independent
information
experimentation
opportunity
modern
effective,
quality.
The child gets the opportunity to apply the acquired knowledge from different
regions
practice,
confidence,
feel
research activities, develop independence.
We are currently witnessing how the system
preschool
education
is being formed
effective
creative knowledge of patterns and phenomena of the surrounding world - a method
experimentation, which occupies a strong place in working with children in
The main advantage of the experimental method is that
that it gives children real ideas about the various aspects of what is being studied
object about its relationships with other objects and with its environment.
process
experimentation
enrichment
his thought processes are activated, as he constantly arises
necessity
commit
operations
comparisons,
classifications, generalizations,
Children love to experiment. This is explained by the fact that they
visually effective
visual-figurative
thinking,
experimentation,
corresponds
age characteristics. In preschool age he is the leader, and in
the first three years - almost the only way knowledge of the world.
The value of a real experiment lies in the fact that it clearly
are discovered
direct
observations
object or phenomenon of reality, the child’s abilities to
definition
Problems
independent
Experimentation
specially
organizational
activity
contributes to the formation of a holistic picture of the world of a preschool child
age and the foundations of their cultural knowledge of the world around them.
Analysis of the internal situation.
preschoolers
an inquisitive researcher by nature, almost from the first days
life, he is engaged only in learning and exploring something new to him
world. For the first 3 years of life, every child is ready to be examined daily
content
trying
he sniffs, licks, feels an object that comes to him, i.e.
performs research activities. But, unfortunately, by the age of 4 this
spontaneous
experimentation
fades away
knowledge
the surrounding world is noticeably reduced. I was faced with the fact that a child at 4
puts the meaning “teach me”, then the other one seems to say “I don’t want to, leave me alone”
from me". Experiments can arouse great interest in children
knowledge of the surrounding world.
But the amazing thing is nearby, and the study of familiar objects and
phenomena can arouse great cognitive interest in children, so I
decided to draw the children’s attention to what is under their feet, to
inanimate nature. Considering the specifics of research activities, I
I believe that in order to increase the cognitive activity of children it is necessary
use
practical
mostly
experimentation
elementary experiments.
Parent survey conducted in the form of a questionnaire « Revealing
Parents’ attitudes towards children’s search and research activity”,
parents
"Secrets
acquaintances
surrounding
interested
experimentation as knowledge of the surrounding world. But admittedly
parents, as a rule, limit research activities
children or even prohibit it, children are offered ready-made knowledge.
Having analyzed the external and internal situation, realizing
necessity
introduction
experimentation
practical
working with children, I came to the conclusion that I need to start working on
experimental
activity
study
nature."
Fundamental question: How to introduce children to non-living things
nature?
Problem: It is difficult for a child to draw conclusions and acquire knowledge
independently, you need the help of an adult.
Conditions for successful project implementation
Creating conditions for children's activities within the framework of the project
Teacher's readiness to implement environmental education
Creating an experimental corner in a group
Personality-oriented interaction between an adult and a child in
project implementation process
Maintain close cooperation with all employees
kindergarten
Active participation of parents in project activities
Hypothesis:
Systematic use of cognitive research methods
learning in educational practice contributes to the development
cognitive processes and increasing the mental abilities of children, and
Means high level preparing children for school.
Expected Result:
Stimulating a child's interest in independent
research, discoveries.
Development of observation and curiosity.
Development of cognitive processes: logical thinking,
perception, voluntary attention, memory, fine motor skills,
active speech and vocabulary enrichment.
Enrich the subject-development environment in the group;
All experiments take place with the participation of a game character Why?
Form of work:
1. In small subgroups, taking into account the level of development and
children's cognitive interests;
2. joint activities of the teacher with children;
3.free independent activity of children.
Stages of work within the project.
Preparatory stage:
Selection of methodological literature.
Drawing up a plan for project activities.
Making a file of experiments with water, air, sand, light
Attraction
parents
replenishment
equipment
experimentation."
Main stage:
Practical part: conducting experiments with children
Working with parents:
development of consultation - children's experimentation in children's
DEVELOPMENT
RECOMMENDATIONS
o r g a n i z a t i o n
d e t s k o g o
experimenting at home
preparation of a card index of experiments on the topic “Not Live nature- air,
water, sand"
joint production of a photo collage “We don’t get bored at home - experiments
We put it together!"
The final stage:
Project presentation.
Project implementation:
Based on the analysis of the work system in kindergarten, conditions and
approaches
experimentation,
means
development
educational
activity
designed
subsequent
REALIZATION
stipulated
o exist in
within unregulated educational activities.
Joint
activity
junior
preschool
age
organized once a week for 10-15 minutes.
be carried out
organized
group "center
experimentation" with small groups taking into account the level of development and
cognitive interests of children.
Equipment
center
experimentation: game
material
equipment for experimental activities with water, sand,
air.
Center
"Sand-water": containers
cups, spoons, watering cans, molds, pebbles, sand, water, straws, soap,
cocktail straws, funnels, items from different materials(rubber
balls, toys, plastic buttons, etc.), plastic cups
different shapes, size, degree of transparency.
Center
"Air": ropes,
polyethylene
air
balls, ribbons, flags.
"experimental
activities
study
inanimate nature in the second junior group" also provides for work with
parents that
Memo
parents
"experimentation
water"
CONSULTATION
For
R o d i t e l e y
« ORGANIZATION
d e t s k o g o
experimenting at home"
Expected result
Enjoy joint activities with adults
Interest in meaningful activities arises
Possess basic productivity skills
Know how to handle objects in a variety of ways
use of items
They know and are well oriented in relation to the sizes of objects,
distinguish colors
Able to clearly express thoughts, engage in dialogue,
use generalizing concepts
Planning activities for experimentation with children second
junior group.
Subject
A joint
elementary
experimentation
conclusions
(tasks and goals)
December
water" (appendix
Material: Three
identical containers,
closed with lids:
one empty; second with
filled with clean water
under the lid, i.e.
full; third - from
painted with liquid
dye (herbal tea)
water and with the addition
flavoring agent
(vanilla sugar);
cups for children.
Goal: to identify
properties of water
(transparent, without
smell, pours, in it
dissolve
some substances
has weight. fluid).
"What's in the package?"
(Appendix No. 2)
Material:
Plastic bags.
Goal: Detect
air in the surrounding
space.
"Sinking-no
floats"
(Appendix No. 3)
Material : basin, jug with
water, doll, towel,
ball, stone.
Goals: develop
play activity
children; develop
informative -
research
children's activities.
Build skill
name properties
objects (solid,
soft, sinks, not
drowns in water).
"Enchantress -
water" (appendix
Material:
Illustrations
landscapes
cards with animals and
record player,
Goal: To introduce
properties
transform.
who needs it and for
picture - mushroom,
paints (red, green),
cups
boiled
water for children, doll –
enchantress.
Bring up
careful attitude towards
Develop
activity.
Teach children to differentiate
call
animals and birds
January
properties!"
(Appendix No. 5)
Properties
(cold,
brilliant,
sparkling,
race,
l e p i t s i)
M a t e r i a l:
disposable
plates
deep
flat plate), snow,
half
cut
napkin,
disposable,
water containers, mugs
different colors, visual
m o d e l s
s n e z h i n o k
designation
napkins
towel
Purpose: To form
idea of snow
and its properties. Learn
analyze children
draw conclusions in
process
experimentation.
Develop thinking
interest in winter
natural phenomena.
"Crystal
pieces of ice"
(Appendix No. 6)
Learn to draw conclusions: in
faster than in cold.
M a t e r i a l:
cold water, a bowl of
warm water, 2 pieces
Goals: To introduce
s v o y s t v a m i
(freezing).
Development
attention,
curiosity.
"Like water
turn into ice"
(Appendix No. 7)
Water turns to ice
at low
temperatures.
Take out a jar of water
outside in the morning, and
bring it in in the evening.
Material: water jar
Purpose: to introduce
properties of water
February
"Floats and sinks"
(Appendix No. 9)
Items (one
remain on the surface
water, others drown)
Material: 2 basins with
water, machine
toy, toy
Goal: teach children
identify lungs and
heavy objects
"Paper, her
quality and
properties"
(Appendix No. 10)
Paper quality (color,
smoothness, thickness,
absorbent
ability) Properties
paper (creases, tears,
cuts, burns).
Material: sheet
album paper, sheet
newspapers, sheet of cardboard,
basin with water.
Purpose: to teach
recognize objects
made from paper,
determine its qualities
and properties.
"Planting Onions"
(Appendix No. 11)
Material: Plastic
box with earth
plastic glass with
water, 7 onions.
Purpose: to clarify
ideas about
onion, show
necessity
availability of light and water
for growth and development
plants.
"Ships"
(Appendix No. 12)
Material: basin, paper.
Purpose: to show children
swimming technique
paper boat
March
“Pebbles - what
(Appendix No. 13)
Material:
Images
I m a g e
pebbles,
collection
pebbles,
towels,
classical
music with noise sounds
Development
perception,
imagination;
Development
(enrichment
vocabulary);
Development
small
motor skills of fingers;
Development
logical
thinking
Light heavy.
(Appendix No. 14)
Material: Cheburashka and
Crocodile Gena,
various items
and toys; opaque
containers with sand and
leaves, pebbles and
Purpose: to introduce
that objects exist
light and heavy.
Teach to identify
weight of objects and
group
down, water and grass;
character selection
("light heavy").
items by weight
(light – heavy).
"Hello,
solar
(Appendix No. 15)
Material: mirrors.
Purpose: to give
idea of
that "sunny"
"bunny" is a ray
sunlight,
reflected from
mirror
surfaces.
"straw"
(tube)
(application
Material: tubes,
glasses of water.
Purpose: to give
idea of
what people breathe
air, inhaling it
lungs; air
you can feel
and see.
April
Why sand
does it flow well?
(application
Material: Containers with
sand and clay; containers
for pouring; magnifying glass,
screen, sieve.
Purpose: Highlight
properties of sand and
clays: flowability,
looseness.
"What is in the box"
(Appendix No. 18)
Show that the light is not
goes through
opaque objects.
Material: box,
flashlight, candle, lamp
Purpose: to introduce
light value, s
light sources
(sun, flashlight,
candle, lamp).
"Inflation
bubbles"
(Appendix No. 19)
Material: soap
solution in a container,
plate, glass
funnel, straw,
sticks with rings on
Goals: teach children
on one's own
let out soapy
bubbles, getting to know
properties of soap
"Flying
(Appendix No. 20)
Material: air
balloons (inflate and
let go)
Goals: help
find out the property
air in balloons
(WHAT?) - air, it
comes out of the ball and
the ball is flying.
(Appendix No.
Material: Transparent
containers with sand and
clay, containers closed
lid with inserted
polyethylene
bottle.
Goal: Reveal
sand change and
clay at
interaction with
wind and water.
"Plastic,
quality and
properties"
(Appendix No. 22)
Material: Plastic
cups, water, matches.
Goal: Learn things
made of plastic,
determine its qualities
(structure
surfaces,
thickness, color) and
properties (density,
flexibility, melting,
thermal conductivity).
"Wonderful
figurines"
(Appendix No. 24)
Material: sand,
sand molds,
bucket of water, towel.
Continue introducing
with sand properties:
wet sand is possible
form figures.
"Comparison of sand
(application
Material: cups,
sand and clay, trays,
Purpose: to introduce
children with properties
sand and clay,
develop skills
concentrate;
develop
observation
children, skill
compare,
analyze,
generalize.
Planning work with parents:
1. Questionnaire for parents: “ Children's experimentation in family"
Goal: To identify the level of parental knowledge on this topic
2. Joint equipment of the experimental corner
activities
Goal: To increase the level of knowledge of parents on the topic “Experienced -
experimental activities of young children"
3.Consultation for parents: “Experimental activities in children’s
4.Memo for parents: “Experimenting with water”
5.Consultation for parents: “Organization of children’s experimentation
at home"
Goal: To convey to parents the importance of experimentation in the lives of children and
the role of parents in this work
6.Round table “Demonstration of entertaining experiments” by educators and
parents
Goal: To enrich parents’ knowledge of experimental activities
experiences from my personal “piggy bank”. Invite to participate in joint
activities with the teacher.
7. Arrange a family viewing of the cartoon about Kapitoshka.
8. Joint production of a photo collage “We don’t get bored at home - we experiment
Let's put it together!"
Conclusion
master
elementary
ways
practical interaction with the environment, I began this work with
junior group. By the end of the year, the children's results were as follows:
Can establish simple connections when observing specific
facts, natural phenomena;
Know some properties of water, air, snow, ice, paper;
mastered
practical
skills
carrying out
various experiences;
Show curiosity and independence;
understand
observations,
enjoy
sensory
survey activities;
understand
problematic
character
manifest
independence in finding answers to them;
Cognitive and speech skills began to develop;
They began to treat nature more carefully.
process
experimentation
are being formed
intellectual
impression,
are developing
work
team and independently, draw basic conclusions.
Parents
enrichment
update
subject-developmental environment of the group (donations). Noted that
children have become more inquisitive and observant. A center has been created in the group
experimentation
equipment
experimentation
elementary
Replenished
educational
didactic
games, illustrations, books.
Future prospects:
Continue
formation
elementary
natural
ideas about water.
Forming a sustainable interest in acquiring new knowledge
experimentally.
Creation
development
initiatives,
inquisitiveness,
independence
emerging
educational
problematic situations.
Expand
prospects
development
experimental
activities
children by engaging their thinking, modeling and transformative
actions.
Improve the subject-development environment of the group.
Promote the method of experimentation among parents, how
one of effective methods cognition, mental activity.
Purchase literature, new instruments and equipment for the Center
experimentation.
Thus, this system of work has given positive dynamics
in the implementation of the assigned tasks.
In conclusion, I would like to say that there are unknown secrets, unsolved
There are still a lot of secrets. The secrets of nature await the curious,
persistent, stubborn.
Literature
Poddyakov A.I. Combinatorial experimentation of preschoolers with
multiconnected object - a “black box” // Questions of psychology, 1990. No.
Poddyakov N.N. Creativity and self-development of children preschool age.
Conceptual aspect. - Volgograd: Peremena, 1995.
Prokhorova L.N., Balakshina T.A. Children's experimentation is the way
knowledge of the surrounding world // Formation of the principles of ecological culture
preschoolers
children's
"Sunflower"
Vladimir) / Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.
Ryzhova P. Games with water and sand // Hoop, 1997. - No. 2.
Ryzhova N. Experiments with sand and clay // Hoop, 1998. - No. 2.
Tugusheva
Chistyakova
Experimentation game
senior preschool age// Preschool pedagogy, 2001. - № 1.
Dybina
Into the Unknown
entertaining
experiments for preschoolers /Text/ O.V. Dybina, N.P. Rakhmanova, V.V.
Shchetinina. –M.: Sphere shopping center, 2005.
Natural science
observations
experiments
kindergarten. Plants. /Text/: children's encyclopedia/ A. I. Ivanova – M.:
Sphere shopping center, 2004.
Plan-program of the educational program in children's
garden /Text/ comp. N. V. Goncharova / and others/; edited by Z. A. Mikhailova. – St. Petersburg:
Aksident, 1997
Ryzhova N. A. Sorceress - water /Text/ N. A. Ryzhova. – M.: Linka-
Press, 1997.
Tsyplyakova O. Where is the fifth ocean? /Text/ O. Tsyplyakova// Preschool
upbringing. – 2006. - No. 8.
APPLICATIONS
Appendix No. 1. “Let’s find out what kind of water it is?”
Purpose: To identify the properties of water: transparent, odorless, flowing, in it
Some substances dissolve and have weight.
Game material: Three identical containers, closed with lids: one
empty; the second with clean water poured under the lid, i.e. full; third - from
water colored with liquid dye (herbal tea) and with the addition
flavoring agent (vanilla sugar); cups for children.
Progress of the game: An adult shows three closed containers and asks them to guess
what's in them. Children examine them and determine that one of them is light, and two are
heavy, in one of the heavy containers there is colored liquid. Then the vessels
open and the children make sure that there is nothing in the first container, and in the second -
water, and in the third - tea. An adult asks the children to explain how they
guessed what was in the containers. Together they reveal the properties of water:
pour into cups, add sugar, observe how the sugar dissolves,
sniff, pour, compare the weight of an empty and full glass.
Appendix No. 2.
What's in the package?
Goal: Detect air in the surrounding space.
Game material: Plastic bags.
Progress of the game: Children look at an empty plastic bag. Adult
asks what is in the package. Turning away from the children, he dials
the bag air and twists the open end so that the bag becomes elastic.
Then he shows a closed bag filled with air and again
asks what's in the package. Opens the package and shows that there is nothing in it
No. An adult pays attention to the fact that when he opens the package, he
stopped being elastic. He explains that there was air in it. Asks
why does it seem that the package is empty (the air is transparent, invisible, light).
Appendix No. 3
“SINKING – DOESN’T DRINK, FLOATS.”
MATERIAL: basin, jug of water, doll, towel, ball, stone
Guys, look who came to us? The doll Katya came to visit us.
Let's say hello to Katya.
Alina, tell Katya “Hello Katya”, and you Vanya say “Hello Katya”.
Katya, why are you so grimy? Look at Katya guys. What do we need
What needs to be done to make Katya clean? (I listen to the children’s answers).
That's right Sasha, she needs to be washed with water. Help me Anya. (the child takes
doll, the teacher pours water from a jug into a basin).
Water, water
Wash my face
To make your eyes sparkle,
To make your cheeks red,
To make your mouth laugh,
So that the tooth bites!
Guys, look how clean and beautiful Katya has become. Now we
Let's take some towels and dry your face.
Katya, the guys helped you, now tell them “Thank you, guys!”
I take the doll and throw the ball into a bowl of water.
Oh, Katya, what are you doing? Guys, Katya had fun and started playing with
ball. The ball jumped and fell into a basin of water.
Don't cry Katya, the ball won't drown. Look, you guys, the ball doesn't sink, it
Vanya, what does the ball do? (floats, does not sink).
Seryozha, should you also look at what’s wrong with the ball? (floats, does not sink). Etc.
Right. The ball did not sink, it floats in the water. Rubber ball, rubber
light. Therefore, he does not sink, but floats.
But Anya will now take a pebble and also throw it into the water. (child
performs the action).
What happened to the stone? Vanya come and take a look.
Right. The stone lies at the bottom of the basin. It's heavy, that's why it drowned.
Go Seryozha, throw a pebble. What happened to the pebble? (drowned, lying on
bottom of the pelvis). I call all the children one by one.
What happened to the stone? What about the ball? (children's answers).
Right. The ball is rubber and light; it does not sink, but floats. Stone -
heavy. He drowned and lies at the bottom of the basin.
Do you understand Katya? (the doll says thank you).
Please, Katya. Guys, Katya needs to rush to the other children and tell
about everything that happened to her today. Goodbye, Katya!
And we also need to go and tell and show the guys everything.
Appendix No. 4
"The Sorceress - Water"
Target. Draw children's attention to the importance of water in our lives.
Introduce the properties of water and what it can turn into. For whom
is it needed and why is it needed. Foster respect for water.
Encourage you to understand the adult’s speech and actively respond to it. Develop
speech activity. Teach children to distinguish and name aquatic animals and
Material. Illustrations with landscapes at different times of the year, a set of cards with
animals and birds, a tape recorder, three bottles (or jugs), Christmas trees, a mushroom,
paints (red, green), cups with boiled water for children, doll –
enchantress.
Progress of the lesson:
Guys, today we will travel a little and learn a lot
interesting. But first, solve the riddle.
So that there is no trouble
We cannot live without (water).
Guys, a guest is coming to us now. This is magic water. (Offer
children think and answer why we need water).
We drink, wash our hands, bathe, do laundry, wash the floor, cook food, water
plants, etc.
That's right guys. Well done.
We cannot live without water. Water can be very different. She's like
the sorceress can turn into rain, dew, ice, snow. Water is rivers
lakes, seas (the teacher suggests closing your eyes and then opening them).
What's in the bottle?
What kind of water?
Now the water sorceress will help us figure out the color of water
(the teacher first takes a bottle with clear water, the other with red).
Which bottle contains red water? Why? What have we added to it?
Well done. The water sorceress says thank you. She wouldn't have guessed. A
The water in this bottle is clean, transparent, colorless. What kind of water can you drink?
and which one is not?
Boiled, transparent.
Well done.
(There are cups of boiled water on the table. The children drink water.)
What kind of water do you like?
Delicious.
What about color?
Transparent.
Now close your eyes again (take a bottle of green water).
What color is the water now? Why?
Who needs water?
To humans, birds, animals, fish, plants, insects.
Guys, let's take a walk through the forest and listen to who is singing in the forest.
Oh, what is this growing here?
What do you think she is like?
Green, prickly, beautiful.
What is this growing under the Christmas tree?
Fly agaric.
Do you think it can be eaten?
That's right guys, you can't eat it because it's poisonous. Guys, be quiet
you hear water gurgling somewhere. Let's play the game "Settle"
animal". The aquatic inhabitants are lost and can’t find their river, but you
guys can help. Let's select water residents and place them in
water. Let's think about who lives on the pond?
Frogs, fish, swans, ducks, geese. (choose from a set of cards and
glue it onto whatman paper that depicts a pond).
Well done guys, they did it all. And now you and I will have a little rest
Let's play the game "Droplet and Cloud".
Outdoor game "Droplet and Cloud". Children put on drop caps.
The droplets flew to the ground, jumped and played. They got together and
flowed in cheerful rivulets 9 holding hands form rivulets).
Streams met and became a big river (connected by one
chain). The droplets float in a big river and travel. Tekla - flowed
river and ended up in a big, big ocean (the children change into
round dance and move in a circle). We swam and swam in the ocean, and then
We remembered that Mother Cloud told us to return home. And right here
the sun came out. The droplets became light (crouched droplets
rise, then stretch their arms up). They evaporated under the rays
sun, returned to mother cloud.
It was so good visiting you, but I have to go, I’ll come to you again and
I'll show you some tricks and let's play. Goodbye.
Appendix No. 5
"Snow and its properties"
Shape
performance
properties.Teach
analyze, draw conclusions in the process of experimentation. Develop
thinking, interest in winter natural phenomena.
Material:
disposable snow plates (on each table, deep and flat)
plate),
half
cut
napkin,
disposable, three containers of water, circles of different colors, visual models
snowflakes indicating the properties of snow, napkins and towel
Progress of the lesson:
Educator
draws
attention
artificial
snowflakes.
Are they real? When and where can you see real snowflakes? What
does it snow? Today we will learn even more about snow.
2. Yesterday you and I collected snow and laid it out on plates, but it’s interesting
what happened to him? I suggest going to the snow laboratory, but
entering it is not easy (passing through the arc, children answer the question “Where
does a snowflake live?")
3. Guys, what happened to the snow? (melted) Why? (attached to the board
snowflake with the image of 1 property, a droplet is drawn on the snowflake
water: snow melts in warmth). How are we going to explore the snow now? Where do we
(let's ask
bring
assistant,
using
magical
"please") Let's take a close look at the melted snow. What do you
see? (the water is dirty). Guys, I saw that some children eat snow.
Are they doing the right thing? What does snow feel like? (cold). Is it possible
to eat snow? (no, the snow is cold and can be dirty)
Let's carry out
experiment.
flat
plates
geometric shapes, name them (circles). What color are they? Put
one circle on an empty plate, we will put snow on top, and lower the other into
water. Where is the circle visible and where is it not? Why? (2 snowflakes are attached to the board: snow
opaque - a closed eye is drawn)
5. Let’s compare: what color is water and snow (snow is white, water is colorless) And what else
is it white? (3 snowflakes are attached: white snow - cotton wool in the center of the snowflake).
6. Guys, how do you know if snow smells? (you have to smell it). Let's smell it first
apple, what apple? (fragrant, fragrant). And now it's snowing (the snow doesn't have
smell) (4 snowflakes are attached: snow has no smell - it is drawn on the snowflake
7. Physical education with music:
fluffy
(raise
slowly
omitted)
And the blizzard is still howling.
How much snow has fallen (show snowdrifts)
All the paths are gone!
We will rake the paths (imitate actions)
And let's go play in the snow. (walking)
The snow today is white, white, (raise hands up and down)
It's light all around.
We will put on mittens, (put on mittens)
and we will put on gloves, (wear each finger)
We will dress every finger,
You will keep our fur coats warm.
8. Well done! You showed me so many experiments, and now I want to show you,
sit down more comfortably. Look: I have three jars. Pour water into one
(the child is invited to check the temperature of the water), (cold). In the second
let's pour warm water, but how do we get warm water, what kind of water should we pour
cold,
(cold,
hot).
I'll pour the third jar hot. I will put snow in three jars
simultaneously. Where did the snow melt faster and where more slowly? (the warmer the water,
the faster the snow melted, the speed of snow melting depends on the temperature
9. Guys, now let’s remember what properties snow has? (By
the end
fastened
snowflakes
properties
snow). Children's attention is drawn to the fact that snow is frozen water.
Appendix No. 6
Making colored ice cubes
Purpose: To introduce the fact that water freezes in the cold
Materials: a bowl of cold water, a bowl of warm water, 2 pieces of ice.
Progress of the game: An adult shows pieces of ice and asks the children to think about how they
done. Then, together with the children, throws a piece of ice into the cold, and a piece
ice into warm water, and monitor the process of ice melting, in which water the ice
melted faster...
Appendix No. 7
"How to turn water into ice"
If you put a jar of water into the refrigerator and then into the freezer
camera. In the refrigerator, the water will only become cooler. But in the freezer
The temperature in the chamber is just below zero, so the water there will freeze. Yes and
on the street. When winter comes and after warm weather it becomes sharply
It’s cold, a crust of ice forms on puddles and the ground. If this happens
If snow falls, the crust will gradually grow.
Appendix No. 8
"Snow-snowball"
class is held outdoors)
Target:
Formation of ideas about the properties and characteristics of snow;
Development of perception;
Development of fine motor skills;
Formation of active speech;
Enrichment of vocabulary;
Material: snow, buckets.
Riddle about snow:
Goal: development of logical thinking.
It flies in a white flock and sparkles in flight.
It melts like a cool star in the palm of your hand and in your mouth.
In the sun it is ruddy, under the moon it is blue.
He flies into your collars and pockets -
He is white, and shaggy, and fluffy, like a bear.
Scatter it with a shovel, name it, answer! (snow)
2. Conversation about snow:
Goal: formation of ideas about snow, development of tactile
perception of snow.
What time year goes by snow?
Let's all touch the snow with our hands. What is he like? (cold,
loose, white...)
Finger exercise (children make a snowball with their hands):
Goal: development of fine motor skills of the fingers and formation of active
"Snowball"
One two three four
We bend our fingers to
left hand
You and I made a snowball.
Let's make a snowball in
palms
We show what he is like
We clench our palms
tightly together
Very smooth
We stroke with the right and
left hands on
But not at all sweet
We threaten with our index finger
right hand finger
Let's throw it once,
We imitate
throwing a snowball
up, lifting
eyes at the same time
We'll catch two
Catching a snowball
Three-drop
Throwing a snowball at
floor, squatting
And we'll break it.
Trample the snowball
Melting experiment:
Goal: to develop logical thinking (inference) and form
children's understanding of the composition of snow.
Guys, do you know what snow is made of? (out of the water) Shall we check?
Children put snow in buckets and take them to the group. They put their
buckets near the battery.
(After undressing, washing hands, return to the buckets)
What happened to the snow? (he melted)
Why did he melt? (because it’s warm in the group)
What's left of the snow in the bucket? (water)
So snow consists of..? (water)
Experiment "Transformation":
Goal: to develop logical thinking and form an idea
children about the interaction of melted snow and cold.
What do you think will happen if we take this water out again?
(the teacher takes a bucket of melted snow outside)
After quiet time, the teacher brings the bucket back.
What happened to the melted snow outside? (frozen)
What has he become? (in the ice)
Touch it
ice? (solid,
cold,
transparent)
Appendix No. 9
Topic: What floats? What's sinking?
Objectives: learn to draw conclusions independently; consolidate the concept of properties
items; develop logical thinking.
Areas of integration: communication, socialization, reading fiction
literature, music.
Materials: various items made of metal, wood, paper, plastic and
etc.; container with water, attributes of the travel game.
Progress of the lesson:
The Captain (educator) appears in the group.
Captain: children, do you want to go on a trip? Then let's build
ship. What can we make this from? (children offer possible answers and
build a ship out of chairs).
take your seats
more comfortable,
get ready!
(the phonogram of the song “Ah, come on, sing us a song, the cheerful wind!” sounds)
Captain: what a strong wind there was! The waves began to flood our ship!
Who will help us?
Children scream and ask for help. The sea king Neptune appears.
Captain: everyone calm down! Don't create panic! Neptune, help us,
our ship is sinking.
Neptune: I will save your ship if you can answer correctly which
objects sink and some float.
Neptune pulls out beautiful box item.
Neptune: what is it?
Children: traffic jam.
Neptune: do you think the cork is sinking or not?
Children: she swims.
Neptune: let's check if you made a mistake. Throw the cork into the water.
Children conduct an experiment to make sure that the cork does not sink.
Neptune: why do you think the cork didn't sink?
Children: because it is light.
Neptune: and now I have a spoon in my hands. Does she sink or swim?
Children: drowning.
Children conduct an experiment.
Neptune: you are right, the spoon sank, why?
Children: it is heavy, made of metal.
Neptune: does the cube float or sink?
Children answer, conduct experiments, become convinced of correctness or error.
their decision, they try to explain the results of the experiment.
Experiments are carried out similarly with a cube, comb, nail, scissors,
paper boat, ball.
Neptune: So we did some experiments. What distinguishes those objects
those that float, from those that sink?
Children: heavy objects lie at the bottom, and light objects float.
look,
small,
items
different sizes. And both of them don't drown, why?
Children: because they have air inside.
If children find it difficult to draw this conclusion, you can help them with guiding
questions.
Neptune: I liked your answers. I'm sure you can do it on your own
cope with the storm that overtook you along the way and escape.
Captain: let's think about how people can escape from a sinking ship?
What do they need to do?
Children offer their versions and discuss them with the captain.
We need to build a raft.
No, the logs may fall apart if the rope becomes untied.
The raft has no sides; waves can wash it into the water.
You have to sail in a boat
The boat is small, but there are so many of us, they won’t all fit
Let's take life jackets and buoys.
Let the girls sit in the boat, and the boys make a canopy with sides.
Those who cannot swim will wear life jackets.
Neptune: you're great! We came up with a good way to salvation. Now you
you will reach the shore. Bon voyage, and it's time for me to return to the bottom
Children “return” to groups and discuss their journey
Appendix No. 10
Paper, its qualities and properties
Purpose of the experience: learn to recognize things made from paper, identify
its qualities (color, whiteness, smoothness, degree of strength, thickness,
absorbency) properties (creases, tears, cuts, burns).
What you need for the experience: different kinds paper, scissors, alcohol lamp,
matches, container with water.
An adult and a child examine the paper and determine whether it is smooth
or rough, thick or thin, stroke sheets of paper with the palm of your hand,
they feel her. Then the adult offers to crumple a sheet of paper (crumples);
tear it into several pieces (torn); pull the edges
in different - determine how quickly the integrity of the sheet is destroyed;
therefore, the material is fragile); cut a leaf with scissors
(cuts well); put the paper in a container of water (it gets wet).
An adult demonstrates burning paper using an alcohol lamp.
and matches (or lighter). You can explore different types of paper.
Appendix No. 11
"Onion bed" Necessary equipment: transparent cups, water,
bulbs.Children independently pour water into transparent cups,
“plant” bulbs in them.
The glasses are placed on the windowsill.
The bulbs are monitored for several days.
The appearance of roots and leaves is recorded.
Appendix No. 12
"Ships"
Necessary equipment: basin, paper.
Pour some water into the basin. I show the guys how it’s possible
throw small pieces of paper into a basin and blow on them. Guys
repeat my actions.
The game promotes the development of fine motor skills and
articulatory apparatus."
Appendix 13
"Pebbles"
Tasks:
Development of perception, imagination;
Speech development (enrichment of vocabulary);
Development of fine motor skills of the fingers;
Development of logical thinking.
Material: Pictures of pebbles, collection of pebbles,
feather or matches, bowl of water, towels, classical music with sounds
noise of the sea.
Conversation
pebbles
difficulty
accompanied by
demonstration of drawings):
Goal: enrichment of vocabulary and logical thinking.
Where can you find a pebble? (on the road, in the river, in the sea, in the sand, in
(large,
small,
heavy, light, tart, etc.).
"Sorting"
Goal: strengthening the perception of size.
It is necessary to arrange the pebbles on trays: on the right - large ones, on
left - small.
"Drowning - not drowning"
Goal: strengthening the perception of weight, logical thinking (development
ability to make inferences based on acquired knowledge).
What happens if we put a feather (match) into the water? (will
swim);
Why do you think it floats? (because it’s easy);
What happens if we put a pebble in the water? (will drown);
Why will he drown? (because it is heavy).
Educator
hold
palms
feel what is harder and what is easier.
"Dry-wet"
Goal: to form a tactile perception of sand: dry - wet.
What did the pebble look like when we took it out of the water? (wet, damp,
wet);
teacher
towel,
wipe
What is the pebble now? (dry).
"Soft - hard"
extension
vocabulary
solid),
motor skills of fingers.
Guys, what can we make a ball out of? (snow, clay, plasticine);
The teacher gives each child a piece of plasticine and offers
crush it and roll it into a ball.
Now guys, try to roll the same even balls from our
pebbles.
Children roll a pebble between their palms on the table.
It turns out? Tell me why you can roll plasticine into balls, and
no pebbles? (because plasticine is soft and pebbles are hard).
"These
funny
Pictures"(experiment
accompanied by
classical music with sounds of the sea)
Goal: development of imagination and fine motor skills of the fingers.
pebbles
lay out their pictures from pebbles (faces, houses, trees, mountains and
Appendix No. 14
Light heavy.
Purpose: to introduce that objects can be light and heavy. Teach
determine the weight of objects and group objects by weight (light -
heavy).
Game material: Cheburashka and Crocodile Gena, various items and
toys; opaque containers with sand and leaves, pebbles and fluff,
water and grass; symbol selection (“light”, “heavy”).
Progress of the game: Crocodile Gena and Cheburashka choose the toys that each
some of them want to take with them to their friends. Several options available
selection of toys:
toys made of the same material, but different in size. An adult asks
why will Gena take the toys? bigger size, and checks the children's answers,
weighing toys in your hands; toys made of the same material, but some are hollow
inside, while others are filled with sand. An adult asks what toys
take Cheburashka and why; toys of the same size from different materials.
The adult finds out who will carry which toy and why. Then the adult
invites children to choose “treats” from buckets that can be carried
Cheburashka and Gena, and find out: how to find out which bucket will be able to carry
Cheburashka, which Gena? The adult checks the children's assumptions,
looking at the contents of the buckets with them
Appendix No. 15
Sunny bunny
Target: introduce a natural source of light - the sun.
You will need small mirrors, sunlight, Having chosen the moment,
when the sun peeks through the window, use the mirror to catch the ray
and try to draw the baby’s attention to how sunny it is
The “bunny” jumps on the wall, on the ceiling, from the wall to the sofa, etc.
offer to catch the running “bunny”. If the child liked it
game, switch roles: give him a mirror, show him how to catch
beam, and then stand against the wall. Try to “catch” a speck of light
as emotionally as possible, without forgetting to comment
their actions: “I’ll catch you, I’ll catch you!” What a nimble bunny - quickly
running! Oh, and now it’s on the ceiling, out of reach. ...Come on, hare,
come down to us! ", etc. A child's laughter will be the best thing for you
reward.
Appendix No. 16
Games with straws.
Target: To introduce and discover that there is air inside a person.
Game material: Straws for cocktails (or for chup - chups), container with
Progress of the game: Children examine the tubes, the holes in them and find out for
what are the holes needed for (something is blown or blown through them).
An adult invites children to blow into a tube, placing their palm under the stream
air. And then asks what they felt when they blew, where from
a breeze appeared (they exhaled the air that they had previously inhaled).
An adult tells that a person needs air to breathe, that he
gets inside a person when inhaling through the mouth or nose, which can not be
only to feel, but also to see. To do this you need to blow into a tube,
the end of which is lowered into the water. He asks what the children saw, where from
bubbles appeared and where they disappeared (this is air coming out of the tube; it
light, rises up through the water; when all comes out, the bubbles too
will stop coming out).
Appendix No. 17
Why does sand flow well?
Target: Highlight the properties of sand and clay: flowability, friability.
Game material: Containers with sand and clay; containers for pouring;
magnifying glass, screen, sieve.
Progress of the game: An adult invites children to fill cups with sand,
clay, examine and guess them by the sound of the substances being poured.
They find out what was poured best (sand), and check by pouring
substances from the frame into the glass. Then pour the sand into a large container
slide and see what happens (the sand remains in the form of a slide with even
edges). In the same way, add clay and determine whether the
It turned out to be a slide (the clay slide is uneven). Find out why the slides are different
(the sand particles are all the same, the clay particles are all different shapes and sizes). Children
using a magnifying glass to examine what the sand is made of, what they look like
grains of sand what clay particles look like; compare them (grains of sand
small, translucent, round, do not stick to each other; particles
clays are small, very closely pressed to each other). Children sift sand and
clay through a sieve and find out whether they pass through it equally well
particles of sand and clay and why. Examine the hourglass and clarify
Is it possible to make a clay clock (no, clay particles don’t flow well,
stick to each other).
Appendix No. 18
Something in the box
Target: introduce the meaning of light and its sources (sun,
flashlight, candle, show that light does not pass through transparent
items.
You will need a box with a lid with a slot in it;
flashlight, lamp.
Dad gave the bunny a small flashlight, the bunny liked to play with
flashlight. He turned on the flashlight and looked under the sofa, shining
inside the cabinet and in all corners.
Bunny, where is your ball? - Mom asked.
I'll go look! - said Bunny and went into the dark room.
But I'm not afraid! - Bunny said cheerfully and lit a flashlight.
The bunny shined a flashlight and found the ball.
An adult invites children to find out what is in the box
(unknown) and how to find out what is in it (look into the slot). Children
They look through the slot and note that it is darker in the box than in the room.
An adult asks what needs to be done to make the box
lighter (open the slot completely or remove the cover so that the light
fell into the box and illuminated the objects inside it). Adult opens
a slot, and after the children are convinced that it has become light in the box,
talks about other light sources - a flashlight and a lamp, which
takes turns lighting it and placing it inside the box so that the children can see the light
through the slot. Together with the children he compares which case is better
visible, and draws conclusions about the meaning of light.
Appendix No. 19
Inflation soap bubbles.
Blow a large soap bubble from a funnel onto a flat dish.
We immerse the straw in the soap solution so that only the tip of it
Carefully
push through
straw to center. The big bubble didn't burst! Slowly we begin to blow in
straw.
We get a second bubble enclosed in the first. Carefully
draw out the straw (Fig. 4).
Conclusion: walls
soap bubble
enough
elastic,
through them
conduct
straw,
previously
moistened with soapy water.
Appendix No. 20.
"Flying Ball"
Invite children to inflate balloon and let him go, turn him around
pay attention to the duration of its flight. Children conclude that in order
In order for the ball to fly longer, you need to inflate it more, because... air escaping from
ball, causes it to move in the opposite direction.
Appendix No. 21.
Wind.
Target: Identify changes in sand and clay when interacting with wind and
Game material: Transparent containers with sand and clay, containers
closed with a lid with an inserted plastic bottle.
Progress of the game: An adult invites children to find out why in strong winds
It's uncomfortable to play with sand. Children look at the prepared “sandbox”
(a jar filled with a thin layer of sand or clay). Together with an adult
create a hurricane - sharply, forcefully squeeze the can and find out what is happening
and why (since the grains of sand are small, light, do not stick to each other,
they cannot hold on to each other or to the ground in a strong current
air). Children are asked to use the results of the previous
experience (“Why does sand flow well?”). They determine how to do
so that you can play with the sand even in strong winds (wet it well
sand). They are asked to repeat the experiment and draw a conclusion.
Appendix No. 22
Plastic, its qualities and properties.
Goal: To recognize things made of plastic, to determine its qualities (structure
surface, thickness, color) and properties (density, flexibility, melting,
thermal conductivity).
Game materials: Plastic cups, water, alcohol lamp, matches,
algorithm for describing material properties.
Progress of the game: An adult offers the children glasses filled with water so that they don’t
looking inside to determine what is in them. Figure out what to do
This is not possible because the plastic is not transparent. An adult offers by touch
determine the surface structure, thickness. Next, place the glass on
bright sunny place to determine the change after 3-4 minutes
temperature (heating). They bend the glass and find out what it is under
it bends under the influence of force, and if more force is applied, it breaks.
An adult demonstrates melting plastic using an alcohol lamp. Children
make up an algorithm for describing the properties of the material.
Appendix No. 23.
"Comparison of sand, soil and clay"
Goal: to introduce children to the properties of sand and clay, to develop the ability
concentrate; develop children's observation skills, ability to compare,
analyze, summarize,
Equipment: cups, sand and clay, trays, water.
Progress of the lesson:
Today we will talk about the land into which something can be
plant, which we feel with our feet when we walk on it, its
another is called soil.
Tell me, please, who needs land or soil? I offer you
choose pictures of those living beings who need land.
Game "Who needs soil?"
Sometimes the soil is loose, crumbly, and sometimes sticky. What is this from?
depends, but it depends on whether there is a lot of sand or clay in the soil. Let's
consider sand and clay. What type of nature are sand, clay and soil?
How is living nature different from nonliving?
Take a glass of sand and carefully pour some sand onto the sheet
paper. Does sand spill out easily? What can you call sand because it
does it flow well? (loose)
Now let's try to pour clay out of the glass. What crumbles easier -
sand or clay? The clay sticks together in lumps and cannot be poured out so easily.
from a glass, like sand. What can we conclude: the sand is loose, in
different from clay.
I wonder why the sand is free-flowing and the clay is sticky, let's look at
them under a microscope. (Children look under a microscope, then
tell).
Let's look at sand first.
What do grains of sand look like? (they are small, round), do they look like grains of sand?
one on top of the other? How are they similar and how are they different?
And now the clay.
Now tell us about clay. Are particles the same as those of sand visible?
particles? (very small and stuck together)
What conclusion can we draw about the particles of sand and clay? (clumped together in clay,
very small, and sand consists of grains of sand that do not stick to each other
There are circles on the table, place a model of sand and clay on the panel.
I wonder how the properties of sand and clay manifest themselves in nature, how do you
do you think? Imagine two paths, one made of clay and a path like.....
clay, and the other made of sand, which path.....sandy. So it passed
rain, what will happen to the paths?
Let's check, we have two glasses, one contains sand and the other contains clay,
pour water, what do you see? (sand allows water to pass through, but clay does not)
Why did water pass faster through sand and slowly through clay?
So what can you tell me about what will happen after the rain on the clay path and
sandy?
These properties of sand and clay make it interesting to play with them. Sand
you can draw, draw with your finger what you want (children draw)
And to sculpt from clay, like from plasticine, take these pieces into a group and
make whatever you want.
Our lesson is over, you all did well, at the next lesson, we will
we will talk about what part sand and clay play in
the water cycle and learn a riddle about the Earth.
Appendix No. 24.
“This is some sand”
Tasks:
Development of perception, imagination, logical thinking;
Enrichment of vocabulary;
Development of fine motor skills;
To consolidate children's knowledge about the properties and characteristics of sand.
Material: Basin with dry river sand, collection of pebbles, set
toys made from kinder eggs, a watering can with water, classical music with the sounds of the river.
1.Guess the riddle:
The kids really need him,
He's on the paths in the yard,
He's at a construction site and on the beach,
And it’s even melted in the glass. (sand)
Tell me,
sand? (dry,
brown, river, sea...).
3. "Surprise"
Goal: formation of tactile perception of dry sand.
Guys, you can always find something in the sand, let's join you
Let's see what he has hidden for us today. (You can hide in the sand
pebbles, kinder egg toys, beads, etc.).
the teacher talks:
What kind of sand do we have? (dry, loose, river, light, etc.);
sand? (dig,
sprinkle
molds, sift through a sieve, make pies...);
Tell me, can you make pies from our sand? Give it a try.
it turns out?
Touch it
wet? (dry, loose)
What needs to be done to make our sand wet? (pour
The teacher pours water into the sand so that it becomes wet and
suitable for modeling.
What did the sand become? (damp, heavy, wet, non-flowing...).
4. “Hand Traces”
Goal: developing ideas about the characteristics of wet sand.
Guys, look, you can leave footprints on wet sand. Take
your pebbles (or toys made from kinder eggs, beads, etc.) and leave them on
there are traces of them in the sand.
Try again to make pies and figures from sand. It turns out?
Conclusion: Why do you think it was not possible to mold from dry sand
pies and figures, but did it come out of the wet? (because dry sand
free-flowing and sticky when wet).
" These
funny
r i s u n k i »(experiment
accompanied by
classical music with sounds of the river).
Goal: development of imagination, perception of size.
leave
sand? (by hand,
finger
fist, glass, pencil, stick, etc.).
The teacher leaves his handprint (fist, fingers...) and
invites the children to do the same.
Who left on the sand
These different marks?
Our kids played here
They drew with their own hands...
Where are the big prints and where are the small ones?
What do our prints look like?
finish drawing
it worked out
Sun…?
Appendix No. 25
"Wet sand takes any desired shape."
Offer to take a handful of sand into your fist and release it with a small
a trickle. What happens to dry sand? (It pours out). Let's
Let's try to build something out of dry sand. Do you get figures?
Let's try to wet dry sand. Take it in your fist and try it
pour out. Does it also crumble easily? (No). Pour it into the molds.
Make figures. It turns out? What kind of figures did you get? From what sand
Did you manage to make the figures? (From wet).
Conclusion: What did we learn today? What kind of sand can you make figures from?
(From wet).
Appendix No. 26
"Feathers"
Purpose: To enrich children's understanding that a feather is lighter than water and air.
Material: a bowl of water, chicken, duck and goose feathers.
Examine the feathers of various birds with children, find out the similarities and differences.
Offer to put all the feathers in the water, bring the children to the fact that the feathers are not
Appendix No. 27.
“Rain” (water games)
Purpose: To consolidate the properties of water.
Materials: a bowl of water, a sieve, cups of mayonnaise, yogurt with
holes in the bottom.
Invite the children to remember everything they have learned about water. What kind of water?
Offer to play over a basin with buckets and water.
Lesson - experiment on ecology in the second junior group on the topic
"Snow and its properties."
Goal: To develop children’s knowledge about snow and its properties.
Tasks: Educational: - clarify and expand children’s knowledge about snow, its
properties; - introduce winter phenomena in nature; - give to children
the concept of why snow changes its properties when temperature changes; -
may change color.
Developmental: - development of visual attention and perception; - develop
cognitive interests; - sustained attention, observation; -
develop children's speech activity; - develop the ability to analyze and
express
develop
thinking;
the ability to combine text and movement to music.
During the sleeping session:
formation
COOPERATION,
goodwill;
Fostering a love for nature; - cause joy from discoveries received
from experiments.
Integration:
development,
artistic
literature,
socialization, cognition, health, music.
Activation of the dictionary: snowflake, snowy, snowy.
Preliminary
observation
artistic
literature on the topic, looking at snowflakes, playing with snow.
Equipment: tape recorder, ICT, bucket of snow, two glasses of hot and
cold water, paints, pipette, trays with snow, presentation, guest –
Lesovichek.
GCD move:
1. Organizational moment. The recording is playing “crunch of snow and steps”
Guys, what is that sound?
This is someone in a hurry to visit us.
I'll take a look now. (I go to the door)
Look, Lesovichok came to visit us, and not empty-handed.
2. He brought us an envelope. Let's see what's in it?
Mystery:
fall from the sky in winter
And they circle above the ground
Light fluff
White... (snowflakes)
That's right, well done, you guessed the riddle.
3. Today we will take a closer look at snow and its properties.
Lesovichok brought us another bucket, look at the snow in it.
Touch it with your hand and tell me what kind of snow it is? (children's answers)
Well done.
4. Tell me please, what can we make from snow? (answers
We can make anything out of snow. But!? Look, on one tray
there is dry, crumbly snow, and wet snow on another tray. From what
snow, is it best for us to sculpt? (children's answers)
Now I will try to make a lump of dry snow. It turns out? (answers
Then we sculpt from wet snow.
Conclusion: it’s impossible to sculpt from dry, loose snow, we need moist,
wet snow.
5. Now I invite you to look at the snow that I brought early
in the morning. What happened to him? Why did he melt? (children's answers)
Well done. In our group it’s warm, hot, and from this heat the snow has melted and
turned into water.
Conclusion: Snow is affected by high temperatures.
6. It's time to rest.
Physical education minute. Music.
We are snowflakes, we are fluffs
We don't mind spinning around
We are snowflakes - ballerinas
We whitewashed the trees
The roofs were covered with down
The earth was covered with velvet
And they saved us from the cold.
observe
happen
put in plates with different water temperatures. (in cold water there is snow
melts slowly, melts quickly when hot).
Happening
high temperature.
8. Look - ka, Lesovichok prepared us more plates with snow and
let's try
paint
snow. (held
Guys, what happened to the snow? (children's answers).
View
presentations "Winter
phenomena
nature". (snow,
snowfall,
blizzard, blizzard, blizzard)
10. Summary. Today we learned that snow can be dry and wet. From
You can sculpt wet ones, but not dry ones. Snow melts in the warmth and turns into
paint
various colors.
Memo for parents “Experimenting with water”
Experience is the observation of natural phenomena, which is carried out in
specially organized conditions. Children are able to learn not only
the external side of physical phenomena, but also simple connections, relationships
between them and patterns, such as different states of substances,
state
properties
the ability of sand to pass water through itself. Thanks to experiments with children
The ability to compare, draw conclusions, and make judgments develops.
are being built
available
representations.
When setting up and conducting experiments, children must be active participants.
discussion
results
necessary
let down
independent conclusions and judgments.
We present to your attention some experiences that you can
spend with your children at home.
By conducting these experiments, you will introduce children to some properties
water. Point out to them that even such a familiar object as
water is fraught with many unknowns. Knowledge of the properties of water will help children
understand the characteristics of aquatic organisms, their adaptability to aquatic
habitat.
Materials and equipment:
cups of water, a glass of milk, chopsticks or teaspoons,
straws
cocktail,
sugar
snow, thermos with hot water, glass or mirror, watercolors.
The water is clear.
There are two glasses in front of the children: one with water, the other with milk. IN
Put chopsticks or spoons in both glasses. Which cup are they in?
visible, and in which one not? Why? (In front of us is milk and water, in a glass with
we see a stick in water, but not in a glass of milk). Conclusion: water
transparent, but no milk. Invite children to think about what would happen if
Was the river water opaque? For example, fairy tales talk about dairy
rivers with jelly banks. Could fish and other animals live in
such milk rivers?
2.Water has no taste.
Invite children to try water through a straw. Does she have
taste? Give them a taste of milk or juice for comparison. If they don't
Once convinced, let them try the water again. (Children often hear from adults,
is being formed
incorrect
performance.
Explain that when a person is very thirsty, he drinks water with pleasure,
and to express his pleasure, he says: “What delicious water,” although
actually doesn’t taste it.)
3.Water has no odor.
Invite children to smell the water and say what it smells like or what it smells like.
doesn't smell. Let them sniff again and again until they are sure that there is no smell. Can
for comparison, suggest smelling water to which aromatics have been added
substances (perfume, bath salts).
However, it can be emphasized that tap water can
have a smell, since it is cleaned with special substances so that it is
safe for our health.
4.Ice–hard water
Take ice cubes. Place them in separate cups so that each
watched
piece
condition of ice cubes in a warm room. Draw their attention to
how the ice cube gradually shrinks. What's happening to him?
Take one large ice cube and several small ones. Observe
Which one will melt faster: big or small. It is important that children
noticed that pieces of ice that differ in size will melt
at different periods of time. Monitor the melting in the same way
snow. Conclusion: ice and snow are also water.
5. Steam is also water.
boiling water
Place a glass or mirror over the steam. Droplets of water will appear on it,
show them to the children.
6.Water is liquid and can flow.
Give the children two glasses - one with water, the other empty. Offer
Carefully pour water from one to another. Is water flowing? Why? (Because,
that it is liquid.) If water were not liquid, it could not flow in rivers
and streams, would not flow from the tap.
In order for children to better understand what “liquid” is, offer them
Remember that jelly can be liquid and thick. If the jelly flows, we
we can pour it from glass to glass, and we say that it is... liquid.
If we cannot pour it from glass to glass, because it is not
flows, but pours out in pieces, then we say that the jelly is... thick.
Because water is liquid and can flow, it is called a liquid.
some
substances
dissolve,
some
dissolve
Each child has two glasses of water. Put in one of them
try
stir
it turns out?
Dissolved
glass
sprinkle
spoon of granulated sugar, stir it. What happened now? In which of
cups, has the sand dissolved?
There is sand at the bottom of the aquarium. Will it dissolve or not? What would be.
What if they put granulated sugar instead of regular sand on the bottom of the aquarium? A
if there was granulated sugar at the bottom of the river? (It would dissolve in water, and then
it would be impossible to stand at the bottom of the river).
Invite children to stir watercolor paint in a glass of water.
Why did the water become colored? (The paint has dissolved in it.)
8. Ice is lighter than water
Ask
place
a glass of water? Will it sink, float, or immediately dissolve? Listen
children's answers, and then conduct an experiment: put an ice cube in a glass with
water. Ice floats in water. It is lighter than water, so it does not sink. Leave the ice in
cups and see what happens to it.
9.Water can be warm, cold, hot.
Give children glasses of water of different temperatures. Children finger
or using a thermometer to determine in which glass the water is cold, and
which one is hot. Ask your child how to get warm water? Do it
it's with him.
You can continue the previous experiment (No. 8) by comparing the water temperature
before ice was put in it and after it melted. Why water
has it become colder?
Emphasize that in rivers, lakes, and seas there is also water with different
temperature:
cold.
Some
plants,
snails can only live in warm water, others only in cold water. If
the children were fish, which water would they choose - warm or cold? How
they think where there are more different plants and animals - in warm seas or in
cold? To say that in cold seas and rivers there are fewer different
animals. But in nature there are such unusual places where very hot water
comes out of the ground to the surface. These are geysers. From them, like from a thermos
with hot water, steam also comes out. Can anyone live in such hot
For example,
special
seaweed.
bodies of water
temperatures, which means they live in them different plants and animals.
10.Water has no shape
Invite the children to look at an ice cube (remember that ice is
hard water). What shape is this piece of ice? Will it change its form,
if you put it in a glass, in a bowl, put it on the table or on your palm? A
liquid water?
Offer
vessels), onto the table surface. What's happening? Water takes the form of
the object in which it is located, and out of the blue it spreads out into a puddle.
This means that liquid water has no form.
Good luck to you and your child!
Consultation for parents
"Organization of children's experimentation at home"
experimentation
activities
preschooler.
Obviously,
inquisitive
researcher than a child. Small man seized with a thirst for knowledge and
exploration of a huge new world. But it is often common among parents
a mistake is a limitation on the path of children's cognition. You answer everything
why?
readiness
show
objects,
attract a curious eye and talk about them? Visit regularly
with a child in a puppet theater, museum, circus? These are not idle questions, from
laugh it off:
grow old".
unfortunately, “mother’s mistakes” will make themselves felt very soon - in the very first
it turns out
passive
being,
indifferently
related
innovations.
Research
activity
development
curiosity, and ultimately the cognitive interests of the child. IN
is given
attention
children's
experimentation.
Research activities of children are organized, special
problem situations, classes are held. The groups have created conditions for
development of children's cognitive activity6 in all activity centers
materials
experimentation:
types, fabric, special devices(scales, watches, etc.), unstructured
materials (sand, water), maps, diagrams, etc.
Simple experiments and experiments can be organized at home. For
it doesn't require much effort, just desire, a little imagination and
of course, some scientific knowledge.
Any place in the apartment can become a place for an experiment.
For example, a bathroom. While washing, a child can learn a lot
interesting information about the properties of water, soap, and the solubility of substances.
For example:
Which will dissolve faster:
Sea salt
Bath foam
Pine extract
Pieces of soap, etc.
The kitchen is a place where a child disturbs parents, especially mother, when
arrange
competitions
physicists.
Put
some
identical containers, a low bowl of water and foam sponges miscellaneous
size and color. Pour about 1.5 cm of water into a bowl. Let the children
They will put sponges in water and guess which one will absorb more water.
Squeeze the water into the prepared jars. Who has more? Why? Can
Can you fill a sponge with as much water as you want? And if you leave it to a sponge
complete freedom? Let the children answer these questions themselves. The only thing that matters is
so that the child’s questions do not remain unanswered. If you don't know the exact
(scientific) answer, you need to turn to reference literature.
The experiment can be carried out during any activity.
For example, a child is drawing and runs out of green paint. Suggest
try
Look,
act,
intervene
give me a hint.
Will he guess that he needs to mix blue and yellow paint? If he has
nothing will work out, tell me that I need to mix two paints. By
Through trial and error, the child will find the right solution.
Home laboratory
Experimentation is, along with play, a leading activity
preschooler. The purpose of experimentation is to lead children up one step at a time.
a step in understanding the surrounding world. The child learns to identify
the best way to solve the problems facing him and find answers to
emerging questions. To do this, you must follow some rules:
1. Establish the purpose of the experiment (why we are conducting the experiment)
2.Select materials (list of everything needed for carrying out
3.Discuss
(phased
instructions
carrying out
experiment)
4. Summarize (accurate description of the expected result)
5.Explain why? In words accessible to a child.
carrying out
experiment
safety
Several simple experiments for children of middle preschool age
Hidden painting
Goal: find out how animals camouflage themselves.
Materials:
light yellow
transparent
plastic folder.
Process: Use yellow chalk to draw a bird on white paper.
Cover the picture with red transparent plastic.
Results: The yellow bird has disappeared
contains
merges
Pictures.
Animals
merging with the color of the surrounding landscape, which helps them hide from
predators.
Bubble
Goal: Make a solution for soap bubbles.
Materials: dishwashing liquid, cup, straw.
Fill the cup halfway with liquid soap.
Fill the cup to the top with water and stir.
Dip the straw into the soap solution.
Blow gently into the straw
Results: You should get soap bubbles.
Molecules
connect,
structure,
resembling an accordion. This allows the soap solution to stretch into
We are surprised by everything. How? Why and why?
Preschool children- inquisitive researchers of the surrounding world. They learn it in play, on walks, in classes, and in communication with peers. A child's thinking begins with a question, with surprise or bewilderment, with a contradiction. Therefore, I was faced with the task of creating conditions for independently finding answers to my questions “Why?” and “How?”.A thoughtful, systematic introduction of a child to the unknown contributed to the development of his most important thinking operations:
analysis (observing objects, children examine and study them),
comparison (children find similarities and differences between objects and materials from which they are made),
the ability to establish relationships (children highlight ways of using objects in various areas),
generalization (children learn to combine objects, classifying them into groups as living or inanimate nature, the man-made world, based on identifying essential features).
Experimentation, as one of the forms of organizing children's activities, encouraged children to be active and independent, to discover new knowledge and ways of knowing. And I tried to help the child realize his curiosity, direct it in the right direction, and become an assistant to the child in understanding the world. I came to the conclusion that the main advantage of using the experimentation method in kindergarten is that during the experiment:
Children get real ideas about the various aspects of the object being studied and its relationships with other objects and with the environment.
The child’s memory is enriched, his thought processes are activated.
Speech develops.
There is an accumulation of a fund of mental skills.
Independence, goal-setting, and the ability to transform any objects and phenomena to achieve a certain result are formed.
The child’s emotional sphere and creative abilities develop, work skills are formed, and health is strengthened due to increased general level motor activity.
My work with children was aimed at creating conditions for sensory development while getting to know the phenomena and objects of the surrounding world. During which I combined the show with active action child to examine the object (touching, tasting, smelling, etc.).
Taught how to compare similar appearance subjects, compare facts and conclusions from reasoning.
By organizing games with the objects and materials being studied, I not only introduced children to the properties, but also reinforced elementary representations about the shape, different sizes, colors of objects, developing fine motor skills child. Kids love these games very much.
Studying the “Water” section. Water can be poured, heated, caught in the water, etc. In practice, children have learned that they can wash themselves with water, dip objects in it, and they will become cleaner if washed with water. During the experiment, children get the idea that water is liquid and therefore can spill out of a vessel; that water has no color, but can be colored; that water can be warm and cold, that water is clear, but it can become cloudy; that some substances dissolve in water, and some can impart their taste to water; that water can turn into ice and ice can turn into water.
"Sand" Sand can be poured from palm to palm, from a scoop into a mold, you can bury various objects in it and dig them out, build slides, paths, and then destroy and build again
Getting acquainted with this topic, I conducted various experiments - playing with sand. During the “Let's Bake a Treat” game, children try to make a “treat” from dry and wet sand with their hands and using molds. In the game "Traces", children are convinced that footprints and prints remain on wet sand. When conducting an experiment with sand, I suggest that children pass wet sand through a strainer, and then dry sand - the kids see that dry sand can crumble, but wet sand cannot.
The most important discovery for the children during the walk was the conclusion that sand is a lot of grains of sand.
Studying "Air" Children, with the help of object-manipulative activities, gain the idea that air is lighter than water. When conducting didactic game“Let’s catch the air” I suggested “catch” the air in plastic bags and make sure that the air is not visible, but it is there. In the game “Storm in a Glass,” kids blew through a straw into a glass of water and watched as the water expelled air. By playing the game “My Fun Tinkling Ball,” children learn that the ball bounces high because it has a lot of air. The children learned from the “Sail the Boat” experience. that objects can move with the help of air. And while walking, watching the grass and foliage, we watched the wind, which is the movement of air.
Getting to know the "Stones" section
Carrying out manipulations with the stones “Light-heavy” and “What shape is the stone?”, we became convinced that stones are heavy and light, and that stones have different shapes. And when they compared two stones taken from the street and from a battery (in winter), they came to the conclusion that the stones can be cold and warm. And when they squeezed a stone and a wad of cotton wool in their hands, they thought that the stones were hard.
Forming ideas about “Paper”
Through experiments, children determined that light paper: it can be blown away from the palm, and it does not sink in water, unlike stones; that paper can be thin or thick and it can tear: a napkin is very easy to crumple and tear, unlike thick cardboard.
I took the content of knowledge about natural objects in the program “Young Ecologist” by S.N. Nikolaeva. (Like the second partial program)
1. Water is a liquid substance, it pours and flows. Water has no color, smell, or taste, so it takes the shape of the vessel into which it is poured. Water can be clean or dirty. Water can be of different temperatures: cold, room, hot, boiling water. Water can change its state: when cold it becomes ice, when heated it becomes steam. Ice is hard, brittle, transparent, cold, and melts with heat. Strong steam can be noticed - it happens when the water is boiling (white, in clouds, when the water cools). When cooled, the steam turns into snow and frost. Snow is white, soft, cold, melts from heat. Everyone needs water for life. Cognitive interest develops, children enjoy participating in experiments and games with water, snow, and ice.
2. Air is everywhere. It is transparent, light, invisible, easy to run and walk in, you can feel it (air). Some animals can fly - they are adapted. Man has come up with various devices for flight. Everyone needs air to breathe. A person needs a clean one, Fresh air. It manifests itself in cognitive interest - the desire of children to participate in experiments with air, in various games to discover it.
3. Soil - earth, sand, clay and their properties. The soil is dark (black, gray), crumbly, allows water to pass through and becomes wet and sticky; clay is yellow, does not allow water to pass through well; the sand is yellow, crumbly, and easily allows water to pass through. All plants need soil.
4.Stones – river, sea, pieces of coal, chalk, granite. River and sea - hard, strong, various shapes, colors and sizes.
Coal is black, hard, but brittle, gets dirty, is used for drawing, burns well and gives a lot of heat. Needed by factories.
Chalk is white, hard, brittle. It is obtained from rock. They can draw.
Granite is hard, variegated, of different colors. It is mined in the mountains, processed, polished - it becomes smooth, shiny, beautiful. It is expressed in children’s cognitive interest in practical experiments with different soils, stones, in voluntary participation in collecting stones, and in drawing on the site.
5. Paper – thin, rough. People make paper from wood in special factories. Paper can be very durable - cardboard. It soaks in water, can be set on fire (it burns), and can be cut. You can make many things from paper ( disposable tableware, boats, cardboard boxes, napkins, etc.) Manifests itself in cognitive interest - the desire of children to participate in experiments with paper, in various games to discover its properties and qualities.
6. Fabric - it is soft and rough. People make fabric in factories to make grayer clothes. It comes in different colors and different qualities. Coats are made from one - it is very warm, from the other - light dresses for summer. The fabric can be washed and nothing will happen to it, it can be cut with scissors, or set on fire - it burns. Cognitive interest develops, children enjoy participating in experiments and games with fabric.
7. Glass – transparent, durable, smooth, odorless. Things made of glass are called glass. Glass breaks, and a shard can cut you. It cannot be cut, it does not burn. It is expressed in the cognitive interest of children in practical experiments with glass.
8. Wood – not transparent, durable, can splinter your hand, rough, smells of the forest. It can be sawed and nailed. Many objects for people are made from wood. Wood conducts heat well and burns. Cognitive interest in experiments and games with wood develops.
9. Plastic – smooth, light, you can wash it, swim with it, or crush it into small pieces. Manifests itself in cognitive interest in experiments and games with plastic
10. Salt – white, crystalline, tastes salty, odorless. It dissolves well in water. Used in cooking.
11.Sugar – white, odorless, crystalline, tastes sweet. It dissolves well in water. Used in cooking. You can grind it into powder - it will work powdered sugar. Children develop a cognitive interest in these materials: they willingly participate in experiments and observations, and express different opinions.
12. Metal – hard, cold, smooth, heavy, sinks, durable. They make many objects from metal. Manifests themselves in cognitive interest in experiments and games with metal
13. Light - comes from the sun, it is warm and pleasant, needed by all living beings. Sunny spots happen when the sun shines on the glass. If the beam is directed through a magnifying glass, it can burn through the paper. Then people use sunglasses. An understanding is formed that light is very necessary, children show great interest in it.
14. Electric light is a light bulb. Lighting fixtures in small quantities and rationally placed around the room illuminate it as needed at any time. Children explore daylight and electric light and its possibilities with interest.
In the group, the Dunno Experimentation Center was created to develop cognitive activity and support experimental activities. In it, the development of primary natural science concepts, observation, curiosity, activity of mental operations (analysis, comparison, generalization, classification, observation) takes place; formation of skills to comprehensively examine a subject. At the same time, it is the basis for specific play activity child (work at the center involves turning children into “scientists” who conduct experiments, experiments, observations on various topics). There is various materials for research appropriate to the age of children:
Natural materials: samples of sand, clay, earth, stones, pebbles, shells, chalk, iron, rubber, plastic, wood; flower and vegetable seeds, tree samples (cones, acorns, chestnuts), seeds, nut shells, water and food coloring.
Waste material: plastic, pieces of fabric, leather, fur, paper of different textures, wire, corks, beads, ropes, laces, threads, plastic bottles of different sizes, colorful clothespins and elastic bands, cogs, nuts, screws, etc.
Bulk products: flour, salt, sugar, various types of cereals.
Special equipment: various tubes, funnels, sieve; cups, plates, spoons; syringes, pipettes; scales, magnifying glasses, magnifying glasses, magnets, measuring instruments.
Collections: stones, shells, feathers, paper, fabric, buttons.
In my practice, I widely used the project method as an in-depth study of objects and phenomena. Because project activities involves the interaction of all participants educational process: child, parents, teachers, and the joint collection of materials on the topic of the research project reveals the creative abilities of children, involves parents in the educational process, which naturally affects the results of the work. Children and parents actively participated in educational research projects: “Winter beauty”, “Vegetables and fruits - healthy foods", "Water is a magician", "Air is invisible", "Birds", "Spring is red" and many others.
Using the experimentation method in my work with children, I was convinced that in the process independent activity child exercises multi-level experiment:
physical: learns to control your body and individual organs;
natural history: gets acquainted with the real world around us, with the properties of objects and cause-and-effect relationships operating in the world;
social: remembers individual characteristics each person (peer and adult), forms of interaction between people;
cognitive: trains thought processes, masters a variety of mental operations;
linguistic: engages in word creation, discusses the results of the experiment, plays word games, i.e. experiments with words;
personal: recognizes one’s personal capabilities;
strong-willed: remembers how he himself can influence other people;
behavioral: models its behavior in various life situations. Since children's experimentation is closely connected with other types of activity - observation, speech development (the ability to clearly express one's thoughts facilitates the experiment, while the addition of knowledge contributes to the development of speech). The connection between children's experimentation and visual activity is also two-way. The more deeply a child studies an object in the process of becoming familiar with nature, the more accurately he will convey its details during visual arts. The connection between experimentation and the formation of elementary mathematical concepts does not require special proof. During the experiment, the need to count, measure, compare, determine shape and size constantly arises. All this gives mathematical concepts real significance and contributes to their understanding. Children's experimentation is good remedy intellectual development preschoolers, has a positive impact on emotional sphere child; for development creativity, to improve health by increasing the overall level of physical activity. In this regard, I will continue to work in this direction. I would like to collect collections: “Iron”, “Wood”, “Plastic”, “Magnets”
Olga Gurkina
Card file of experiments and experimental games in the second junior group of preschool educational institutions
CARD INDEX
EXPERIENCES AND
GAMES - EXPERIMENTS
for children 3-4 years old
Prepared: teacher Gurkina O.A.
"WATER".
Experience No. 1"Water is pouring".
Target: Introduce children to the fact that water flows, we release water, and it flows. The water is clean and transparent. Hands and soap are visible through it. Water washes away dirt. Water must be conserved.
Equipment: basin, napkins, soap.
Vocabulary work: pouring, clean, transparent, eyes, cheeks, mouth, tooth.
Progress and guidance:
The teacher brings in a bowl of clean water. And offers to play with her while reading poem:
Water, water, wash my face,
So that your eyes sparkle,
So that your cheeks burn,
So that the mouth laughs, so that the tooth bites.
Children splash in the water and pass it through their hands. Questions:
What kind of water? That's right, look how clean the water is, you can see your hands through it. Offers to wash your hands with soap. Look and tell me what kind of water flows from your hands? (dirty).
That's how dirty your hands were. So what washes away the dirt? (Water and soap).
Do you need water? To whom? (That's right, us). Everyone needs water, it must be protected. You don’t need to open the tap too much, don’t play around with it.
Experiment No. 2 with water"Drowning - not drowning".
Target: Introduce the fact that objects can sink in water, while others float on the surface. Develop the ability to distinguish between objects that are heavy and which are light, the desire to know. Cultivate curiosity.
Equipment: a bowl of water, pebbles, a rubber duckling toy.
Vocabulary work: introduce the words sinking, floating, heavy, light into children’s speech.
Progress and guidance:
The teacher brings in a bowl of water and objects.
Educator: Guys, look what I brought you. The teacher shows the children objects.
What do I have? (that's right, pebbles and duckling). Look, I'll show you a trick.
The teacher lowers the pebble and duckling into the water. What is this, guys, look, why did the pebble sink and the duckling swim?
Offers to touch the pebble. What is he like? (heavy). It's true that it's heavy, so it sinks.
And the duckling? (easy) Therefore, he does not sink, but floats on the surface.
Children play with water and toys.
Experience No. 3“Water can be cold or hot”.
Target: Continue to develop children’s senses - teach them to distinguish between cold and hot water, and to correctly denote it in words. Water is our helper. To foster a sense of cleanliness and neatness in children.
Equipment: two plastic containers with cold and hot water.
Vocabulary work: cold, hot.
Progress and guidance:
The teacher brings in containers of water. And it offers to determine where the cold and where the hot water is. It’s hot in one basin and cold in the other, so you can’t put your hands in it.
Guys, how can I check? If you don’t know, you need to touch the container. The teacher and the children touch the container with cold water. What basin?
Children's response: cold.
They then touch a container of hot water. What kind of basin do you think? That's right, hot, because the water is hot.
It can be used to make warm water. The teacher mixes water in one container in front of the children. Now you can touch it with your finger.
Let's say: “Wash, wash - don’t be afraid of water”.
Water helps us to be clean and tidy. We don't want to be dirty. Children, everyone needs water, it is our helper, we must take care of it.
Experience No. 4"Colorful Water".
Target: Continue to introduce children to water, that it can be clean, which flows from the tap. Everyone needs clean water, it must be protected. But water can be made colored by adding paints to it. Such water becomes opaque, nothing can be seen through it.
Equipment: container with water, paint, pebble.
Vocabulary work: activate the words pure, transparent, opaque, colored in children’s speech.
Progress and guidance:
The teacher brings in a glass of clean water and paint. He offers to see what he brought.
Educator: That's right, I brought you clean water and paint. Guys, why do I need paint? Do not know. I'll show you a trick.
What kind of water? That's right, clean, transparent, you can see your hands through it. What do I have in this jar? That's right, paint. Look, I took and poured some red paint into a jar of clean water. What do you see, what color has the water become? (Red).
I poured blue into this jar, and yellow into this jar. What color did the water become? That's right, yellow and blue.
Let's look through this water to see if we can see each other. Now I will throw something into the water. Tell me what did I quit? Anya, now quit. Look, can you see what you threw? Why is it not visible? (The water is dirty, not clear).
This is the trick we did, I liked it. Water may vary.
Experience No. 5"Solid water".
Target: Continue to introduce children to the properties of water, draw their attention to the fact that water can be solid, but if it is frozen, pieces of ice are also water. Develop attention and curiosity. Foster respect for water.
Equipment: container with plain water and frozen.
Vocabulary work: water flows, liquid, solid, does not flow.
Progress and guidance: The teacher brings in a jar of plain water and a container of ice cubes, previously frozen in the refrigerator.
Educator: Look what I brought you? In one jar I have simple, clean water. It flows, liquid. You can wash your hands in it, what do you think? That's right, it's possible.
Now look what's in this jar? That's right, ice floes. What are they, can you touch them? That's right, they're cold. And they are also hard. Of what "done" pieces of ice? That's right, from the water. This is also water, only it froze in the refrigerator. Can such water flow? That's right, no, but what should we do? Let's put it in the sun and see what happens.
Time passes and the teacher and the children check the jar of ice. Look where the ice floes have disappeared? No, they did not disappear at all, but turned into water. The sun heated it, and the pieces of ice melted. Ice floes also melt in the spring.
Experience(experiment) № 6 "Fishing"
Target: consolidate knowledge about the properties of water - it flows, you can strain it through a net.
Material: a bowl of water, a net, a strainer, a toy colander, small toys.
Progress and guidance:
Artistic word: - Fisherman, what kind of fish?
Did you catch us for lunch?
He answers with a smile:
This is not a secret at all!
I managed to catch it so far
Two shoes with holes!
Pour water into a basin and give your baby a net for catching aquarium fish, a small strainer with a handle, or a toy colander. Throw a few into the water small toys. They can float on the surface or lie on the bottom. Invite your child to catch these toys with a net. You can ask him to catch some specific toys: "Catch the blue ball, catch the red fish" etc.
Experience No. 7. “Water can flow, or it can splash”
Target: Introduce children to the fact that water can pour and splash, water can be made "shower"
Vocabulary work: pour, splash, watering can, sprinkler.
Material: watering can, spray bottle
Pour water into the watering can. The teacher demonstrates watering indoor plants (One or two.) What happens to the water when I tilt the watering can? (Water is pouring.) Where does the water come from? (From the spout of a watering can.) Show children a special device for spraying - a spray bottle. (Children can be told that this is a special sprinkler.) It is needed to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Draw the attention of children that the droplets are very similar to dust, because they are very small. Offer to place your palms and spray them. What are your palms like? (Wet.) Why? (Water was splashed on them.) Today we watered the plants and sprinkled water on them.
Conclusion: What did we learn today? What can happen to water? (Water can flow or splash.)
Experience No. 8"Waterfall"
Target: give an idea that water can change direction.
Material: an empty basin, a ladle with water, funnels, grooves from half a plastic bottle, from cardboard, curved in the form of a ladder.
Progress of the game - experiment
Artistic word:
Water pours from a great height,
Splashes fly onto the grass and flowers.
The kids around are buzzing animatedly,
The waterfall is louder than the kids.
Encourage the children to play with the funnels and grooves. Let them try pouring water into the basin through funnels, and now along the plastic groove and cardboard groove, curved in the form of a ladder. Combine these items: pour water onto the grooves through funnels. Draw the children's attention to the fact that the water is moving. Ask them what would happen if we held the grooves differently (the direction of water movement will change).
Experience No. 9"The Tale of the Pebble"
Target: For example experience show that objects can be light and heavy.
Material: a bath of water, small heavy and light objects, pebbles.
Progress of the game - experiment
Artistic word:
There was a small pebble lying on the shore of the lake. He looked at the beautiful lilies and water lilies that floated on the water, and thought: “How happy they are, they float like little boats. I want to swim too!” a boy came to the shore of the lake, took a pebble and threw it into the water. pebble rejoiced: “Finally my dream has come true! I'll swim!" But it turned out that he could not swim because he was too heavy. And the pebble sank to the bottom of the lake. At first he was very upset. And then I saw how many funny fish, other pebbles and beautiful plants there were around. The pebble stopped being sad and became friends with the fish. What can you do! Heavy pebbles cannot float.
Take a few small, lightweight items that can float (for example, a feather, a ball, paper boat, thin sliver) and several heavy objects that will lie at the bottom (for example, a pebble, a key, a coin). Fill the bathtub or basin with water. Give the child one of the objects and ask him to put it in the water. At the same time you say to him: “Look, the boat is floating! And the key sank - it’s heavy! The petal floats - it’s light!”
Game - experiment No. 10 "Soap Bubbles"
Target: to create a desire to blow soap bubbles, to introduce the fact that when air gets into soapy water, a bubble forms.
Material: soapy water, cocktail tubes, bottles with the bottom cut off, gel pen body.
Progress of the game - experiment
Artistic word.
Vodichka doesn't like sluts and dirty people
Seething and swearing: “Glug-glug-glug-glug!”
But if we wash our hands and faces,
Vodichka is happy and is no longer angry.
Lather your hands until you get a lush, thick foam. Then separate your palms so that a thin transparent soap film forms between them. Blow on it and you will get a soap bubble. Let the child blow on the soap film in your palms, help him make his own soap bubble. To encourage your child to blow soap bubbles on his own, offer him, in addition to a frame from a purchased bubble, a variety of tubes - a cocktail tube, a plastic bottle with the bottom cut off, or roll and glue a thick tube from thick paper. To get a hard tube (kids often bite or bend cocktail tubes) You can disassemble the gel pen and take the body from it - a transparent plastic tube. You can make your own bubble water using dishwashing liquid.
Experience No. 1"Getting to Know the Sand"
Target: introduce sand, pay attention to the properties of dry sand (falls off, doesn't get dirty)
Material: cups of sand, sheets of white paper, magnifying glasses. Content:
Offer to make a fish out of dry sand. It didn’t work out, it fell apart. Why (sand is falling)
Conclusion: dry loose sand.
Children are encouraged to consider sand: what color, try it by touch (loose, dry). What is sand made of? What do grains of sand look like? The grains of sand are small, translucent, round, and do not stick to each other.
Fizminutka:
We are grains of sand, we are grains of sand
We don't mind spinning around.
We are grains of sand, we are grains of sand
We would dance day and night.
Let's all stand together in a circle
It turns out sand.
We pour sand onto a sheet of paper and examine it through a magnifying glass.
Look what sand is made of? (children's answers).
Correctly, sand consists of grains of sand. They are small. Repeat: from grains of sand. They are pouring out.
Pay attention to your hands. Are they clean or dirty? Clean, dry sand can be chipped.
Conclusion: sand pours down, doesn’t get dirty.
Experience No. 2"Wet - dry".
Target: Teach children to distinguish between dry and wet sand. Draw children's attention to the fact that buildings can only be made from wet sand. Develop attention. Cultivate a desire to play.
Vocabulary work: dry, wet, crumbles.
Equipment: two containers with sand (dry and wet, two molds.
What happened guys, why didn’t our Easter cake turn out? What kind of sand do we need for this? That's right, wet.
Guys, look at the dry sand, it’s light, it crumbles in your hands. And when wet, it’s dark, it doesn’t crumble in your hands, you can make a lot of Easter cakes out of it. In order for it to be wet, you need to pour water on it. What did the sand become? (raw, wet. It’s cold.) Look, does wet sand flow as well as dry sand? (Show to children)
Of course, wet sand doesn't fall out. You can make Easter cakes from wet sand. Let's try. Take the molds and carefully place wet sand into them. Tap the sand like this with a scoop and compact it. Carefully invert the mold with sand onto the stand. Tap the bottom again with the scoop. Remove the mold. What happened (Kulichik)
Experience No. 3“Does sand fall easily?”
Target: Learn to pick up sand and hold it in your palms, pour it in a thin stream
Material: trays with sand.
Vocabulary work: dry, cool, trickle.
Give the children warm and cold sand, clarify which sand is where. Offer to play with sand, pour it between your fingers in small thin streams. Which sand was more pleasant to play with?
Conclusion: in hot weather it is more pleasant to play with cool sand, in cold weather - with warm sand.
Guys, what can we say about sand, what is it like? (answers children: dry, cool). That's right, the sand is dry.
- Let's say it together: dry.
Let's see what footprints we can leave in the sand with our fingers. Who got what? (children's answers) .
Pour it into your palm. See how the sand trickles down (children pour sand from palm to palm).
Let's all say together that we are now we do: we are pouring. How it pours sand: trickle, repeat together(repeat) .
Experience No. 4"Sand Movement".
Target: familiarization with the properties of sand.
Material: trays with wet and dry sand, straws.
Guys, do you think sand can move?
How can I check this?
Check it out for yourself. Take the tubes and gently blow into the tube onto the dry sand.
What's happening (he moves)
Now blow on the damp sand?
What's happening? Yes, the grains of sand are wet and they don’t move.
Fizminutka:
We are grains of sand, we are grains of sand
We don't mind spinning around.
We are grains of sand, we are grains of sand
We would dance day and night.
Let's all stand together in a circle
It turns out sand.
Conclusion: Dry sand moves, but wet sand does not.
Experience(experiment) № 5 "Sand patterns"
Target: give children an understanding of the properties of sand, develop fine motor skills, imagination, and coordination of movements.
Material: dry sand, cone of cardboard with a small hole in its top and strings tied to its edges, a tray.
Then the teacher invites the child to try drawing with sand. You can stop the stream of sand at any time by holding a cup prepared in advance to the cone.
The rest of the children can watch how the sand pours in, forming slides, paths and various patterns.
We'll take a cone with a hole,
Let's start pouring sand.
The bag is swinging on strings,
The pattern appears on the tray.
Experience No. 6"Whose trace"
Target: Develop the ability to leave footprints in the sand, then determine what object left the trace.
Material: trays with wet and dry sand.
In the center of experimentation is a container with wet and dry sand
Do you think it is possible to draw on sand?
What kind of sand can you draw on?
What can you draw with? Children draw on wet sand with a toothpick, and on dry sand with a finger.
Calm music plays while you draw.
What kind of sand left the bunny's footprint on? (on wet sand)
A game: “Whose trace?”- 3 children take toys - stamps and leave marks, the children guess (flower, circle, etc.)
Conclusion: on wet sand we can draw and leave marks.
Experience No. 7"Drawing with sand"
Target: Develop the ability to pour dry sand onto the adhesive pattern, then shake off the excess sand.
Material: dry sand, sheets of paper with drawn pictures, glue sticks.
What color is the sand? Offer to try it by touch (loose, dry).
What is sand made of? (from grains of sand)
What do grains of sand look like? (The grains of sand are small, translucent, round, do not stick to each other)
Is it possible to paint with dry sand?
Draw something on thick paper with a glue stick, and then pour sand onto the glue.
Shake off excess sand and see what happens.
Conclusion: You can also paint with dry sand.
"LIGHT. COLOR"
Experimental game No. 1 "Something in the Box"
Target: introduce the meaning of light and its sources (sun, flashlight, candle, show that light does not pass through transparent objects.
Material: A box with a lid in which a slot is made; flashlight, lamp.
Progress of the game - experiment
Artistic word
Dad gave the bunny a small flashlight, the bunny liked to play with the flashlight. He turned on the flashlight and looked under the sofa, shining it inside the closet and in all corners.
Bunny, where is your ball? - Mom asked.
I'll go look! - said Bunny and went into the dark room.
But I'm not afraid! - Bunny said cheerfully and lit a flashlight.
The bunny shined a flashlight and found the ball.
An adult invites children to find out what is in the box (unknown) and how to find out what's in it (look into the slot). Children look through the slot and note that it is darker in the box than in the room.
What needs to be done to make the box lighter? (open the slot completely or remove the lid so that the light enters the box and illuminates the objects inside it).
The adult opens the slot, and after the children are convinced that it has become light in the box, he talks about other light sources - a flashlight and a lamp, which he lights in turn and places inside the box so that the children can see the light through the slot. Together with the children, he compares in which case it is better to see and draws a conclusion about the meaning of light.
Game - experiment No. 2 "Sunny Bunny"
Target: introduce a natural source of light - the sun.
Material: small mirrors, sunlight
Progress of the game - experiment
Having chosen the moment when the sun is peeking through the window, use a mirror to catch the ray and try to draw the baby’s attention to how sunny "bunny" jumps on the wall, on the ceiling, from the wall to the sofa, etc. offer to catch the runaway "bunny". If the child liked the game, change roles: Give him a mirror, show him how to catch the beam, and then stand against the wall. Try "catch" spot of light as emotionally as possible, without forgetting to comment on your actions: “I’ll catch you, I’ll catch you!” What a nimble bunny - he runs fast! Oh, and now it’s on the ceiling, out of reach. ... Come on, hare, come down to us!” etc. A child’s laughter will be your best reward.
Game - experiment No. 3 "Magic brush"
Target: Introduce the production of intermediate colors by mixing two (red and yellow - orange, blue and red - violet, blue and yellow - green).
Materials: Red, blue and yellow paints; palette; brush; pictograms depicting two color spots; sheets with three drawn outlines balloons; a sample for painting, in which there are three triplets of balloons (in each triple, two balloons are painted - red and yellow, red and blue, blue and yellow, and one is not).
Progress of the game - experiment:
An adult introduces the children to a magic brush and invites them to paint two balls on sheets of paper with outlines, as in the example.
The adult tells how the paints argued about which of them was more beautiful, who should paint the remaining ball, and how a magic brush made them friends, inviting the paints to paint the remaining ball together.
Then the adult invites the children to mix paints on the palette (in accordance with the pictogram, paint over the third ball with new paint and name the resulting color.
Children work sequentially (mix, paint over) over each color.
"WEIGHT. ATTRACTION"
Game-experiment "Light heavy"
Target: Show that objects can be light and heavy. Learn to determine the weight of objects and group items by weight(light - heavy).
Materials: Cheburashka and Crocodile Gena, various items and toys; opaque containers with sand and leaves, pebbles and fluff, water and grass; character selection ( "heavy", "easy").
Crocodile Gena and Cheburashka choose toys that each of them wants to take with them to their friends. Several options available toys:
Toys are made of the same material, but different in size. The adult asks why Gena will take larger toys, and checks the children’s answers by weighing the toys in their hands;
The toys are made of the same material, but some are hollow inside, while others are filled with sand. An adult asks what toys Cheburashka will take and why;
Toys of the same size from different materials. The adult finds out who will carry which toy and why.
Then the adult invites the children to choose "treat" in buckets that Cheburashka and Gena can carry, and finds out: how to find out which bucket Cheburashka can carry and which bucket Gena can carry? An adult checks the children's assumptions by examining the contents of the buckets with them.
Then it turns out that Crocodile Gena and Cheburashka are moving to a new apartment. Children determine which of them will have which items. carry: group items based on "light heavy" taking into account size and material.
"AIR"
Game - experiment "Why the boats don't sail"
Target: detect air, create wind.
Material: paper and foam boats, a bath of water.
Progress of the game - experiment
Artistic word: Fairy tale “There are boats standing in the blue sea and they just can’t sail. The captains became Sunny ask: "Sun! Help our ships sail!
The sun answers them: “I can heat the water in the sea!” The Sun heated the water, the water became warm, but the boats still did not sail. Night has come. Stars appeared in the sky. Their captains became ask: “Stars! Help our boats sail!” Stars to them answer: “We can show you the way where you need to go!”
The captains were offended: “We ourselves know where to sail, but we can’t move!” Suddenly the wind blew. The captains became his ask: "Breeze! Help our ships set off!" “It's very simple!”- said the Wind and began to blow on the boats. And the ships sailed."
Invite the children to put the boats in a bath of water, ask if the boats float, and why? What needs to be done to make the boats sail? Listen to the children’s suggestions and bring them to the conclusion that wind is needed. Where "take" wind? Children blow on boats and create wind.
September
Topic No. 1 “Properties of sand”
Target:
Introduce children to the properties of dry and wet sand (flowability, ability to pass water, traces remain on the sand), show children that sand is made up of very small particles - grains - grains of sand. Develop the ability to establish cause-and-effect relationships through experimental activities. Expand children's vocabulary. Cultivate interest in the world around you
Preliminary work: playing with sand on a walk, looking at photographs with types of sand buildings.
Equipment: sand (for group classes), a watering can with water, various molds, plastic bottles.
Progress of the lesson
Educator: Guys, today we will conduct various experiments with sand. But first, let's remember what kind of sand there is and what can be built from it?
Children take turns telling what they know about sand
Educator: Well done guys. You are very observant. Now let's carry out the first experiment.
Children sit in a semicircle around a large table. If the lesson is held outdoors, then around the table near the sandbox
Experiment No. 1 “Why didn’t the Easter cake turn out?”
Target: familiarization with the properties of sand: dry, loose sand; You can't build Easter cakes from it. Wet sand: not friable, you can build Easter cakes from it
Description of the experience
The teacher pours sand into a mold and tries to build a Easter cake. The sand from the mold crumbles. The teacher invites 2-3 children so they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a Easter cake. Easter cake turns out. The teacher invites the children to build their own Easter cakes from wet sand.
Educator: Well done guys. Now we will try to draw a picture with sand. What kind of sand do you think will make a painting? (Children answer). Let's check your answers
Experience No. 2 “Making paths and patterns from sand”
Target: continue to introduce the properties of sand: you can draw any pattern from dry sand. From wet - no.
Description of the experience:
The teacher hands out plastic bottles filled with dry and wet sand to the children. First he shows, and then invites the children to draw various patterns. Wet sand does not fall out of the bottle, while dry sand flows out of the bottle freely. Next, the teacher and the children draw a collective picture with sand.
In conclusion, the children sum up: dry sand is free-flowing; by filling a bottle with it, you can draw any pattern. Wet sand is heavy and does not fall out of the bottle.
Conclusion: guys, today we introduced you to the properties of sand. Please tell us what we did with you today? What new did you learn?
During the walk, games are played with sand, taking into account the experiments carried out
Experience No. 3. "Sand and Earth"
Purpose: familiarization with properties of sand (loose) and earth (dry, hard).
Description of the experience:
Each child has a pot of sand, a jar of soil and two “trees” (tree branch) on the table. The teacher invites the children to “plant” a tree in a glass with earth, and then in a glass with sand. Children compare which is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry and hard, and the sand is crumbly.
Experiment No. 4. “Determination of color.”
Target: familiarization with the properties of sand (color).
Progress: Look carefully, what color do you think the sand is? (Light yellow).
Educator: Now let’s pour water on it. What color is the sand? (Dark)
Conclusion. Dry sand is light, and wet sand is dark.
Experiment No. 5. “What is sand made of?”
Target: familiarization with the properties of sand.
Progress: y There are plates of sand on your table. Now we will look at sand. Will an unusual object help us with this? Magnifier. Look through a magnifying glass to see what the sand is made of. What do you see?
Sand consists of small grains of sand, translucent, round, and do not stick to each other.
Now attention! Pour water over the sand in the glass. Where did the water go? Well done right. This means that sand allows water to pass through.
Fizminutka:
We are grains of sand, we are grains of sand
We don't mind spinning around.
We are grains of sand, we are grains of sand
We would dance day and night.
Let's all stand together in a circle
It turns out sand.
Experiment No. 6. “Movement of sand.”
Target: introduction to the properties of sand .
Progress: guys, do you think sand can move? How can I check this?
Check it out for yourself. Take the tubes and gently blow into the tube onto the dry sand. What's happening? Now blow on the damp sand? What's happening?
Conclusion: Dry sand moves, but wet sand does not.
Do you think it is possible to draw on sand? What kind of sand can you draw on? What can you draw with? Children draw on wet sand with a toothpick, and on dry sand with a finger. Calm music plays while you draw.
October
Topic No. 2 “The wind blows across the sea”
Experience No. 1 “Sea”
Target: introduce children to one of the properties of air - movement; air movement is wind, distinguish its strength.
Description of the experience: Fill a deep container with water and launch paper ships. Children blow a lot.
Educator: Guys, do you want to listen to a fairy tale?
Children: Yes.
Educator: In a certain kingdom, in a certain state, there lived three brothers. The older brother is Vetrishche, the middle one is Veterok, and the younger brother is Veterok. One day a dispute broke out between them: which of them was the most necessary and important. The older brother came forward and began to prove.
I'm chasing flocks of clouds
I'm stirring the blue sea
Everywhere I breathe in the open air.
Educator: Guys, strong wind is bad, why do you think?
Children: Destroys houses, howls, overturns cars, uproots trees.
Educator: Strong wind is good, why do you think?
Children: Disperses the clouds, drives large ships, the mill turns.
Educator: Guys, what other word can be used to call Vetrishche?
Children: Hurricane, blizzard, blizzard, blizzard, tornado, blizzard.
Educator: Okay, now we will turn into a wind and prove that a strong wind is good and sometimes bad.
Conclusion: Strong wind is a very strong movement of air and is dangerous.
Experiment No. 2 “How air works”
Target: see how air can support objects.
Material: two identical sheets of paper, a chair.
Progress of the experiment:
- Invite your child to crumple up one sheet of paper.
- Then let him stand on a chair and throw both a crumpled and straight piece of paper from the same height.
- Which leaf landed first?
Conclusion: the crumpled leaf fell to the floor earlier, since the straight leaf falls, smoothly spinning. It is supported by air.
Experiment No. 3 “Air is everywhere” Goal: determine whether air actually penetrates everywhere and is everywhere.
Material: plastic bottle, balloon.
Progress of the experiment:
- Invite your child to look into the bottle and make sure it is empty.
- Let him, with your help, pull the ball onto the neck of the bottle.
- Now let him press the bottle.
- What made the balloon inflate?
- Let the kid sketch what he did.
Conclusion: the ball inflated the air that is in the bottle. When the bottle was pressed, air came out and inflated the balloon.
Experiment No. 3 “Children wave a fan”
Target: Introduce children to this natural phenomenon, like the wind, its properties and role in human life.
Description of the experience: Guys, I suggest you wave your hands at yourself. How did you feel? Breeze.
Here are some sheets of paper for you, and I suggest you wave these sheets at yourself. Are you comfortable? Nice? What needs to be done ?
Place a piece of paper in front of you vertically. We bend the edge and smooth the fold. - Let us wave a fan at ourselves and how did you feel? Air movement, coolness, freshness, pleasant feeling. What is a breeze? This is weak air movement.
It's good that the sun is shining!
It's good that the wind is blowing!
It's good that this forest has grown straight to the skies
It's good that this river has very blue water.
And we are always friendly.
EXPERIENCE No. 4 “Illustration of a sandy desert”
Target:
Description of the experience: In front of each child is a glass jar with sand. The sand in the jar is the child’s personal desert. Children blow into the jar through straws. What's happening to him? First, waves appear like in a bowl of water, and then the sand moves to another place, then a sand mound appears. Such hills can be found in the desert, they are called dunes; with the help of the wind, sand travels across the desert.
Experiment No. 4 “Waves”
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Experiment No. 5 “Waves” Target: Introduce children to such a natural phenomenon as wind and the reasons for its occurrence. Description of the experience: Prepare bowls of water for each child on the tables. Each bowl has its own “sea”. Red, black, yellow (color the water with watercolor paint). Children are the winds. They blow on the water. What happens? Waves. The stronger you blow, the higher the waves. November Topic No. 3 “Let’s find out what kind of water” Target: Progress: mystery: She's in the lake too She's in a puddle too She's in the teapot too Our place is boiling. She's in the river too Runs and murmurs. (Water) Today we will learn more about water; Let's get to know her better. Children, why do you think we need water? People drink water; cook food; wash dirty fruits and vegetables; wash your hands and face every day; water the plants so they don’t dry out; water is needed by fish and other inhabitants of rivers, lakes, seas and oceans; people wash off dirt from furniture, wash dishes, wash clothes. Today you and I are turning into researchers and learning about what water is and its properties. You are ready? Then let's go! Experiment No. 1 “Water is a liquid”, “Water has no smell” Target: identify the properties of water (transparent, odorless, flowing). Description of the experience: Give the children two glasses: one with water, the other empty. Suggest carefully pouring water from one to the other. What happens to the water? It's pouring. Why is it pouring? Water flows because it is liquid. So what kind of water? (Liquid) Because water is liquid and can flow, it is called a liquid. The teacher invites the children to smell the water. Children, what does the water smell like? It doesn't smell right at all. Pure water has no odor. Experiment No. 2 “The water is clear.” Target: identify the properties of water (transparent). Description of the experience: There are two glasses in front of the children: one with water, the other with milk. There are spoons in both glasses. In which glass is the spoon visible? That's right, in a glass of water. Why do you think there is a spoon visible in this glass? The water is clear, but the milk is not. Dear researchers, I invite you to think about what would happen if river water were opaque? Like in fairy tales: a milk river with jelly banks. Could fish and other animals live in such rivers of milk? No. Why do you think? Opaque water does not allow sunlight to pass through, and without this, plants cannot live in rivers. And if there are no plants, there will be no fish and animals, because many animals eat plants. Every living thing needs clear, clean water. This means that water bodies cannot be polluted. Physical education lesson “Rain” The rain sings a song: Children shake their brushes freely Drip, drip... Only who will understand her - They throw up their hands in bewilderment. Drip, drip? sides Neither I nor you will understand, They point to themselves, to their neighbor. But flowers will understand, they depict with their fingers how flowers are blooming. And spring foliage, Hold your hands in front of you. And green grass... Squatting, moving their fingers, like stroking the grass. The grain will understand best: They show how to hold grain in their hands. It will begin to sprout. They make snake-like movements. B. Zakhoder Experiment No. 3 “Water is a solvent.” Target: identify the properties of water (transparent, odorless, flowing, substances dissolve in it). Description of the experience: There are two saucers on the table: one contains regular sand, the other contains granulated sugar. Two glasses of water. The experiment is carried out by the teacher. Dissolve regular sand in the first glass. It didn't dissolve. Dissolve granulated sugar in a second glass. He dissolved. Children are invited to try the solution - it is sweet. Some substances dissolve in water, and some do not. This means water is a solvent. Experiment No. 4 “Water is a solvent.” Target: identify the properties of water (transparent, odorless, flowing, substances dissolve in it). Description of the experience: On the table there are multi-colored paints, brushes, glasses of water. Now try to dissolve the paints in water yourself. What happened to the water? (She colored herself). Whatever paint was dissolved, this is the color that came out. This means water is a solvent. |
Topic No. 4“Paper, its qualities and properties”
Target: to develop the ability to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, soaks).
Move: children are sitting at tables. Each of them has all the material in front of them. The teacher reads an excerpt from the poem “Paper” by S. Mikhalkov:
Plain paper
fresh leaf,
You are white as chalk.
Not wrinkled and clean.
Your surface for now
No one's hand touched it!
What will you become?
When, what
Will you be written on by hand?
Experiment No. 1 “Paper wrinkles”
Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (creases, tears, cuts, burns).
Description of the experience:
Children, what do you think we will talk about today? (children's answers) That's right, about paper. Pay attention to the strips of paper lying in front of you. What color is the paper? Touch, stroke the surface of the paper and tell me what it is like? (smooth, rough, rough). Pick up the strip that you consider the smoothest, roughest. Now touch the strips one by one again and tell me if they are all the same in thickness? (children's answers). That's right, there are strips of thin paper, and there are thicker ones. Try crumpling the paper. Happened? (children's answers).Which strip was wrinkled very much, which was not. Why? (children's answers). That's right, guys, the thinnest paper wrinkles more than thick paper. But still, all kinds of paper crumple—thin, thick, white, and colored. THIS MEANS THE PAPER IS CRUMPSED. Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers). SO, THE PAPER EASILY CRUMPSES AND DOESN'T SMOOTH OUT AT ALL, AND DOESN'T BECOME THE SAME. Now tear off a piece from each strip. Happened? THIS MEANS THE PAPER IS ALSO TORN. CONCLUSION: THE PAPER IS WRINKLES AND TIRES.
Experiment No. 2 “The paper gets wet”
Target:
Description of the experience:
Tear off a piece from each strip and place it in a glass of water. What do you think will happen to the paper? (children's answers) - Take out the strips and put them on trays, touch the paper. What has she become? (wet).
Use two fingers to pull a piece of wet paper in different directions. Happened? Why? (the paper got wet and spread out) CONCLUSION: THE PAPER GET WET IN WATER AND SPREAD AWAY, IT IS NOT STRONG.
Experiment No. 3 “Drawing paper”
Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency).
Description of the experience: in Take a graphite pencil and draw a line on each of the stripes, and then a colored one. Happened? We secure it with a pattern of your choice.
Children, look around! Name one item each made from paper. Why do you think it’s impossible to make furniture out of paper, sew clothes, or build housing? (children's answers). That's right, because you and I found out that paper is fragile, easily wrinkles and tears. Houses are built from stone, clothes are made from fabric, because these are durable materials.
What new and interesting things have you learned about paper?
CONCLUSION: paper can be colored, smooth, rough, thin and thick; the paper rustles, wrinkles easily, and does not return to its original shape; paper is easily torn; paper gets wet in water, spreads, and is fragile.
January
Topic No. 5 “Snow, what is it like?”
Experiment No. 1 “Snowman”
Target:
Description of the experience:
The teacher draws the children's attention to a toy - a Snowman. The kids look at her and touch her. What is this? (Snowman), Do you want to play with him? The snowman says: “I wanted to make “pies” out of snow, but I don’t know how.” How can we help our Snowman?
The teacher encourages the children to make statements (make “pies”). From what? (From snow), Where can I get snow? (On the street)
The teacher brings a container of snow into the group and gathers the children around him. The teacher shows the snow and says that it is white and cold. Children repeat the words after the teacher and touch the snow.
“In the room, the snow begins to melt and becomes sticky. Why?" (Warm).
Teacher's demonstration. The snow has become sticky, and you can make different figures and “pies” from it. Next, the teacher scoops the snow into sand molds. Makes snow figures (“fish”, “flower”, “butterfly”, etc.) out of snow on a tray. The teacher invites the children to form figures out of snow, explains that the snow must be taken with a scoop.
Independent work of children.
The kids independently (under the supervision of the teacher and the Snowman) turn the molds filled with snow onto a tray. The trays are then placed on the common table. Children treat the Snowman.
Experience No. 2 “We are snowflakes”
Target: While experimenting, show children how snow melts in warmth and becomes water.
Description of the experience:
Listen to the riddle.
He's fluffy silver
But don't touch him with your hand
It will become a little bit clean
How to put it in your palm
What it is?
Snow.
Yes, guys, it's snow. These are ice crystals in the form of hexagonal plates or stars - snowflakes. We show the children drawings of snowflakes. Snowflakes are frozen droplets of water. Guys, how many of you know: Is it possible to sculpt from snow in frosty weather? No, the snow doesn't stick together? What kind of snow is there in warm weather? Raw, heavy, sticky, wet. How many of you have watched snow fall in warm, frosty weather? Flakes, individual snowflakes. Where will the snow melt faster on your mitten or on your palm? Why? Snow will melt faster on your palm because it is warm. What will happen to snow in a warm room? The snow will melt and you will get water.
Guess the riddle.
Lives in seas and rivers,
But it often flies across the sky.
How will she get bored of flying?
Falls to the ground again"
Water
Teacher: shows the children 2 snow plugs. Places them in jars of warm and cold water.
Look carefully, in which water will the snow melt faster - warm or cold? Warm.
Experiment No. 3 “Snow is cold and white”
Target: identify the properties of snow.
Description of the experience:
The teacher brings snow in a bucket. Shows children:
- Look what's in my bucket. Who knows where I got it from?
- What do you think, if you take snow in your hands, what is it like? (cold).
Invites the children to take the snow in their hands one by one. Do you feel how cold the snow is? (choral and individual repetitions).
- Let's warm our hands, blow on them like I do (The teacher shows how to blow on the palms).
- Do you feel the heat coming? How do you feel, Egor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small scoops in advance.
- Let's put the snow in the saucers (the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If the children find it difficult to name the color, the teacher names it himself: snow is white.
- Look what's in my mug? Shows it to all the children: pours water from a mug into a glass glass.
- After all, I filled the mug with snow. Where did the snow go? (The snow has melted)
He explains to the children: it’s cold outside, so the snow lies and doesn’t melt, but as soon as we brought it into a warm room, it immediately began to melt and turned into water.
The snow in your buckets will also turn into water, but not immediately, but gradually, it will take time for this. When the sun starts to warm up more, all the snow outside will begin to melt.
- Tell me, is it possible to drink this water from melted snow? (No, you can’t drink this water, it’s dirty).
- Where can you drink from then? (From a tap, kettle, bottle).
- Why is it possible to drink water from a tap, kettle, bottle, but not from melted snow? (She's dirty).
February
Topic No.6 “Properties of Ice”
Experiment No. 1 “Ice Hut”
Target: introduce the properties of ice (ice is solid water, ice melts in heat).
Description of the experience: surprise moment: on a saucer covered with a handkerchief, ice. The teacher approaches all the children and asks them to touch with their fingers and say what is there. Children, touching with their hands, say that it is cold, slippery, damp. Guys, who guessed what was there? (Ice)
How is ice made? What is he like? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take the ice cubes and put them in the water. (Children's answers). What else can happen to ice? Guys, in which fairy tale was there an ice hut? What happened to the hut? Why did it melt? But today we can see how ice melts in a warm room. In the meantime, our hut will melt, we will play a game.
Physical exercise. (We imitate a fox and a hare, or play the game “snowflakes and ice” - when the teacher says snowflakes, the children run quietly around the hall, and when they say “ice”, they “harden”, stop and freeze).
Look, our ice has already melted a little. How is this noticeable? (the ice decreased, water flowed). Before our hut has completely melted, let's remember the fairy tale. Showing illustrations for the fairy tale “The Fox and the Hare”. There is a conversation going on. Why didn't the hare's hut melt? What happened to the bunny? Who came to the rescue first, who came later? And who was able to drive out the fox? At the end of the lesson, we bring the children to our experience. What happened to the ice?
Experiment No. 2 “MELTING ICE IN WATER”
Target: Show the relationship between quantity and quality from size.
Description of the experience: Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to hypotheses.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Experiment No. 3 “Colored ice floes”
Target: In the process of experimenting, show children how water dissolves substances (paint, how at low temperatures (cooling) water freezes and turns into ice. Introduce children to the sign “temperature”; consolidate knowledge of primary colors; instill in children a desire to protect and create beautiful things; learn to express your impressions in words.
Description of the experience: The teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, or low temperatures. And if you add paint to the water, the water will turn into colored ice, which can be used to decorate the trees on the site
Consider with your children the water poured into cups, what color is the water? (transparent, colorless, you can see different objects through it. Invite the children to take brushes, place them on the glass and look through it. What do you see? Lead the children to the conclusion that the water is transparent in color and has no color.
Invite each child to add paint to the water and see if the color appears in the water? What color is the water? (colored, green, red, yellow, blue). Why did the water become colored? What have we added? Lead children to the conclusion that water dissolves substances.
Show the children the colored pieces of ice that are ready and let them touch them. Ask the children: What are the pieces of ice made of? (water). Why are they colored? (added paint). What are they in temperature, why? (cold, the water was placed in the cold). What if you put the pieces of ice in a warm place? (they will melt).
Invite the children to pour colored water into the prepared molds, put a thread in each mold and put them outside on the ledge to watch the water freeze.
Experiment No. 4 “Colored beads” Also make beads from a candy box. Pour colored water into the molding box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them in the cold.
During a walk, offer to see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children have made with their own hands.
March
Topic No. 7"Floats and sinks"
Experiment No. 1 “Ball”
Target: introduce children to light and heavy objects (some remain on the surface of the water, others drown)
Description of the experience: I take the doll and throw the ball into a bowl of water.
Oh, Katya, what are you doing? Guys, Katya had fun and started playing with the ball. The ball jumped and fell into a basin of water.
Don't cry Katya, the ball won't drown. Look, you guys, the ball doesn’t sink, it floats.
Vanya, what does the ball do? (floats, does not sink).
Seryozha, should you also look at what’s wrong with the ball? (floats, does not sink). Etc.
Right. The ball did not sink, it floats in the water. The ball is rubber, the rubber is light. Therefore, he does not sink, but floats.
But Anya will now take a pebble and also throw it into the water (the child performs the action).
What happened to the stone? Vanya come and take a look.
Right. The stone lies at the bottom of the basin. It's heavy, that's why it drowned.
Go Seryozha, throw a pebble. What happened to the pebble? (drowned, lies at the bottom of the basin). I call all the children one by one.
What happened to the stone? What about the ball? (children's answers).
Right. The ball is rubber and light, it does not sink, but floats. The stone is heavy. He drowned and lies at the bottom of the basin.
Do you understand Katya? (the doll says thank you).
Please, Katya. Guys, Katya needs to rush to the other children and tell her about everything that happened to her today. Goodbye, Katya.
And we also need to go and tell and show the guys everything.
Experiment No. 2 “Colorful water”
Target: consolidate the properties of water
Description of the experience: invite children to become “wizards” and make the water colorful. Ask them how can clear water change its color?
Take several containers with clear water, prepare a brush and gouache. Using paint, work with your children to color the water in the cups to see how it changes.
You have already conducted the “Water Transparency” experiment, try putting a kinder toy or a spoon into a glass of paint, discuss whether it floats or sinks. Draw a conclusion: in light paint the toy is visible, but not completely, and in dark paint the toy is not visible.
Experiment No. 3 “Floats, sinks or dissolves”
Target: explore how various objects float, sink or dissolve.
Progress of the experiment:
- Lay an oilcloth on the table and pour warm water into a bowl.
- Invite your child to take a stone and slowly and carefully, without splashing, lower it into the water.
- Now let's see if he drowned.
- Using tweezers, the baby takes out a stone and puts it in a box for objects that sink.
- Now let him repeat the experiment for wood and other objects. The baby takes out each of them with tweezers and places them in appropriate boxes for floating and sinking objects. With those that dissolve, we will do this: put a few grains of sugar and salt with dry tweezers into a box for dissolving substances.
Conclusion: Iron, stone, glass sink. Fabric and paper sink when wet. Wood and light plastic do not sink. Sugar and salt dissolve.
Experiment No. 4 “Which is heavier?”
Target: compare the properties of sand, stone, and water.
Equipment: stones, dry sand, a jar of water, an hourglass.
Progress of the experiment: d Children are located around the teacher’s table. Sensory examination of natural objects: viewing, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a stream of sand, the sound of pouring water, and then compare them.
The teacher places a stone and sand into a jar of water at the same time, and the children watch natural objects settle to the bottom. Conclusion: the stones settled to the bottom earlier - they are heavier. The sand settled to the bottom later than the stone - it is lighter.
After a series of experiments, we can summarize the use natural materials(sand, stones) in everyday life. Demonstration of hourglasses, toys, etc.
April
Topic No. 8 “Let’s treat the cockerel and hen with grains”
Experience No. 1 “I sow, I sow, I sift”
Target: developing fine motor skills and observation.
Equipment. Cereals, strainers, buckets, bowls, sand.
Description of the experience: how to separate small grains from large ones? Suggest trying to separate with your hands. It's hard and long. Show how quickly you can (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand themselves. Why did the pebbles remain in the strainer? They draw a conclusion.
Experiment No. 2 “How to quickly sort through cereals”
Target: compare the properties of cereals.
Equipment: glass jar (precisely a transparent vessel, so that children can see what changes are happening), peas, beans, buckwheat (you can take any other cereals, the most important thing is that they are of different shapes, sizes, colors).
Description of the experience: The teacher comes to the experimentation corner and says: “Look, what a mess! “Well, naturally, the children react instantly, run up, and begin to find out what happened. Everyone can run up, but gradually a few people will remain, the rest can go and go about their business. Soon they notice that the cereal in the jars is mixed.
What do you think will happen if the jar is shaken? (Children's answers)
Do you want to try it and see what happens? (Children's answers)
Remember the safety rules! But first, guys, we need to remember how small objects can be dangerous? (Children's answers)
Do not put small objects in your ears or nose,
They might get stuck there
Remember this!
Teacher: now do this: carefully but vigorously shake the jar. What do you see? (Children's answers)
We conclude: the larger fruits of beans and peas are on top.
Teacher: put the beans and peas into jars (while transferring, discuss the shape, size, color with the children).
Teacher: Why do you think large fruits appeared on the surface?
We conclude: Smaller grains of buckwheat fall between the larger ones and fit tightly to each other. Beans and peas are pushed to the surface.
Experiment No. 3 “Miracles from semolina”
Target: introduce children to unconventional technology drawing with semolina.
Description of the experience: R Tell me about this type of drawing and show it, an amazing story will help me.
“One day, seemingly unrelated objects gathered on the table: “The workers are friendly. These things are necessary!”
They all lay there, looking at each other with interest, but suddenly a thin rustling voice was heard, which was dissatisfied with something - it was Semolina. She began to grumble and be indignant more and more:
- Here you are, all such necessary and important things! You help people do serious work!
And I! I’m just cereal, I’m needed for porridge, I’ll be eaten and immediately forgotten! How insulting and annoying this is!
What do you think I could do? I, of course, intervened in this conversation and tried to explain to semolina how good and healthy it is not only in semolina porridge.
- You won’t believe it, Semolina, but with your help you can draw bright and unforgettable drawings! Look!
1 way. Drawing on a tray (for young children). Place a layer of semolina approximately 2-3 mm thick on the tray. Level it out. Then you can draw simple shapes by dragging your finger: circle, triangle, flower, sun, etc.
Experiment No. 4 “Sprouting beans”
Target: expand children's understanding of plant growth.
Sequence of observation of experience: select a healthy, undamaged bean seed and place it on a tray with damp gauze (cotton wool) - this is the initial stage of observation. Children watch on what day the beans will sprout. At the second stage, children plant the sprouted bean seed in a pot of soil and water it periodically. Observe the appearance of the first leaf of the plant. Subsequently, the growth of the plant is monitored.
Topic No. 9“The grass is green, the sun is shining.”
Experiment No. 1 “Vegetable garden on the window”
Target: show the importance of water in plant life, give an idea that green onions can be grown from a bulb if the conditions are created.
Preliminary work : observing onions placed in a jar with water and another jar without water.
Description of the experience:
Spring is about to come, sunny, joyful, warm. But spring is a difficult time for our body, which becomes weak due to a lack of vitamins. And here it comes to our aid: “golden” and healthy, full of vitamins, although it has a sharp, bitter taste, it burns... not lemon. What is this? (showing the onion) Onions contain vitamins C. These vitamins protect the body from various diseases, especially colds and flu. This is an onion. Tell me what color is the onion? What shape is it? Touch it with your finger and tell me if the onion is hard or soft? Now I’ll cut the onion (everyone loves me, but undressing me means shedding tears). Smell what it smells like? Why are you crying? Yes, onions sting the eyes and make everyone cry. Who wants to treat themselves to onions? What do onions taste like? (let the onion taste and eat it with something). Onions are bitter, but they are very healthy and contain many vitamins. If you plant an onion, green leaves and green onions will not grow out of it. Green onions also contain a lot of vitamins. The onion has a top (show it), this is where the green onion grows. Show me where green onions grow from? But the bottom of the bow is the bottom (show), let’s say all together: “bottom”. Show me where the bottom of your bow is? Onions should be planted bottom down. Look how I will plant? "bottom down." I plant with some effort, so that the bulbs breathe and bask in the sun, not too close to each other, so that there is no shadow. Now take the bulb correctly, bottom down, and plant it in our garden bed. All we have to do is water it abundantly to awaken the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, grow the onion." You will be the bow. I plant the onion in the ground, bottom down. Everyone sat down. Now I take a watering can and pour water on you, the onion begins to grow, green leaves appear (the children rise slowly), the onion grows and grows. The green onions are getting big and big, so our onions have grown (the children are straightening up), what will we do with our planting so that the onion grows faster? (water, put in light and heat).
Onions growing in the garden
He is a great cunning man in nature,
He is dressed in a hundred clothes,
Kids for lunch
They don't want to tear it down
Why shed tears!?
Experiment No. 2 “Birch Twig”
Target: observe the appearance of leaves on branches placed in water, identify the plant’s needs for warmth.
Observation sequence: V winter time They bring in branches and place them in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds are observed to bloom.
Topic No. 10 “Sunny bunnies” - let’s play with the sun.
Experience No. 1 “Sunny bunnies”
Target: give the idea that a “sunbeam” is a ray of sun reflected in a mirror.
Performing the experiment: the teacher demonstrates the appearance of a sunny “bunny”, accompanying his actions with words. The mirror reflects a ray of light, and the mirror itself becomes a source of light. You can let the sun “bunnies” only in a lighted room.
The teacher shows the children how to let in sun “bunnies”.
Catch a ray of light with a mirror and direct it in the desired direction.
Children are trying to release sun “bunnies”. Then the teacher shows how to hide the “bunny” (cover the mirror with your palm). Children try to hide the “bunny”. Next, the teacher invites the children to play hide and seek and catch up with the “bunny”. Children find out that it is difficult to control the “bunny” and play with it (even with a slight movement of the mirror, the sun “bunny” moves a long distance on the wall).
The teacher invites the children to let the “bunnies” go in a room where there is no bright sunlight.
Why don't sunbeams appear? (No bright light).
Conclusion: The sunny “bunny” appears by reflecting light from shiny surfaces.
Experiment No. 2 “Light everywhere”
Target: show the meaning of light, explain that light sources can be natural (sun, moon), artificial - made by people (lamp, flashlight).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, chest with a slot.
Description of the game - experiment:
Little Chick Curiosity invites children to determine whether it is dark or light now and to explain their answer. What's shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (there is a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light comes in and illuminates everything inside it.) Opens the chest, light comes in, and everyone sees a flashlight.
And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
Experiment No. 3 “Flashlight”
Target: Show the light value.
Description of the game - experiment:
Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything clearly when a flashlight is shining?
Misha places his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
is there a shadow? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher suggests using his hand to show
shadow of a bunny, dog. Children repeat. Misha gives to children
present.
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