Experimentation with children of the middle group. Experimentation in the middle group: creating an optimal developmental environment for children
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A card file of experiments and experiments was prepared by educators: S.G. Zainullina G.F. Yambaeva
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Transparent water Purpose: to introduce children to another property of water - transparency Material: a glass of water, a glass of milk, 2 spoons. The teacher offers to put sticks or spoons in both cups. In which of the cups are they visible, and in which are they not? Why? We have milk and water in front of us, in a glass of water we see a stick, but not in a glass of milk. Conclusion: water is clear, but milk is not.
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Water has no smell Purpose: To introduce the children to the properties of water Materials: Glasses of tap water Have the children smell the water and say what it smells like (or doesn't smell at all). As in the previous case, out of the best of intentions, they will begin to assure you that the water smells very pleasant. Let them sniff again and again until they are sure that there is no smell. However, emphasize that tap water may have an odor, as it is purified with special substances to make it safe for your health.
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Water has no taste Purpose: To introduce children to the properties of water Materials: glasses of water, glasses of juice Invite the children to try water through a straw. Q: Does it have a taste? Very often, children confidently say that the water is very tasty. Let them taste the juice for comparison. If they are not convinced, let them taste the water again. Explain that when a person is very thirsty, he drinks water with pleasure, and to express his pleasure, he says: “What delicious water!”, Although he does not actually taste it. But sea water tastes salty, because it has a lot of different salts. Her man cannot drink.
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Where did the water go? Purpose: to identify the process of water evaporation, the dependence of the evaporation rate on the conditions (open and closed water surface). Material: two dimensional identical containers. Children pour an equal amount of water into a container; together with the teacher make a mark of the level; one jar is closed tightly with a lid, the other is left open; both banks put on the windowsill. During the week, the evaporation process is observed, making marks on the walls of the containers and recording the results in the observation diary. They discuss whether the amount of water has changed (the water level has fallen below the mark), where the water has disappeared from the open can (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from a closed container).
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Water is liquid, can flow and has no form Purpose: Prove that water is liquid, can flow, has no form Materials: An empty glass, a glass of water, vessels of various shapes Give the children two glasses - one with water, the other empty, and offer to gently pour the water from one to the other. Is water pouring? Why? Because it's liquid. If water were not liquid, then it could not flow in rivers and streams, it would not flow from a tap. Since water is liquid and can flow, it is called a liquid. Now offer to pour water into vessels of various shapes. What happens to water, what form does it take?
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Coloring water Purpose: to reveal the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; the warmer the water, the faster the substance dissolves. Materials: containers with water (cold and warm), paint, stirring sticks, measuring cups. An adult and children examine 2-3 objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult suggests coloring the water by yourself (in cups with warm and cold water). In which cup will the paint dissolve the fastest? (in a glass of warm water). How will the water be colored if there is more dye? (The water will become more colored
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Some substances dissolve in water, others do not dissolve Purpose: to consolidate the understanding that substances in water do not disappear, but dissolve. Materials: glasses of water, sand, granulated sugar, watercolors, spoons Take two glasses of water. In one of them, children will put ordinary sand and try to stir it with a spoon. What happens? Has the sand dissolved or not? Take another glass and pour a spoonful of granulated sugar into it, stir it. What happened now? In which of the cups did the sand dissolve? Invite the children to stir the watercolor paint into a cup of water. It is desirable that each child has his own paint, then you will get a whole set of colorful water. Why is the water colored? The paint has melted into it.
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Ice - hard water Purpose: to introduce the properties of water Materials: icicles of various sizes, bowls Bring the icicles into the room, placing each in a separate dish so that the child observes his icicle. If the experiment is carried out during the warm season, make ice cubes by freezing water in the refrigerator. Instead of icicles, you can take balls of snow. Children should monitor the condition of icicles and ice cubes in a warm room. Pay attention to how icicles and ice cubes gradually decrease. What happens to them? Take one large icicle and several small ones. See which one melts the fastest. It is important that children pay attention to the fact that pieces of ice of different sizes will melt in different periods of time. Conclusion: ice, snow is also water.
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Game: "Where the water hid" - Look at the pictures and find where the water hid. Conclusion: water in the environment is different. Solid as ice, in the form of vapor and liquid. It is transparent, tasteless, colorless and odorless.
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The existence of air Purpose: To prove the existence of air Materials: a basin of water, an empty glass, a straw Experience 1. Turn the glass upside down and slowly lower it into the jar. To draw the children's attention to the fact that the glass must be held very evenly. What happens? Does water get into the glass? Why not? Conclusion: there is air in the glass, it does not let water into it. Experiment 2. Children are invited to lower the glass into a jar of water again, but now they are invited to hold the glass not straight, but tilting it slightly. What appears in the water? (Visible air bubbles). Where did they come from? Air leaves the glass and water takes its place. Conclusion: Air is transparent, invisible. Experience 3. Children are invited to put a straw into a glass of water and blow into it. What happens? (It turns out a storm in a teacup). Conclusion: there is air in the water
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Air changes volume Purpose: to show that air has volume Materials: plastic bottle, basin, plastic bag, ping-pong ball, warm water, ice Experiment 1 Bouncing coin. With the help of expanding air, you can make the coin bounce. Place a bottle with a long neck in a deep basin. Wet the rim of the neck and place a large coin on top. Now pour warm water into the basin. Warm water will heat the air inside the bottle. The air expands and pushes the coin up. Experience 2 The air is cooled. Do this experiment to find out what happens when the air cools. Place a few ice cubes in a plastic bag and crush them with a rolling pin. Pour ice into the bottle and screw on the lid. Shake the bottle, then put it down. Look what happens to the bottle when the ice cools the air inside it. When air cools, it contracts. The walls of the bottle retract so that there is no empty space left inside. Experience 3. Disappearing dent. Make a dent in the ping pong ball. Now put it in a glass of warm water. The water will heat the air inside the balloon. The air will expand and straighten the dent.
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How air works. Purpose: To see how air can support objects. Material: two identical sheets of paper, a chair. Invite your child to crumple up one sheet of paper. Then let him stand on a chair and from the same height throw at the same time a crumpled and even piece of paper. Which leaf landed first? Conclusion: the crumpled sheet fell to the floor earlier, as an even sheet descends, circling smoothly. It is supported by air. Air is lighter than water Purpose: to prove that air is lighter than water Material: inflatable toys, a basin of water Children are invited to "drown" toys filled with air, including lifebuoys. Why don't they drown? Conclusion: Air is lighter than water. Air movement - wind Pour water into the basin. Take a fan and wave it over the water. Why did the waves appear? The fan moves and as if the wind is obtained. The air also starts to move. Wind is the movement of air. Make paper boats and drop them into the water. Get on the boats. Ships sail with the wind. What happens to boats if there is no wind? What if the wind is very strong? A storm begins and the boat can suffer a real wreck. (Children can demonstrate all this).
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Air has weight Purpose: to acquaint children with the properties of air Materials: balloons, scales Put inflated and not inflated balls on the scales: the bowl with the inflated ball will outweigh.
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The air is inside us Purpose: to introduce children to the properties of air Materials: soap bubbles 1. Place a glass of soap bubbles in front of the child and offer to blow soap bubbles. 2. Discuss why they are called soap bubbles, what is inside these bubbles and why they are so light and fly.
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magnetic task. Purpose: to find out if a magnet really attracts metal objects. Material: a small sheet of paper, a nail, a magnet. The kid puts a sheet of paper on the table, and next to it is a nail. How can you lift a piece of paper with a magnet? You need to put a nail under the paper, and put a magnet on top and lift it up. The nail will stick to the magnet and lift the paper. Flying butterfly. Purpose: to get acquainted with the magnet and magnetic force. Material: sheet of colored paper, paper clip, thread, magnet. The kid with your help cuts out a butterfly from paper. Now he attaches a paper clip to it, and a thread to the paper clip. Let him take a thread in one hand and a magnet in the other. How to make a butterfly fly? The magnet attracts the paper clip, and the butterfly rises - “flies”.
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Loose sand Purpose: to introduce children to the properties of sand Materials: tray, sand, magnifying glass Take clean sand and pour it into a large tray. Examine the shape of the grains of sand through a magnifying glass. It can be different, in the desert it has the shape of a rhombus. Take the sand in your hands, it is loose. Try to transfer it from hand to hand. Sand can move Purpose: to introduce children to the properties of sand Materials: tray, sand Take a handful of dry sand and release it in a trickle so that it hits one place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is like a current.
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Properties of scattered sand Purpose: to introduce children to the properties of sand Materials: tray, sand Level the area of dry sand. Pour the sand evenly over the entire surface through a sieve. Dip the pencil into the sand without pressure. Place a heavy object (such as a key) on the surface of the sand. Pay attention to the depth of the trace left by the object in the sand. Now shake the tray. Do the same with a key and a pencil. A pencil will sink about twice as deep into scattered sand as it does into scattered sand. The imprint of a heavy object will be noticeably more distinct on thrown sand than on scattered sand. Scattered sand is noticeably denser. Properties of wet sand Purpose: to introduce children to the properties of sand Materials: tray, sand Offer to pour wet sand. Wet sand cannot be poured in a stream from the palm of your hand, but it can take any desired shape until it dries. When the sand gets wet, the air between the edges of each grain of sand disappears, the wet edges stick together and hold each other. On wet sand, you can draw, drying, the drawing is preserved. If cement is added to wet sand, then even after drying, the sand will not lose its shape and become hard, like a stone. This is how sand works in the construction of houses. Offer to make buildings out of sand, draw pictures in the sand.
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Loose sand Purpose: to introduce children to the properties of sand Materials: tray, sand Experience 1: Offer to pour sand from a cup onto a piece of paper. Does sand flow easily? Let's try to put (“plant”) a stick in a glass of sand, as if we are planting a small tree. What's happening? Why doesn't the wand fall? The stick pushes apart grains of sand that "do not stick to each other", and therefore it is easy to stick. Conclusion: Dry sand is loose. Experiment 2: Gently pour some water into a glass of sand. Feel it. What was the sand like? (moist, wet) Where did the water go? (she "climbed" into the sand between the grains of sand) Let's try to "plant" the stick in the wet sand. What kind of sand does it fit into more easily? Conclusion: With the help of water, grains of sand stick together and hold tightly to each other, wet sand is dense
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Where is the water? Purpose: to acquaint children with the properties of sand and clay Materials: tray, sand, clay Invite children to find out the properties of sand and clay by touching them (loose, dry). Children pour cups at the same time with the same amount of water (oxen pour exactly as much as to completely go into the sand). Find out what happened in the containers with sand and clay (All the water went into the sand, but stands on the surface of the clay); why (for clay particles are closer to each other, they do not let water through); where there are more puddles after rain (on asphalt, on clay soil, because they do not let water in; on the ground, there are no puddles in the sandbox); why the paths in the garden are sprinkled with sand (to absorb water.) Hourglass Purpose: to acquaint children with the properties of sand Materials: tray, sand, hourglass Show children an hourglass. Let them watch how the sand is poured. Let the children feel the length of the minute. Ask the children to collect as much sand as possible in their palm, squeeze the fist and watch how the sand runs. Children should not open their fists until all the sand has spilled out.
Summary of the lesson on experimentation in the middle group
"Magic Lab"
Integration of educational areas: cognitive, speech, social and communicative development.
Purpose: Demonstrate the properties of a magnet.
Program tasks: To give an idea about the properties of a magnet, about its features to attract. Separate magnetic objects from non-magnetic objects using a magnet. Learn to solve cognitive and experimental problems through experiments. Develop children's curiosity. Improve mental processes (memory, attention, develop logical thinking.)
Vocabulary work: magnet, magnetic, plastic, wood, glass, paper.
Preliminary work: experiments with a magnet, games with a magnetic board and magnetic letters, games in a magnetic experiment corner, research activities at home “What attracts a magnet? »
Material and equipment: magnets for each, paper clips, nails, plates 4 pcs. Wooden, plastic, glass, leather, paper small toys. Two baskets. Thick sheet of paper. A glass of water, a tall transparent jug of water. A thread. Letter bag. Forest imitation. Cardboard firs.
The course of directly educational activities
Educator: Guys, look what is under the Christmas tree?
Children's answers: Bag!
Educator: What if someone lost it, and he needs help? (opens the bag. Takes out a letter, reads):
“Vasilisa from captivity will be rescued by the one who finds the answer in the laboratory”
Teacher: I don't understand. What about you guys? Want to figure out what's going on here?
Children's answers: Yes!
Educator: Well, then let's go to our magical forest laboratory!
Psycho-gymnastics
Educator: To overcome any difficulties, you and I need to become one team. To do this, hold hands and wish each other good luck, feel the warmth of a friend.
Let's say together: "Team, go ahead! »
Children together: “Team, go ahead! »
(Transition to the laboratory area)
Educator: Let's imagine that you are young scientists. Do you trust me to be the senior lab assistant? Yes? Thank you.
But before you go into the lab, tell me what kind of metals do you know?
Children: Iron, copper...
Educator: There are many different metals in the world. You named them correctly. What properties of metal do you know?
Children: Heavy, durable, solid, does not beat, does not cut, does not break.
Educator: Is there a metal that attracts different objects? What is it called?
Children: Magnet.
Educator: Are all objects attracted by a magnet?
Children: Yes, no, we don't know.
Educator: To find out, I invite you to the laboratory, check everything by experience. Put on your hats, take a magnet and bring it to the objects in the plate.
What object attracted the magnet from you, Zhenya?
Zhenya: nail.
Educator: And you have Masha?
Masha: Paperclip.
Teacher: What can you say about these objects? What material are these items made of?
Children: They are all made of metal.
Educator: You know, all these objects are also called magnetic. Put all magnetic items in an empty basket. (put) What items did we put in the basket? (magnetic)
In the plates there were objects that the magnet did not attract, let's look at them. (considering)
Educator: There are objects left, from what material? (made of plastic, wood, glass, rubber, leather, paper). What can be said about this?
Children: the magnet does not attract plastic, wood, glass, leather, paper.
Teacher: So what do we conclude?
Children: The magnet only attracts metal objects.
Educator: I am pleased with you, you pleased me with your knowledge.
Our laboratory is located in a magical forest, look how thick and beautiful the forest is around. Let's say hello to the forest.
Fizminutka "In the forest".
“They raised their hands up and shook them - these are trees in the forest.
Hands bent, brushes shaken - the wind knocks down the dew.
To the side of the hand, gently wave - it's birds flying to us,
where they will sit, we will also show, hands - bent back.
Hello forest, dense forest full of fairy tales and miracles.
Educator: Oh, who is coming to us from the fairy forest?
(Ivanushka appears. Bibabo doll)
Educator: That Ivanushka is not cheerful, hung his head wildly?
Ivanushka: How can I not be sad: I lost my traveling bag, in which the answer was, how to free my bride, Vasilisushka. My Vasilisushka is languishing in the kingdom of Kashchei the Immortal. I want to rescue her from captivity, but in order to fight with Kashchei, I need a sword - a treasurer. And that sword lies at the bottom of the well. How can I get a sword out of there, because the well is deep and filled to the very brim with water?
Educator: Do not be sad, Ivanushka, here is your bag (Ivanushka takes the bag, reads the letter.)
Ivanushka: But it doesn't say how to get a sword from a deep well of water.
Educator: Guys, how can you help Ivanushka?
Children's answers (scoop out water with a bucket, pump out)
Educator: Maybe a magnet will help us?
Children: (yes, let's try)
Teacher: Let's go to the lab!
An experience
Educator: Let's check it .. Throw a paper clip into a glass of water, and then use a magnet to try to get it out of the water. How did you manage to get the paperclip, Ulyana?
Ulyana: the magnet pulled her.
Educator: That's right, well done.
Educator: Are the properties of a magnet preserved in water?
Children: Saved. And in the water attracts a magnet.
Ivanushka: But the well is deep - not a glass, but a small magnet, how can you get a sword from the bottom with it?
Children discuss, come to the conclusion that it is necessary to tie a rope to a magnet and lower it into the well. One of the children conducts an experiment on the teacher's table. Ivanushka thanks for the help, goes in search of a sword, to rescue his beloved.
Educator: And now I will give you a more difficult task. Try to get the paperclip so that neither your hands nor the magnet get wet. How to do it? (try to attach a magnet to the glass)
Conduct experience
Children: The magnet attracts objects through glass.
Educator: I will now show you the trick "Dancing Paperclip"
(Clip on paper, magnet under paper)
Teacher: Why is she dancing?
Children: A magnet attracts.
Children: Not only through glass, but also through wood, a magnet attracts metal objects.
The magnet can attract metal objects through glass, water, cardboard, wood, in the air.
Teacher: What task did you find difficult?
Children: Get the sword.
Teacher: What was the easy task?
Children's answers:
Educator: Today you were real researchers. I thank you for your cooperation. You will share with your friends, tell us what interesting things you learned about the magnet, other objects (glass, wood, paper).
Card file of experiments and experiments in the middle group
Educators: Fakhranrova A.F.,
Khasanova L.T.
Paint games
colorful balls
Task: to get new shades by mixing the primary colors: orange, green, purple, blue.
Materials: palette, gouache paints: blue, red, (wishing, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), flannelgraph, models - colored circles and halves of circles (correspond to colors paints), worksheets.
Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we do not have blue, orange, green and purple paints? How can we make them?
Children together with a bunny mix two paints. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children paint the ball with the resulting paint. So children experiment until they get all the necessary colors. Conclusion: mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. The results of the experiment are recorded in the worksheet.
Wet painting
Unforgettable sensations can give the process of painting with watercolors on a wet sheet. To do this, lay an oilcloth on the table or on the floor. Wet a thick sheet of watercolor paper (with a brush or simply by dipping it in a bowl of water) and place it on the oilcloth, smoothing it with a sponge. Dip the brush in one of the paints and gently swipe across the paper. Continue with other colors. As if by chance, you can draw on the drawing with a brush with only water, without paint - the water will create delicate, blurry, light halftones on the sheet.
Games with sound
Why does everything sound?
The task is to bring children to an understanding of the causes of sound: the vibration of an object. Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel.
Description.
Game "What does it sound like?" - the teacher invites the children to close their eyes, and he himself makes sounds with the help of objects known to them. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray with their voice: how does a mosquito ring? (Z-z-z.) How it buzzes
fly? (F-f-f.) How does the bumblebee buzz? (Woo.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.
Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line? (Shakes, hesitates.) How to stop the sound? (Stop the ruler from swinging with your hand.)
We extract sound from a glass cup with a stick, stop. When does sound occur? Sound occurs when there is a very rapid forward and backward movement of air. This is called oscillation. Why does everything sound? What other items can you name that will sound?
Games with light and shadows
Light is everywhere
Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, bonfire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events taking place at different times of the day; pictures with images of light sources; several objects that do not give light; a flashlight, a candle, a table lamp, a chest with a slot.
Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, bonfire.) Invites children to find out what is in the “magic chest” (inside a flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light will hit and illuminate everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light inside? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
The game “Light is different” - grandfather Know invites children to decompose pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these objects, compare, arrange pictures with the image of these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare the pictures and sort them according to the degree of brightness of the light (from the brightest).
Shadows on the wall
In the evening, when it gets dark, turn on the table lamp and point it at the wall. With the help of the hands, you will get the shadow of a barking dog, a flying bird, etc. on the wall. You can use various objects and toys.
sun bunny
Having chosen the moment when the sun looks through the window, catch a ray with a mirror and try to draw the baby's attention to how the sunny "bunny" jumps along the wall, along the ceiling, from the wall to the sofa, etc. Offer to catch the fleeing "bunny". If the child liked the game, switch roles: give him a mirror, show him how to catch the beam, and then stand against the wall. Try to “catch” the speck of light as emotionally as possible, while not forgetting to comment on your actions: “I’ll catch it, I’ll catch it! What a smart bunny - runs fast! Oh, and now it’s on the ceiling, you can’t get it ... Come on, hare, come down to us! etc. The laughter of a child will be your best reward.
Who heated the objects?
On a walk, the teacher shows the children a bunny and says: “The bunny jumped onto the bench. Ah, how warm! Touch the bench, what is it like: warm or not? Who warmed it up? Yes sun! Spring came. The sun is very hot - the bench has also warmed up. Now the bunny has jumped on the swing.” The children, together with the teacher, go around the site and find out that the table, the wall of the building, etc. have become warm. "Who heated all this?" - asks the teacher.
You can put the bunny on the bench and after a while make sure that the bunny has become warm. "Who warmed him up?"
rainbow effect
Splitting the visible sunlight into separate colors - we reproduce the rainbow effect.
Materials: A necessary condition is a clear sunny day. A bowl of water, a sheet of white cardboard and a small mirror.
Action: Place a bowl of water in the sunniest place. Dip a small mirror into the water, leaning it against the edge of the bowl. Turn the mirror at an angle so that sunlight falls on it. Then moving the cardboard in front of the bowl, find the position when the reflected "rainbow" appeared on it.
Air games
Air is everywhere
Tasks, to detect air in the surrounding space and to reveal its property - invisibility.
Materials, balloons, a basin of water, an empty plastic bottle, sheets of paper.
Description. Curious Little Gal makes a riddle to the children about the air.
Passes through the nose to the chest And back keeps the way. He is invisible, and yet we cannot live without him. (Air) What do we inhale with our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?
Game exercise "Feel the air" - children wave a piece of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air. Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with? Air fills any space, so nothing is empty.
Who is playing with ribbons?
On the veranda, the teacher distributes sultans to the children. Offers to listen: do paper tapes rustle? Do they move? Emphasizes: the tapes do not move, do not rustle.
Offers: "Let's play with ribbons" (makes various movements). Emphasizes that we are playing with ribbons. Then he offers to stand quietly and watch: are the tapes playing now?
After that, he offers to leave the veranda and stand quietly, draws attention to the ribbons: who plays them? Addresses the children: “Anna, who plays with your ribbons? Seryozha, don't you play with your ribbons? And who plays them? Leads the children to the conclusion: this is the wind playing with ribbons.
Pebble games
Each stone has its own house
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); show children the possibility of using stones for play purposes.
Materials: various stones, four boxes, trays of sand, a model of the examination of the object, pictures, diagrams, a path of pebbles.
Description. The bunny gives the children a chest with different pebbles, which he collected in the forest, near the lake. The children are looking at them. How are these stones similar? They act in accordance with the model (Fig. 2): press on the stones, knock. All stones are hard. How are stones different from each other? Then draws the attention of children to the color, shape of the stones, offers to feel them. Notes that there are smooth stones, there are rough ones. Za and chik asks to help him arrange the stones into four boxes according to the following criteria: in the first - smooth and rounded; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone together consider how the stones are laid out, count the number of pebbles.
Playing with pebbles “Lay out the picture” - the bunny distributes pictures-schemes to the children (Fig. 3) and offers to lay them out of the pebbles. Children take trays with sand and lay out a picture in the sand according to the scheme, then lay out the picture as they wish.
Children walk along the path of pebbles. What do you feel? What kind of pebbles?
spring games
What do birds build nests with?
Purpose: To identify some features of the lifestyle of birds in the spring.
Material: Threads, shreds, cotton wool, pieces of fur, thin twigs, sticks, pebbles.
Move: Examine the nest in the tree. Find out what the bird needs to build it. Take out a wide variety of material. Place it near the nest. For several days, observe what material is useful to the bird. What other birds will fly for him. The result is made up of finished images and materials.
Ice and water games
The life-giving property of water
Purpose: To show the important property of water - to give life to living things.
Move: Observation of the cut branches of a tree placed in water, they come to life, give roots. Observation of the germination of identical seeds in two saucers: empty and with wet cotton wool. Observation of the germination of the bulb in a dry jar and a jar of water.
Conclusion: Water gives life to living things.
Fluidity of water.
Purpose: To show that water has no form, spills, flows.
Move: take 2 glasses filled with water, as well as 2-3 objects made of solid material (cube, ruler, wooden spoon, etc.) determine the shape of these objects. Ask the question: “Does water have a form?”. Invite the children to find the answer on their own, pouring water from one vessel to another (cup, saucer, vial, etc.). Remember where and how puddles spill.
Conclusion: Water has no form, it takes the form of the vessel in which it is poured, that is, it can easily change shape.
Melting ice in water
Purpose: To show the relationship between quantity and quality on size.
Move: Place a large and a small "floe" in a basin 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.
Is it possible to drink melt water
Purpose: To show that even the most seemingly pure snow is dirtier than tap water.
Progress: Take two light plates, put snow in one, pour ordinary tap water into the other. After the snow has melted, examine the water in the plates, compare it and find out which of them had snow (determined by the debris at the bottom). Make sure that the snow is dirty melt water and is not suitable for people to drink. But, melt water can be used to water plants, and it can also be given to animals.
The ability of water to reflect surrounding objects
Purpose: to show that water reflects surrounding objects.
Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.
Conclusion: Water reflects surrounding objects, it can be used as a mirror.
Water transparency.
Purpose: To lead children to the generalization "clean water is transparent" and "dirty water is opaque"
Move: Prepare two jars or glasses of water and a set of small sinking objects (pebbles, buttons, beads, coins). Find out how the concept of “transparent” was learned by the children: invite the children to find transparent objects in the group (glass, glass in the window, aquarium).
Give a task: prove that the water in the jar is also transparent (let the guys put small objects into the jar and they will be visible).
Ask the question: “If you lower a piece of earth into the aquarium, will the water be as clear?”
Listen to the answers, then demonstrate by experience: put a piece of earth into a glass of water and stir. The water became dirty and cloudy. Objects lowered into such water are not visible. Discuss. Is the water always clear in an aquarium for fish, why does it become cloudy. Is the water clear in a river, lake, sea, puddle.
Conclusion: Clear water is transparent, objects are visible through it; cloudy water is opaque.
The water cycle in nature
Materials: large plastic jar, smaller jar and plastic wrap.
Progress: Pour some water into the vessel and place it in the sun, covering it with a film. The sun will heat the water, it will begin to evaporate and, rising, condense on a cool film, and then drip into a jar.
Ice is melting
Put a piece of ice on a spoon and heat it over a candle flame: “Look, here is ice. Let's heat it up on fire. Where is the ice? Melted! What has the ice become? Into the water!" Pour hot water into a transparent glass mug or glass (it can be tinted), lower a piece of ice and watch how quickly it melts. You can take several glasses and watch how ice melts differently in water of different temperatures.
ice figures
Freeze water not only in special molds, but also in other containers. Use plastic cups, candy molds, etc. to make a variety of different sized ice molds. Use them as a constructor - lay out patterns (preferably on a uniform colored background). Make an ice pyramid or house out of pieces of ice.
frozen water
Task: to reveal that ice is a solid, floats, melts, consists of water. Materials, pieces of ice, cold water, plates, a picture of an iceberg. Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be hard? What happens to water if it is very cold? (The water will turn into ice.) Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is the ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (image display). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink. The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“Playing with ice floes” is a free activity for children: they choose plates, examine and observe what happens to ice floes.
Water takes shape
Task: to reveal that water takes the form of a vessel in which it is poured. Materials, funnels, narrow tall glass, round vessel, wide bowl, rubber glove, equally sized dippers, balloon, plastic bag, basin of water, trays, worksheets with sketched shapes of vessels, colored pencils. Description. In front of the children - a basin of water and various vessels. The Curious Little Gal tells how he walked, swam in puddles, and he had a question: “Can water have any form?” How to check it? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider what shape the water is in different vessels. It turns out that water takes the form of the vessel in which it is poured. The results obtained are sketched in the worksheets - children paint over various vessels
SEARCH AND EXPERIMENTAL ACTIVITIES
IN THE MIDDLE GROUP
LIVE NATURE
PLANTS AND ANIMALS AS LIVING ORGANISMS:
GROWTH, NEEDS, REPRODUCTION
Where are the kids hiding?
Tasks: Select the part of the plant from which new plants can appear.
Materials and equipment: Soil, maple (or other plant) leaf and seeds, vegetables.
Stroke: Dunno failed to grow a tree - asks for help. Children examine the leaf and seeds, name them, find out that water or land is needed for growth. A leaf and seeds are placed on the bottom of a shallow container on wet cotton wool, covered with a damp cloth, put in a warm place, keeping the cloth and cotton wool moist. After 7-10 days, the results are revealed (with a sketch): the leaf rots, the seed produces a seedling. After another 2-3 weeks, the growth of the seedling is observed, it is transplanted into the soil (sketch). Observation ends with the appearance of a sprout from the soil. The sketches are drawn up in the form of a diary and sent by a parcel to Dunno.
Who has what kids?
Tasks: Highlight what is common in the structure of seeds (the presence of a nucleolus). Encourage the naming of the parts of the structure of seeds: nucleolus, shell.
Materials and equipment: Vegetables, fruits, berries (cherries, plums), trays, vegetable knives, magnifying glass, mallet, images of plants, collection of seeds and plants.
Stroke: Children from the younger group ask the older ones to help them compile a collection of seeds for the plants in the pictures. Preschoolers cut, break fruits, find seeds, examine, describe, compare them, find similarities (shell, nucleolus), try for strength. At the end of the lesson, they sum up: in the nucleoli there is a supply of food for a new plant, the “skin” protects it. Making a collection for kids.
How does a plant develop?
Tasks: Select the cycles of plant development: seed -> sprout -» plant -> flower -> fruit -> seed.
Materials and equipment: Seeds, plant care items; wet cloth, magnifying glass.
Stroke: Younger children do not know how a fruit appears from a small seed (for example, a tomato or pepper), they ask the children from the middle group to tell. Children examine the seeds, prove that a plant can grow from them (there is a nucleolus), plant them in the soil after preliminary soaking, make sketches in the course of observations until the fruits appear, and send them to the kids.
What do plants love?
Tasks: To establish the dependence of the growth and condition of plants on their care.
Materials and equipment: Two or three identical plants, care items, diary of observations, activity algorithm (Appendix, Fig. 1).
Stroke: Children take care of three identical plants in different ways: first, they weed, water, loosen in a timely manner; the second - watered in a timely manner, weeded without loosening; the third - only watered. For a long time they observe growth, condition, fruiting with a sketch of each result, draw conclusions about the need for care for the growth and condition of plants.
CHARACTERISTIC FEATURES OF THE SEASONS
Warm - cold
Tasks: Determine the relationship between the season and the development of plants: the effect of heat and cold on plants.
Materials and equipment: a) flowers from a flower bed, a container for a plant, care items; b) branches of different trees, water containers (in spring and winter); c) vegetable seeds (cucumbers, peas, beans), soaking containers, cloth.
Stroke: 1. Children watch the withering plants in the flower bed. Find out why they wither if there is enough water to grow (they wither because they cannot eat in the cold). They transplant the plant together with the soil into a suitable container, bring it into the room, observe the changes that occur with the flowers in the room and in the flower bed. The adult offers to draw the results in a diary of observations.
2. Children examine the branches of bare trees. Find out why there are no leaves (cold) and how to make them appear (plants need heat to grow). They bring branches into the room, examine the buds, place them in water, observe the growth of buds, the appearance of leaves. They draw observations in the diary in comparison: on the site - indoors.
3. Children examine the seeds. They find out if it is possible to plant them in the garden in April (no, it's cold, they will die). Soak the seeds - "wake up" them. The seeds are placed in a damp cloth, placed in places of different temperatures, kept moist. After 2-3 days, the results are checked: they find out what prevented some seeds from “waking up” and helped others (the seeds sprouted in warmth and moisture, the rest only swelled from water). Sprouted seeds are planted in boxes for seedlings.
Do plants need snow in winter?
Tasks: Confirm the need for some changes in nature.
Materials and equipment: A container with water, leaves of indoor plants, an algorithm of activity (Appendix, Fig. 2).
Stroke: An adult invites children to find out how plants feel under the snow. He takes out two containers with water, one of which he puts on the snow, and the other - under the snow for the duration of the walk. An adult checks the condition of the water in the containers and asks why the water has not frozen under the snow (it is warm under the snow); what will happen to the plants if there is no snow in winter (snow keeps the plants warm, they will not freeze. If there is no snow, the roots may freeze and die). Children make assumptions, sketch them. An adult, together with children, finds a place where snow is blown, marks it with a conditional icon: “no snow”. In the spring, you can observe the appearance of vegetation in different areas with the help of sketches. They conclude that plants need snow in winter.
Why is the snow melting?
Tasks:
Materials and equipment: Snow containers.
Stroke: An adult brings snow buns into the room, places them in places with different temperatures (battery, window sill, near the door, on a cabinet, etc.). After a while, he invites the children to bring koloboks. He finds out what happened to them and why some are not at all (in the warmth, the snow turned into water).
Where will spring come sooner?
Tasks: Establish the dependence of changes in nature on the season.
Materials and equipment: Containers with snow, ice.
Stroke: An adult, together with the children, takes a form filled with water outside. Another form is filled with snow on a walk. At the end of the walk, he brings both forms into the room, leaves them in a warm place and observes the changes taking place for 1-2 hours. Ice takes longer to melt. They find out where spring will come faster: on the river or in a clearing (in a clearing, the sun will melt the snow faster).
Where does the snow not melt?
Tasks: Reveal the dependence of changes in nature on the season.
Materials and equipment: Containers with water, snow, ice.
Stroke: In early spring, an adult, together with children, fills containers of the same size with snow and places them throughout the site. After a certain time, the containers are examined and found out: why in some of them the snow almost did not melt (they stood in the shade), where and why spring will come faster - in a clearing or in a forest (in a clearing; there is more shade from trees in the forest, the snow lies longer ).
Where will the first thawed patches be?
Tasks: Establish the relationship of seasonal changes with the onset of heat, the appearance of the sun.
Materials and equipment: Containers for each child, painted in light and dark colors.
Stroke: In early spring, an adult, together with children, fills containers of the same size, but painted in dark and light colors, with snow, puts them in the sun and observes the changes. Children compare the results (snow melts faster in dark containers). On a bright sunny day, an adult invites children to touch the birch and mountain ash bark and compare the sensations (rowan bark is hot, birch bark is cool). They find out near which tree thawed patches will appear first (around trees with dark trunks).
Who will fly away, who will stay?
Tasks: Understand the dependence of changes in animal life on changes in inanimate nature.
Materials and equipment: A container with soil, small items, tree bark, dummies of beaks of various birds, a container with water and small items at the bottom.
Stroke: An adult, together with children, finds out why the birds fly south (the food disappears); why not all birds fly away (some birds may find food in winter); what beaks help birds find food in winter (the long beak of a woodpecker helps to get food from under the bark, to gouge a cone; the long, powerful beak of a crow makes it possible to eat carrion, waste; a short, wide beak of bullfinches, waxwings is suitable for picking rowan berries, viburnum; insectivores birds with sharp little beaks cannot get food other than insects, so they fly away). Children choose any model of a beak, then they find a bird with such a beak, pick up food and decide whether to stay or fly away.
Why does the bunny need another coat?
Tasks:
Materials and equipment: Pieces of dense and sparse fur, mittens made of thin, dense fabric and fur.
Stroke: Children observe the clothes of passers-by with the change of seasons and determine that they become warmer in winter. Find out what to do to the animals so as not to freeze. Children imagine that the hand is a “bunny”, and choose a fur coat for him for the summer and for the winter (mittens). They go for a walk in these fur coats and compare the sensations of both hands. An adult finds out what kind of fur coat the children would like for the winter, what kind of fur coats animals need in winter (warm, dense, with long fur, fluffy). Observations are drawn as symbols.
How do animals change their coat?
Tasks: To reveal the dependence of changes in the life of animals on changes in inanimate nature.
Materials and equipment: Pieces of fur (old), tree bark.
Stroke: An adult invites children to think about what to do for animals that need warm coats in winter, but they cannot buy them (to grow new fur, dense, heavy). They examine the old, crawled out and dense fluffy skin of a fox. They find out which of them the fox could wear in summer, which in winter, where the fluffy fur coat came from in winter and where it disappears in summer. An adult leads children to understand how animals “hang out” winter coats in the forest (runs an old skin over the bark of a tree, hairs remain on it).
What do birds build nests with?
Tasks: Reveal some features of the lifestyle of birds in the spring.
Materials and equipment: Threads, shreds, cotton wool, pieces of fur, thin twigs, sticks, pebbles.
Stroke: Children examine the nest on the tree, find out what the bird needs to build it. They take out the most diverse material, place it near the nest. For several days, they observe what material was useful to the bird, what other birds flew for it. The results are drawn in an observation diary or compiled from ready-made images of birds and materials.
DIVERSITY OF LIVING ORGANISMS
HOW TO ADAPT TO THE ENVIRONMENT
Why do ducks and frogs have such paws?
Tasks: Find features of the appearance of some animals that allow them to adapt to life in the environment (frogs, birds).
Materials and equipment: A container with water, mittens with "webbed membranes", gloves, illustrations: a duck, a frog, a sparrow; frog in the aquarium.
Stroke: An adult asks children if a sparrow can swim and dive like a duck and a frog; Why do frogs and ducks have such paws. He puts on a glove with membranes on one hand, on the other - with claws. Children imitate the movement of the paws when swimming and determine which paws it will be convenient to swim with and why (it is more convenient to swim with paws with membranes, it is better to rake water with them, the sparrow does not have them). At the end of the lesson, the children watch the frog swim in the aquarium.
Why can birds fly?
Tasks: Find features of the appearance of some birds that allow them to adapt to life in the environment.
Materials and equipment: Paper bird wings, thin wire wing outline, cardboard and rubber birds, illustrations of birds, animals.
Stroke: Children look at illustrations, choose birds. The adult offers to prove that these are birds (they have wings), and finds out why they need wings. Together with the children, he releases a cardboard bird with folded wings from a small height. Determines what happened to her and why (with her wings unfolded, she cannot stay in the air). An adult attaches open paper wings to it, lets go and finds out what happened; why poultry (chickens, geese) do not fly (they are heavier, wings cannot lift them into the air). Consider illustrations depicting wild and domestic birds. An adult invites children to attach "wings" to a rubber bird and finds out what will happen to it. Shows a picture of an ostrich and asks if it is a bird or not; whether it can fly (it is a bird, but very large and heavy, wings cannot lift it into the air).
Who lives in the water?
Tasks: Find the features of the appearance of fish that allow you to adapt to life in the environment.
Materials and equipment: Water tank, fish tank, animal illustrations, toy fish (with a weight inserted inside to stay in the water).
Stroke: Children look at illustrations of animals, choose fish. An adult finds out how they guessed that they were fish, and how all fish are similar (tail, fins). Consider the fish in the aquarium: they have a tail, fins, the body is covered with scales, they are of different colors. Then plastic fish are compared: one has an elongated body, the other has a spherical one (to perform actions with them, they are filled with sand so that they stay in the water column). Find out which fish is easier to swim. Conduct an experiment by gently pushing the fish; determine who swam further and why (it is easier for a fish with an elongated body to swim).
How can butterflies hide?
Tasks: Find features of the appearance of some insects that allow them to adapt to life in the environment.
Materials and equipment: Illustrations depicting bright flowers, butterflies and one bird; butterfly collection.
Stroke: Children look at the images, find out who is superfluous in the illustrations (the bird) and why. They determine how all butterflies are similar and how they differ (they are similar in structure - the body, antennae, wings; they differ in size and color). They find out what helps butterflies hide from birds (colorful coloring helps them "turn into flowers").
INANIMATE NATURE
WATER
water coloring
Tasks: Reveal the properties of water: water can be warm and cold, it can heat other substances, some substances dissolve in water, the water is transparent, but it can change its color, smell when colored odorous substances dissolve in it: the more this substance, the more intense the color and smell; the warmer the water, the faster the substance dissolves.
Materials and equipment: Container of water (cold and warm), crystal flavored dye, stirring sticks, measuring cups.
Stroke: An adult and children examine 2-3 objects in the water. They find out why objects are clearly visible (the water is transparent) and what happens if a drawing painted with paints is lowered into the water. They determine that the drawing is blurred, and the water has changed color, discuss why this happened (particles of paint got into the water). Find out how else you can color the water (add dye). An adult invites children to color the water themselves (immediately in cups with warm and cold water), first touch both cups, guess why one is warm and the other cold, touch the water with their hand, smell it (odorless). An adult sets the task for the children to find out in which cup the paint will dissolve faster, for which he suggests putting one spoonful of dye in each cup; how the color will change, the smell of water, if there is more dye (the water will become more colored, the smell will be stronger). Children do the task, tell what happened. We suggest that an adult put another spoonful of dye into a warm glass and sketch the results of the experiments. Then water of different colors is poured into different containers (for further production of colored ice cubes), considering what color is obtained.
Making colored ice cubes
Tasks: Introduce the two states of aggregation of water - liquid and solid. Identify the properties and qualities of water: turn into ice (freeze in the cold, take the shape of the container in which it is located, warm water freezes more slowly than cold water).
Materials and equipment: A container with colored water, a variety of molds, ropes.
Stroke: Children look at a colored piece of ice, discuss the properties of ice (cold, smooth, slippery, etc.) and find out how the piece of ice was made; how did this shape come about (water took the form of a container); how the rope is holding (it froze to the ice). Children consider ordinary water and colored water, remember how they got the latter. Children make ice cubes: they fill two molds with hot and cold water, remember their shape, put them on two trays and take them out into the street. They observe which water (cold or hot) froze faster, decorate the area with ice floes.
Interaction of water and snow
Tasks: To introduce the two states of aggregation of water (liquid and solid). Identify the properties of water: the higher its temperature, the faster snow melts in it than in air. If you put ice, snow in the water or take it outside, it will become colder. Compare the properties of snow and water: transparency, fluidity - brittleness, hardness; test the ability of snow to turn into a liquid state under the influence of heat.
Materials and equipment: Measuring containers with water of different temperatures (warm, cold, the water level is marked), snow, plates, measuring spoons (or scoops).
Stroke: The adult claims that he can hold the water in his hands and not spill it (gestures how much), then demonstrates this with a clod of snow. Children consider water and snow; reveal their properties; determine, by touching the walls, which container of water is warmer. An adult asks the children to explain how they know what happens to the snow in a warm room; what will happen (with water, snow) if snow is lowered into water; where the snow melts faster: in a glass of warm or cold water. Children perform this task - they put snow on a plate, in glasses with water of different temperatures and watch where the snow melts faster, how the amount of water increases, how the water loses its transparency when the snow melts in it.
AIR
Fingertip inflation
Tasks: Detect air.
Materials and equipment: Water container, funnel, fingertip.
Stroke: Children examine the fingertip. An adult asks if it can be inflated with some kind of device. Examines the funnel with the children; explains what it serves; offers to put a fingertip on a narrow hole, touch it, turn the funnel with a narrow hole up and do not tilt it, slowly immerse it in water. Discusses what happened to the fingertip, how it got puffed up. Then the adult carefully tilts the funnel without removing it from the water and asks the children how the fingertip changes (it remains dry). An adult pours water into a funnel, children watch air bubbles come out of it, and see that inside the fingertip becomes wet. The adult invites the children to perform these actions on their own. Children draw the result.
Searching for air
Tasks: Detect air.
Materials and equipment: Sultans, ribbons, flags, package, Balloons, tubules for a cocktail, a container with water.
Stroke: Invite the children to prove with the help of objects that there is air around us. Children choose any items, show experience on their own or according to the chosen model. They explain the ongoing processes based on the result of actions with the proposed equipment (for example, they blow into a tube, the end of which is lowered into the water; they inflate a balloon or a plastic bag, etc.).
What's in the package?
Tasks: Reveal the properties of air: invisible, odorless, formless, compare the properties of water and air (air is lighter than water).
Materials and equipment: Two plastic bags (one with water, the other with air) algorithm for describing the properties of air and water.
Stroke: Invite the children to examine two bags (with water, air), find out what is in them, explain why they think so. Children weigh them on their hands, feel, open, sniff, etc. Discuss how water and air are similar and how they differ (similarities are transparent, have no taste and smell, take the form of a vessel, etc.; differences - water is heavier, pours , some substances dissolve in it and solidify, taking the form of a vessel; air is invisible, weightless, etc.).
Mysterious Bubbles
Tasks: Detect air in other objects.
Materials and equipment: A container with water, pieces of foam rubber, a block of wood, lumps of earth, clay.
Stroke: Children examine solid objects, immerse them in water, observe the release of air bubbles. Discuss what it is (air); where did it come from (water displaced air). They consider what has changed in objects (wet, become heavier, etc.).
Blowing soap bubbles
Tasks: Detect air, prove that air occupies, space.
Materials and equipment: Straws 10 cm long of different sizes, split crosswise at the end; soap solution.
Stroke: An adult, together with children, dilutes a soap solution according to the algorithm and inflates bubbles of different sizes. Holds the Biggest Bubble contest. Finds out why a soap bubble inflates and bursts (air gets into a drop of water; the more it is, the larger the bubble; a soap bubble bursts when there is a lot of air and it does not fit in the drop or when you touch and tear its shell). Discuss how to inflate the biggest bubble (inflate carefully, do not touch it for a long time).
Rescue Bubbles
Tasks:
Materials and equipment: Glasses with mineral water, small pieces of plasticine.
Stroke: An adult pours mineral water into a glass, immediately throws into it several pieces of plasticine the size of rice grains. Children observe, discuss: why plasticine falls to the bottom (it is heavier than water, therefore it sinks); what happens at the bottom; why plasticine rises and falls again; what is heavier and why (there are air bubbles in the water, they rise up and push out pieces of plasticine; then air bubbles come out of the water, and the heavy plasticine sinks to the bottom again). Together with the children, the adult determines in the form of a serial series what is easier, what is harder, and invites the children to make the experiment themselves.
sea battle
Tasks: Revealing that air is lighter than water has power.
Materials and equipment: Container with water, paper (rectangle) for boats.
Stroke: An adult discusses with the children what can happen to the boats if there is a strong wind (they can drown). Then he offers to play a sea battle, for which he makes paper boats and sinks enemy ships. Children are divided into pairs and blow on each other's boats (at the same time or in turn) until one of them capsizes. An adult determines the winners, discusses how to blow so that the wind is stronger and sharper (take in more air, exhale it stronger and sharper).
SAND, CLAY, STONES
Why does sand flow well?
Tasks: Highlight the properties of sand and clay: flowability, friability.
Materials and equipment: Containers with sand and clay; containers for pouring; magnifier, screen, sieve.
Stroke: An adult invites children to fill the cups with sand, clay, examine and guess them by the sound of poured substances. They find out what poured best (sand), and check by pouring substances from glass to glass. Then they pour the sand into a large container in a slide and see what happens (the sand remains in the form of a slide with even edges). In the same way, clay is poured out and it is determined whether the slides are the same (the hill of clay is uneven). They find out why the slides are different (sand particles are all the same, clays are all of different shapes and sizes). With the help of a magnifying glass, children examine what sand consists of, how grains of sand look; What do clay particles look like? compare them (grains of sand are small, translucent, round, do not stick to each other; clay particles are small, very closely pressed to each other). Children sift sand and clay through a sieve and find out if sand and clay particles pass through it equally well and why. They consider an hourglass and clarify whether it is possible to make a clay clock (no, clay particles do not pour well, stick to each other).
Let's plant a tree
Tasks: Determine the properties of sand and clay: flowability, friability.
Materials and equipment: Containers with sand, clay, sticks.
Stroke: An adult, together with children, tries to plant a tree first in a container with sand, then in a container with dry clay. They find out where the stick sticks easier (into the sand) and why (it is loose, loose). They specify where the stick holds better and why (it holds better in clay, it is denser).
Wind
Tasks: Reveal the change in sand and clay when interacting with wind and water.
Materials and equipment: Transparent containers with sand and clay, the containers are closed with a lid with an inserted polyethylene bottle.
Stroke: An adult invites children to find out why it is inconvenient to play with sand in strong winds. Children examine the prepared "sandbox" (a jar filled with a thin layer of sand or clay). Together with an adult, they create a hurricane - they squeeze the jar sharply, forcefully 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 with a strong stream of air) . Children are invited to use the results of previous experience (“Why does sand flow well?”). They determine how to make it possible to play with sand even in strong winds (wet the sand well). They are offered to repeat the experiment and draw a conclusion.
Where is the water?
Tasks: Determine that sand and clay absorb water differently.
Materials and equipment: Transparent containers with dry sand, dry clay, measuring cups with water.
Stroke: An adult invites children to find out the properties of doggie and clay, tasting them to the touch (loose, dry). Children pour cups at the same time with the same amount of water (water is poured just enough to completely go into the sand). Find out what happened in the containers with sand and clay (all the water went into the sand, but stands on the surface of the clay); why (for clay particles are closer to each other, they do not let water through); where there are more puddles after rain (on asphalt, on clay soil, as they do not let water in; on the ground, there are no puddles in the sandbox); why the paths in the garden are sprinkled with sand (to absorb water).
magic material
Tasks: Find out what properties sand and clay acquire when wetted.
Materials and equipment: A container with sand, clay, planks, sticks, ceramics.
Stroke: An adult invites children to mold balls, sausages, figures from sand and clay: let them dry, and then check the strength of the buildings. Children make a conclusion about the viscosity of wet clay and the retention of shape after drying. They find out that dry sand does not retain its shape. They argue whether it is possible to make dishes from sand and clay. Children test the properties of sand and clay by molding dishes from them and drying them. They guess what the dishes are made of, why they pour water into it and check the material according to the results (“sandy dishes” do not hold water, break; earthenware retains its shape for some time).
LIGHT, COLOR
When does it happen?
Tasks: Understand that light sources can belong to the natural and man-made world.
Materials and equipment: Illustrations of landscapes, events in different parts of the day.
Stroke: Children in advance, together with their parents, observe the illumination on the street in different parts of the day (morning, afternoon, evening, night), the moon. They recall their observations and compare the illumination of the sun and the moon. An adult invites children to make a model (pie chart) of the parts of the day: choose a color (explaining their choice by the degree of whiteness of paper and color) and paint over the sectors or glue them with colored paper. Children select illustrations (landscapes and images of sensitive moments) for each part of the day.
Light around us
Tasks: Determine the belonging of light sources to the natural or man-made world, purpose, some features of the structure of man-made light sources.
Materials and equipment: Pictures depicting light sources (sun, moon, stars, month, firefly, bonfire, lamp, flashlight, etc.), several objects that do not give light.
Stroke: An adult invites the children to determine whether it is dark or light now, and explain their answer (we see everything that is around us). Find out what is shining now (the sun), what can illuminate objects when it is dark in nature (a lamp, a fire, etc.) Then the adult suggests choosing those pictures that show objects that give light; divide them into two groups (man-made, natural world). Demonstrate the action of a torch, candle, table lamp, flashlight. Compare the result (which shines brighter). Lay out the pictures with their image in the same sequence. Consider the structural features of the proposed items, discuss the purpose and features of their use.
magic rays
Tasks: Understand that the illumination of an object depends on the strength of the source and the distance from it.
Materials and equipment: Candle, table lamp, two flashlights of different power.
Stroke: An adult, together with the children, illuminates the picture from afar with a flashlight and invites the children to identify the image. Discusses why it is hard to see; what to do to see the image better (make the flashlight closer or replace it with a stronger one). Children try both options, discuss the results and draw a conclusion (the illumination depends on the source: the closer and stronger it is, the more light, and vice versa).
Magic brush
Tasks: Get shades of blue on a light background, purple from red and blue paint.
Materials and equipment: Palettes, red, blue, white paints, 4 contour images of balloons for each child.
Stroke: An adult, using a “magic brush”, shows the children images of four balloons (three of different shades of blue, one of purple), asks to also paint over the contour images of balloons, offering three colors. Children discuss how to get the right colors, mix paints on palettes, paint over the balls on their sheet.
magic circle
Tasks: Demonstrate the formation of colors: purple, orange, green, two shades of blue on a light background.
Materials and equipment: Color wolves.
Stroke: An adult, together with children, makes color double-sided tops: the circle is divided into 16 sectors passing along the diameter (through the center); sectors are painted alternately in colors that, when combined, form the desired color (blue and yellow - green, white and blue - blue, etc.); two holes are made in the center of the circle, through which a cord is pulled (the circle can also be divided into 2-3 parts by inner circles, in which the sectors will be painted in other colors; in this case, the circle will show the formation of several colors). Then the adult invites the children to name the colors in the circle and twist the circle in one direction, holding the cord with their hands (two children can do this). When the cord is twisted as much as possible, release the circle. Children find out what is happening with the circle (it spins in the opposite direction); what happens to the color paths (they changed their color). Children name the colors, and after the magic circle stops, they find out what colors they came from.
shadow theater
Tasks: Introduce the formation of shadows from objects, establish the similarity of the shadow and the object, create images using shadows.
Materials and equipment: Shadow theater equipment.
Stroke: Children examine the equipment of the shadow theater and observe how the shadow is formed. Discuss the variety of shadows and their correspondence to the contour of objects. Following the example of an adult, children make combinations of fingers and hands to get a figurative shadow (bunny, dog, etc.), beat the images.
Let's color the rainbow
Tasks: Get to know the colors of the rainbow. Get orange, green, purple, blue by mixing two colors.
Materials and equipment: Palettes, brushes, paints red, yellow, blue, white, rainbow outlines (for each child).
Stroke: An adult offers to finish the artist's painting "Rainbow". Children look at the rainbow in illustrations, photos, videos. They discuss when a rainbow occurs (after rain in bright sunshine), what colors are in it, in what order they are arranged (red, orange, yellow, green, blue, indigo, violet). They read a poem about a rainbow, color spots indicate a sequence of colors. Children are offered only four colors, they discuss how to get the right colors, mix the colors on the palette, paint over the rainbow.
MAGNETS, MAGNETISM
Magic gauntlet
Tasks: Find out the ability of a magnet to attract certain objects.
Materials and equipment: A magnet, small objects made of different materials, a mitten with a magnet sewn inside.
Stroke: An adult demonstrates a trick: metal objects do not fall out of the mitten when the hand is opened. Together with the children, he finds out "why. Invites the children to take objects from other materials (wood, plastic, fur, fabric, paper) - the mitten ceases to be magical. Determine why (there is "something" in the mitten that prevents metal objects from falling) Children examine the mitten, find a magnet, try to apply it.
magic theater
Tasks: Understand that only metal objects interact with a magnet.
Materials and equipment: "Theater stage" on a stand, fairy tale characters made of lightweight cardboard (conical) with metal plates fixed inside.
Stroke: An adult together with children tells a fairy tale using figurines of characters and a magnet hidden under the stage. Children find out how the characters came to life. Consider the material from which the characters are made, try it for interaction with a magnet. Make a conclusion about what objects can be attracted (only metal). Children remove the metal plates from the figures and check the action of the magnet on them (the figures are not attracted).
We are magicians
Tasks: Select objects that interact with a magnet.
Materials and equipment: A mitten with a magnet, a paper napkin, a glass of water, a needle, a wooden toy with a metal plate inside.
Stroke: An adult, together with the children, examines the paper, makes an airplane out of it, ties it to a thread. Unbeknownst to the children, he replaces it with a plane with a metal plate, hangs it up and, holding up the “magic” mitten, controls it in the air. Children conclude: if an object interacts with a magnet, then it contains metal. Then the children examine small wooden balls. Find out if they can move on their own (no). An adult replaces them with objects with metal plates, brings a “magic” mitten, makes them move. Determine why this happened (there must be something metallic inside, otherwise the mitten will not work). Then the adult “accidentally” drops the needle into a glass of water and invites the children to think about how to get it without getting their hands wet (bring a glove with a magnet to the glass).
WEIGHT, ATTRACTION
Guessing game (1)
Tasks: Understand that objects have weight, which depends on the material and size. Determine the dependence of the weight of an object on its size.
Materials and equipment: Items made of the same material in different sizes: large and small cars, nesting dolls, balls, etc., a bag, opaque boxes of the same size.
Stroke: Children examine pairs of objects, find out how they are similar and how they differ (these are balls that differ slightly from each other in size). An adult invites children to play Guessing - put all the toys in a box and, taking out one at a time, determine by touch which toy it is - big or small. Next, the items are placed in one bag. An adult offers to get a heavy or light object and finds out how they guessed it (if the object is large, then it is heavy, and if it is small, it is light).
Guessing game (2)
Tasks: Understand the dependence of the weight of an object on the material.
Materials and equipment: Objects of the same shape and size from different materials: wood (without voids inside), metal, foam rubber, plastic, a container of water, a container of sand, balls of different materials covered with the same paint.
Stroke: Children look at pairs of objects and find out how they are similar and how they differ (similar in size, differ in weight). Check the difference in weight, take objects in hand. Then the adult invites the children to play Guessing: from the bag lying on the table, select an object by touch and explain, as you guessed, whether it is heavy or light; what determines the lightness or heaviness of the object (on what material it is made of). Further, with eyes closed, but the sound of an object that has fallen to the floor is determined whether it is light or heavy (for a heavy object, the sound from the impact is louder). It is also determined by the sound of an object that has fallen into the water, whether it is light or heavy (the splash is stronger from a heavy object). You can determine the weight of an object that has fallen into the sand by the indentation in the sand (from a heavy object, the indentation in the sand is larger).
SOUND
Why does everything sound?
Tasks: Bring to an understanding of the causes of sound: vibration of objects.
Materials and equipment: a long wooden ruler, a sheet of paper, a metallophone, an empty aquarium, a glass stick, a string stretched over a fingerboard (guitar, balalaika), children's metal utensils, a glass cup.
Stroke: The adult offers to find out why the object starts to sound. The answer to this question is obtained from a series of experiments:
-examine a wooden ruler and find out if it has a “voice” (if the ruler is not touched, it does not make a sound). One end of the ruler is pressed tightly against the table, the free end is pulled - a sound occurs. Find out what is happening at this time with the ruler (it trembles, fluctuates). Stop trembling by hand and clarify if there is a sound (it stops);
- examine a stretched string and figure out how to make it sound (twitch, make the string tremble) and how to silence it (prevent it from vibrating, hold it with your hand or some object);
A sheet of paper is folded into a tube, blown into it easily, without squeezing, holding it with your fingers. Find out what they felt (the sound made the paper tremble, the fingers felt trembling). They conclude that only that which trembles (fluctuates) sounds;
-children are divided into pairs. The first child chooses an object, makes it sound, the second one checks, by touching his fingers, whether there is a tremor; explains how to make the sound stop (press the object, pick it up - stop the vibration of the object).
Tasks: To bring to an understanding of the causes of the appearance of speech sounds, to give the concept of the protection of the organs of speech.
Materials and equipment: A ruler with a stretched thin thread, a diagram of the structure of the organs of speech.
Stroke: An adult invites the children to “whisper” - to tell each other “secretly” different words in a whisper. Repeat these words so that everyone can hear. Find out what they did for this (said in a loud voice); where did the loud sounds come from (from the neck). They bring their hand to the neck, pronounce different words in a whisper, then very loudly, then quieter and find out what they felt with their hand when they spoke loudly (something trembles in the neck); when they spoke in a whisper (there is no jitter). An adult talks about the vocal cords, about the protection of the organs of speech (the vocal cords are compared to strings stretched: in order to say a word, it is necessary that the "strings" tremble quietly). Next, an experiment is carried out with a thin thread stretched over a ruler: a quiet sound is extracted from it by pulling on the thread. They figure out what needs to be done to make the sound louder (pull harder - the sound will increase). The adult also explains that when talking loudly, screaming, our vocal cords tremble very much, get tired, they can be damaged (if you pull hard on the thread, it will break). Children clarify that by speaking calmly, without shouting, a person protects the vocal cords.
HEAT
Where is faster? (one)
Tasks: Identify the conditions for changing the aggregate states of the liquid (ice - "water", water - "ice").
Materials and equipment: Mittens, ice cubes, a candle, containers with warm and hot water, a metal stand, plastic bags.
Stroke: An adult, together with the children, makes figured ice floes on a walk, brings them into the group, examines them (they are hard, cold). Finds out if they can be made warm; where you can warm them (check all the assumptions of the children: a battery, mittens, palms, containers of hot water, a candle, etc., laying out the ice for ten minutes in different places). Ice cubes of the same size are placed in plastic bags. One is taken in hand, the other is hidden in a mitten. Five minutes later, they find out why the ice in the hand disappeared (it turned into water from the warmth of the hand). Clarify whether the piece of ice lying in the mitten has changed, and why (the piece of ice almost did not melt, because there is no heat in the mitten). They determine where the ice will turn into water faster (where there is more heat: a candle, a battery, a hand, etc.).
Where is faster? (2)
Tasks: Identify the conditions for changing the aggregate states of the liquid (ice - "water, water -\u003e ice).
Materials and equipment: Freezing water containers.
Stroke: An adult, together with children, pours colored water into figured containers. It distributes the containers as follows: the first - on the windowsill, the second - between the frames, the third - on the site and the fourth - in the vestibule. Returning from a walk, they examine all the containers and find out what happened to the water in each of them and why (the water began to freeze, turn into ice floes: the colder the place, the more the water froze; the water did not freeze on the windowsill, because it is warm there).
How to warm your hands?
Tasks: Identify the conditions under which objects can warm up (friction, movement; heat preservation).
Materials and equipment: Mittens are thick and thin, two for each child.
Stroke: An adult invites children to put on different mittens for a walk - thick and thin, and find out what their hands feel (one is warm, the other is cool). Then he suggests clapping your hands, rubbing your hands and finding out what you felt (it became hot in thick and thin mittens). The adult invites the children to rub the back of the mitten on their frozen cheek and find out what they felt (the cheek became warm at first, then hot). An adult brings children to the understanding that objects can be warmed by friction, movement.
Why do Santa Claus and the Snow Maiden need fur coats?
Tasks: Identify some features of clothing (protection from cold and heat).
Materials and equipment: Illustrations, postcards "Happy New Year!", fur, coasters, containers for snow figures.
Stroke: Children look at postcards, illustrations, paying attention to the fact that Santa Claus and the Snow Maiden are always dressed in fur coats. They find out what they are like at the holiday (they are hot, but they come in fur coats); where Santa Claus and Snegurochka "live" (where it's cold, in the North; they feel good when it's cold). An adult invites children to fashion Santa Claus and a Snow Maiden from snow, bring them into the room, wrap one figure in a “fur coat” (completely), and leave the other open. After a 10-15-minute observation, they find out what happened, why the open figurine began to melt (it is warm in the room, the snow melts in the warmth). Then they open the second figure and find out why it remained as strong as it was (“the fur coat” protected it from the “heat of the room, the snow did not melt). At the end of the lesson, the adult once again finds out why Father Frost and the Snow Maiden come to us in fur coats (they are saved from heat).
HUMAN
Nosariy
Tasks: To acquaint with the function of the nose, its structure.
Materials and equipment: Drawings (outline) of profiles with different nose shapes (eagle, button, snub-nosed, etc.), a schematic representation of the nose.
Stroke: An adult makes a riddle to the children about. nose and discusses the meaning of the expressions: “nose turned up”, “hung nose”, “nose with potatoes”, “nose with a button”, “snub-nosed”, “eagle”. First they look at the drawings, then in the mirror the shape of their nose. An adult invites children in his family to determine at home “whose nose” everyone has (“mother’s”, “dad’s”, “grandmother’s”, etc.) Find out what the nose is for (for breathing, it helps to feel and distinguish smells ); what would happen if there was no nose. For answers, experiments are done:
-determine what is in the box without looking, holding your nose, and then inhaling through your nose (lemon). They conclude that when inhaling through the mouth, the smell is not felt (to smell, you need to take a few breaths with your nose);
-pinching your nose, they recite a poem (an adult draws attention to the fact that inhalation and exhalation can be done with the mouth, but at the same time you stop talking, you gradually begin to suffocate);
- Take a few deep breaths through your mouth and nose. They find out when the throat feels colder more (when inhaling through the mouth: when you breathe through the mouth, you can chill the throat; when passing through the nose, the air warms up and enters the throat already warm).
Children determine how the nose does its job. They consider a schematic representation of the nose, an adult explains its structure: inside the nose there are two channels - the nasal cavity, which passes into the nasopharynx, connecting with the throat, mouth, ears. Inside the nose there are also villi and mucus that clean the incoming air from dust. As it passes through the nasal passages, the air warms up. Olfactory cells are located in the upper part of the nasal cavity. When the nose (for example, with a runny nose) is clogged with mucus or the membranes of the nose are swollen, odors are not felt. the nose is harmful (foreign objects must not be put into it).
smart nose
Tasks: Identify objects by smell, get acquainted with the features of the nose.
Materials and equipment: Various flowers, products (fish, meatballs, bread, etc.) with a characteristic smell, “kindersurprise” containers containing odorous substances (dill, garlic, lemon, perfume, medicinal herbs, etc.), pictures depicting the corresponding products ( objects, plants, etc.).
Stroke: An adult invites the children to split into pairs, and then, without looking, determine which flower (fruit, vegetable, product) his partner brings to him. Switch roles and find out who was more accurate. Determine by smell what is in Kinder Surprise and find the corresponding picture.
Helper tongue
Tasks: Introduce the structure and meaning of the language, practice in determining the taste of products.
Materials and equipment: A set of various food products (bitter, sweet, sour, salty taste), a schematic representation of the tongue with taste zones.
Stroke: An adult asks children a riddle about language. Find out why a person needs a language. The adult asks the children to do the following:
-press the tongue down and try to speak without the help of the tongue. Then pronounce the sounds “l” and “g”, “determine that the position of the tongue is different. The tongue helps to make sounds, while occupying different positions, and to talk;
-find out the name of the product without looking (tangerine), eat it and determine what it is, what it tastes like (sweet and sour); cold or warm (warm); what helps the tongue do when chewing (determine the taste and warmth of the product by turning the pieces of food while chewing).
An adult invites children to name the tastes of foods (sweet, bitter, sour, salty). Find out what can be sweet, salty, sour, bitter. Looking at the pictures with the depicted products, the children name the taste of each product, and then determine the names of the products by taste, conveying taste sensations (lemon - sour, grapefruit - bitter, cucumber - salty, sugar - sweet, etc.). They find out how the tongue determines taste (it reacts to different tastes with specific taste buds, which are located on it in large groups). An adult says that a person has a lot of taste buds (about 9-10 thousand) and that different nipples located in different parts of the tongue feel different tastes.
Taste zones of the tongue
Tasks: Determine the taste zones of the tongue, practice identifying taste sensations, prove the need for saliva to taste.
Materials and equipment: Mirrors, 4 saucers (with sugar, salt, mustard, a slice of lemon), wooden sticks (with cotton wool at the end), glasses of water (for wetting the sticks) according to the number of children.
Stroke: An adult invites children to perform the experiment: moisten the stick in water, dip it in the contents of the saucer and attach the stick alternately to the middle part of the tongue, to the base, to the side parts, to the tip of the tongue. Think and name after the sample from each saucer where “sweet nipples”, “salty”, etc. live. Then sum up: which part of the tongue perceives which taste better. For the development of logical thinking, it is suggested to think about how best to put a bitter pill on the tongue and why (you can’t put it closer to the root of the tongue where the taste is best felt). Offer to determine the taste of the products in the same way as the previous one, having previously dried (!) The tongue with a napkin. Make a conclusion (dry tongue does not feel the taste).
HUMAN. MAN-MADE WORLD
PROPERTIES OF MATERIALS
Glass, its qualities and properties
Tasks: Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (brittleness, melting, thermal conductivity).
Materials and equipment: Glass cups and straws, colored water, spirit lamp, matches, algorithm for describing material properties.
Stroke: An adult, together with the children, pours colored water into a glass glass and asks why what is in the glass is visible (it is transparent). Then the adult runs his fingers over the surface of the glass, determines its structure and puts the glass without water in a sunny place in order to determine the change in glass temperature after a few minutes. Next, the adult takes a glass tube with a diameter of 5 mm, places its middle part in the flame of an alcohol lamp. After strong incandescence, it bends or stretches it - under the influence of high temperature, the glass melts. When dropped, even from a small height, glass objects break (brittle). Children make up an algorithm for describing the properties of a material.
Metal, its qualities and properties
Tasks: Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, malleability, metallic luster).
Materials and equipment: Metal objects, magnets, water containers, spirit lamp, matches, material property description algorithm.
Stroke: An adult shows the children several objects "made of metal (paper clips, nuts, screws, weights) and finds out what these objects are made of and how the children learned about it. By feeling, they determine the features of the shape, surface structure; examine different objects and highlight a characteristic metallic sheen. They lower the nuts into the water (they sink); put them in a sunny place - they heat up (thermal conductivity), are attracted by a magnet. An adult demonstrates heating a metal object until a red color appears and tells that various parts are made of metal in this way: they are heated and give them the necessary shape. Children make up an algorithm for describing the properties of a metal.
Rubber, its qualities and properties
Tasks: Recognize things made of rubber, determine its qualities (surface structure, thickness) and properties (density, resilience, elasticity).
Materials and equipment: Rubber items: tapes, toys, tubes; spirit lamp, matches, algorithm for describing material properties.
Stroke: Children examine rubber objects, determine the color, surface structure (by touch). The adult suggests stretching the rubber band and making sure that it always returns to its original position, due to the elasticity of the material and its elasticity (these properties are used in the manufacture of balls). An adult pays attention to the change in the properties of rubber under the influence of light and heat - fragility and stickiness appear (demonstrates heating of rubber over a spirit lamp). All make up an algorithm for describing the properties of rubber.
Plastic, its qualities and properties
Tasks: Recognize things made of plastic, determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity).
Materials and equipment: Plastic cups, water, spirit lamp, matches, algorithm for describing material properties.
Stroke: An adult offers glasses filled with water to children in order to determine what is in them without looking inside. They find out that this cannot be done, since the plastic is not transparent. An adult offers to determine the surface structure, thickness by touch. Next, place the glass in a bright sunny place in order to determine the change in temperature (heating) after 3-4 minutes. They bend the glass and find out that it bends under the influence of force, and if more effort is applied, it breaks. An adult demonstrates the melting of plastic using a spirit lamp. Children make up an algorithm for describing the properties of a material.
HUMAN. MAN-MADE WORLD. TRANSFORMATION
Let's decorate the Christmas tree
Tasks: Reflect existing ideas in transformative activities, strive to change the surrounding reality.
Materials and equipment: Freezing molds, water, watercolors, thread.
Stroke: An adult reminds of the upcoming winter holidays and offers to decorate the spruce on the site with unusual toys - from the water. He asks if it is possible to make Christmas decorations from water and how. Encourages children to express themselves. Recalls the transformation of water into ice under the influence of low temperatures. Encourages children to independently determine how to achieve the goal. Together they determine the algorithm of activity: pour water into a container -> dissolve the paint of the color you like in it - "take a mold, pour colored water into it -> lower the thread, folded in half, closer to the edge of the form -> take it out to the cold. After freezing, dip the bottom of the mold into hot water for a few seconds and remove the contents. Everyone decorates the tree together.
Building a snow city
Tasks: Learn to see the possibilities of transformation, strive for collective participation in activities.
Materials and equipment: Snow, water, shovels, buckets.
Stroke: During the preliminary work, an exhibition of illustrative material on the topic: "Children's winter fun" is organized. Children consider the proposed material, an adult focuses on buildings made of snow. On a walk, he asks the children what can be fashioned from the snow, why it is possible (it is sticky, freezes, takes the necessary shape, etc.), what needs to be done in order for the buildings to be more durable (add water to the snow, make a powerful foundation ). Makes children want to build a snow town. All together determine the location of the main buildings, the sequence of actions. An adult reminds of the need to add water to the snow mass (especially if the snow has not melted). From lumps of snow, children build a tower, a bridge, small rectangular buildings. The buildings are played up and can be used for a winter sports festival.
pinwheel
Tasks: Reflect existing ideas in transformative activities, learn to work with paper and scissors, strive to transform an object.
Materials and equipment: Paper, stick, carnation, bead, scissors, scheme.
Stroke: An adult asks children if it is possible to play with the wind; how. Offers to make a turntable. To do this, take a square sheet of paper and cut it along pre-drawn lines, bend the corners to the center, where they are attached to the stick with a pin, after placing a small bead between the turntable and the stick. In order for the spinner to perform its function in calm weather, it is necessary to encourage children to run, taking a stick in their hands.
boat
Tasks: Learn to see the possibilities of transforming an object, implement them and get results.
Materials and equipment: Matchboxes, cardboard, paper, paraffin, scissors.
Stroke: An adult demonstrates pre-prepared material, asks what it is, what it is used for, how it can be used now. He listens to the children's answers and suggests making boats out of matchboxes. Encourages children to think of a way to make a toy on their own. Together they determine the sequence of actions: cut a small strip from the cardboard (this is the mast); glue it to the bottom of the matchbox; cut out a square from paper (this is a sail); glue it to the cardboard strip at the top and bottom. An adult coats the bottom of matchboxes on the outside with paraffin so that the boats do not get wet when they are used for a walk.
clay toys
Tasks: Develop visual skills; learn to transform objects using new details, changing color, size; strive for transformation.
Materials and equipment: Clay, water, napkins, patterns for making toys, boards for work.
Stroke: An adult brings clay into the group, asks what kind of material it is, what it is (dense, soft, plastic), what can be made from it (to fashion dishes, toys, etc.). Shows the simplest schemes for making clay toys, finds out what modeling methods are known to children. Focuses the attention of children on the plasticity, softness of the proposed material. Children independently choose an object for work, an adult helps in difficult situations. Directs the actions of children to transform the sample by changing the shape, size, adding new details. After drying the crafts, the children paint them in accordance with the plan.
paper toys
Tasks: To learn to see the possibilities of transforming an object, to show the desire to transform the surrounding reality.
Materials and equipment: Colored paper, scissors, manufacturing schemes.
Stroke: An adult shows a large number of paper squares of different colors and asks what it is, what kind of paper (rough, thick, bends, wrinkles, tears). Finds out what can be done with it (cut, glue, draw on it, paint, crumple, fold, wet, etc.). He asks if the children know that a toy is hidden in each square, and what needs to be done to find it. The children make their guesses. An adult offers several schemes for making simple paper toys (origami), examines them with children. Finds out what kind of toy someone wants to make, encourages children to independently choose the color of paper for their craft. Explains that it is necessary to bend the paper by combining the corners and sides. Provides individual assistance. In the course of work, it reminds you of the properties of paper. Toys can be used in role-playing and theatrical games.
Thread toys
Tasks: Develop the ability to work with your hands, learn to realize the possibility of transformation and get results.
Materials and equipment: Threads for knitting, scissors.
Stroke: Children examine a ball of knitting thread brought by the teacher, tell what it is for, what can be made from threads (knit a hat, scarf, socks, etc.). Then they find out that many, many interesting toys can be made from this ball. An adult shows a doll made from threads. Invites children to make such dolls. Together with the children determines the sequence of actions. Having considered the scheme for making a girl doll and a boy doll, the children make their choice: which doll they will make. An adult helps to tie a bundle of threads for those children who have difficulties. After completing the task, an exhibition is organized: "Skillful Hands".
Furniture for doll Anya
Tasks: Learn to see the possibilities of transforming objects; modify them using additional details; get a result.
Materials and equipment: Matchboxes, colored paper, scissors, glue, Anya doll.
Stroke: Anya doll came to visit the children. She decided to invite everyone to a housewarming party, but it turned out that there were not enough chairs or a table for all the guests. An adult offers to help Anya and give her a gift - new furniture. He asks what furniture for the doll can be made of (paper, wood, plasticine, matchboxes, cardboard, etc.). Encourages children to independently come up with the design of a chair, table, sofa, bed from matchboxes (for example, make a chair out of two boxes, etc.). Shows schemes for making furniture from boxes. Each child independently chooses what he will do, and in accordance with this selects the necessary material. An adult invites children to use additional details (decoration). At first, children make up an object from boxes, gluing them together, then pasting them with colored paper and decorating. Models made in this way can be used in spatial orientation classes.
Train
Tasks: Be able to carefully glue the parts to the finished form; participate in collective transformation; strive to change things.
Materials and equipment: Boxes, colored paper, glue, scissors.
Stroke: An adult brings a steam locomotive (made in advance from a box), asks what it is, what it is for (to transport people, cargo). Finds out what it is made of, what is missing to make this item look like a real one. Children notice that the locomotive does not have wagons that can be made from the boxes available in the group. Each child receives a box, chooses the details of the color they like and sticks them on the finished form (windows, wheels, doors). An adult offers to decorate the wagons with additional details so that the train is beautiful and joyful. Children cut out any details from paper and stick them on. Everyone assembles the train together: wagons are attached to the locomotive with a cord (if there are a lot of wagons, it is better to form 2-3 trains). The train is used in construction-constructive and role-playing games.
Municipal budgetary preschool educational institution
"Kindergarten No. 166 "Flower-Semitsvetik", Cheboksary
Lesson - experimentation in the middle group:
"Traveling with a droplet"
Prepared by the teacher:
Ivanova Alina Valerievna
Cheboksary, 2016
Target: The development of cognitive interests, the need for independent search activity on the basis of an enriched and formed emotional and sensory experience.
Tasks:
- Arouse children's interest in research activities.
- To teach to see and highlight the problem of the experiment, to set the goal of the experiment, to select means and materials for independent activity.
- Develop personal qualities - purposefulness, perseverance, determination.
Lesson progress:
caregiver: Good morning, guys! Today we have a lot of guests. Let's say hello to them and give them our good mood.
Educator: Sit comfortably
Don't turn around, don't turn around.
Children, oh, what happened in the morning,
I forgot to tell you -
I just went to kindergarten
A few came to visit us.
(showing a Droplet toy) Look how she is (sad)
But why is she so sad? Let's listen to her story: Droplet was recently born and knows absolutely nothing about herself. This makes her very sad. And that's why she decided to turn to you for help, because you are smart guys and you probably know something about her.
Educator: Guys, can we help a drop?
Children: Yes, we will tell Droplet about her.
Educator: Where does the droplet live?
Children: The droplet lives in the water.
Educator: What is a drop made of?
Children: It is made up of water.
Educator: Well done! Where can you find water?
Children: In the river, sea, ocean (different answers of children)
Educator: Guys, Droplet is wondering if you know who needs water?
(Showing and looking at pictures)
Children: Yes! Trees, birds, people, animals, plants.
caregiver: Yes, guys, everyone needs water. How else do we use water every day at home and in kindergarten?
Children: We shower, brush our teeth, wash our hands. Mom cleans floors, cooks dinner, does laundry, waters flowers;
caregiver: Well done boys! Yes, guys, without water, all life in the world will die. Water is life! It's time for you and me to relax a little, come out to me.
Fizkultminutka.
Educator: I suggest you play an interesting and magical game "The droplets go around".
I am Mama Tuchka. You will turn into my baby droplets if you say these words:
Rain, rain pour down
Don't feel sorry for the warm drops
For forests, for fields
And for little kids
For both moms and dads
Cap-cap, cap-cap.
(so you turned into droplets).
Droplets flew to the ground. Let's jump, let's jump. They got bored of jumping alone. They gathered together and flowed first in small streams, and then met and became a large river. The river flowed and flowed into the ocean (in a circle). They swam, the droplets swam in the ocean, and then they remembered that Mama Cloud had ordered them to return home. They asked the sun
Shine, shine, sun
For clean water.
The droplets became light, they evaporated under the rays of the sun, and returned to Mama Cloud.
Educator: I turn you back into children.
Children stand in a circle.
Educator: But Droplet did not quite understand what water looks like, and what it happens to be. Let's introduce her to some water, shall we?
Children: Let's.
Educator: You know, guys, water is like a magician from fairy tales. She can do different transformations. Would you like to visit wizards together with some water? (answers)
Listen, what is it? (An audio recording of the murmur of water sounds) (answers)
You guessed it right, this is our sorceress water invites us to the laboratory to do magic there.
Experience number 1 "Water is a liquid." The teacher takes a bottle of water and a glass (pre-prepared).
Educator: Pour water from a bottle into a glass. What happens to water?
Children: it flows from one vessel to another.
Educator: Do you hear? How does it sound? (boom-boo-boo) The water is pouring and we can hear it. What have we done with the water now? (poured out, poured out). And if she pours, then what is she like?
Children. Liquid.
Experience No. 2 "Colorless water."
Educator: Guys, what color do you think the water is? (Answers of children).
Educator: Now we will check it.
On the teacher's table is a glass of milk and a glass of water.
Educator: What color is milk? (white). Can you say that water is white?
(Answers of children).
Educator: Guys, close your eyes, I'll show you a trick! (Children close their eyes, at this time the teacher puts one cube in a glass of milk and a glass of water). Open your eyes! Now guess what I put in the glass of milk? What did I put in a glass of water?
(Answers of children).
Educator: Guys, why do you think the object is not visible in a glass of milk, but is visible in a glass of water?
(Answers of children).
Educator: Yes, this happened because milk has a color, it is not transparent, but water is transparent and we can see any object that is in clean water.
Educator: Guys, which one of you likes to drink the most?
Children:Juice, tea, milk, etc.
Experience #3 : "Determining the Taste of Water"
Now let's find out if water has a taste? Take the tubes and try
juice. Is the juice delicious? What does it taste like?
Children: Delicious, sweet.
caregiver: That's right, the juice is sweet. Now try the water. What does water taste like? (I give
taste the water). Does she have taste? Water sweet, sour, etc. No. BUT
what water?
Children: The water is tasteless!
Experience number 4: "To determine the smell"
Take a glass of clean water and smell it.
Teacher: Does the water smell? (No, water has no smell.) So what conclusion can we draw from this experiment?
Conclusion: Water has no smell.
Educator: Well done! I see you know a lot about water. Let's sit down on the chairs and remind Droplet that we learned about her.
Children: Liquid, transparent, colorless, tasteless and odorless.
Educator: Look how cheerful and joyful the Droplet has become! As a memory of herself, she wants to give you her girlfriends - “Droplets” (distributes medals to children with a droplet look)
Children: They accept gifts from "Kapelka" and thank her.
Educator: Be friends with them and take care of them, because without water there will be no life on earth!