"comparison of sand, clay and stones". Acquaintance with the natural world "Natural material - sand, stones

Author: Kondratenko Natalya Vasilievna, educator of the second category, MBDOU CRR D / S "Krepysh", Yamalo-Nenets Autonomous Okrug, Noyabrsk
A cycle of didactic games on cognitive development for children of senior preschool age on the topic: "Sand, stones, clay"
Target:
In a playful way, consolidate the knowledge of children about inanimate nature, about the properties of sand, clay, stones.
Develop attention, memory, thinking and tactile sensations.
Games on the theme: "Sand, stones, clay"
Theme: "Remember the fairy tale"
Purpose: to develop attention, memory, thinking.
Material: cards with a red circle, cards with excerpts from works.
Game progress:
The teacher calls or reads excerpts from famous fairy tales (“The Mistress of the Copper Mountain”, “Silver Hoof”, “The Wizard of the Emerald City”, “Three Little Pigs”). The task of the children is to remember which of them speaks of stones. If the teacher named the desired fairy tale, the children clap their hands or raise a card with a red circle.
Theme: "Rock, scissors, paper"
Purpose: to develop attention, speed of reaction, thinking, the ability to prove one's case, to follow the rules of the game.
Game progress:
This game can be used as a warm-up. Children are divided into two groups of two or three people and agree on what movements they will designate these objects. For example, open palms - paper, clenched fists - a stone, two straightened fingers (the rest are clenched into a fist) - scissors. An adult says: “Stone, scissors, paper!” Having heard the last word, the participants in the game depict one of the indicated objects with their hands. Then each proves that his "subject" has won. So, scissors cut paper, which means they are “stronger”. But on the other hand, a stone can dull scissors, etc. The one whose object can “defeat” all the others wins.
Topic: What's gone?
Purpose: to develop memory, observation.
Material: stones of different colors and sizes.
Game progress:
The teacher lays out several different stones and offers to fill them. Then the child is selected with a counting rhyme, and the teacher invites him to turn away at this time one of the pebbles is removed. The task of the child is to determine which stone is removed.
The more stones and the less they differ, the more difficult the task. This game can also be played during excursions, walks, by drawing squares on the ground, in each of which one pebble is placed.
Theme: "Find your stone"
Purpose: to develop tactile sensations, attention, memory.
Material: collection of stones.
Game progress:
Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.
Subject: "I put in my backpack"
Purpose: to give an idea of ​​the profession of a geologist, his work; fix the name of the stones; develop attention, ingenuity.
Material: backpack, various stones,
Game progress:
The teacher tells the children that there is such a profession - a geologist. He studies stones, often goes on expeditions, walks with a backpack and a special geological hammer, with which he beats off pieces of the mountain - pebbles. Have the children sit in a circle and pretend they are geologists “stuffing” different rocks into a backpack. The teacher says: “I put granite in my backpack”, the second participant in the game adds: “I put granite and flint in my backpack”, “I put granite, flint and marble in my backpack”, etc.
Modeling on the topic: "What are mountains"
Purpose: to give ideas about the plains and mountains and their formations through modeling; develop curiosity interest.
Material: a piece of fabric painted in green and brown colors, stones, plasticine of different colors, a cake.
Game progress:
1 way
Lay the fabric out on a flat place, such as a table. Imagine that this is a piece of land. Can such a place be called flat? That's what it's called - the plain. Now invite the children to put objects of different heights under the fabric, such as stones (they can only be placed under the brown areas). Let's take a look at our site. Is he even or not? There were mountains on it. So in nature, mountains alternate with flat areas.
2 way
Several people hold the fabric by the ends - it stretches. Then other children from below raise the fabric with their hands in those areas that are indicated in brown (you can create mountains of different heights).
3 way
Each child holds a piece of cloth in their palm. At the command of the educator, he moves his hand, raises his fingers, clenches his palm into a fist - “mountains” are obtained
Topic: "What do mountains have inside?"
Purpose: to consolidate knowledge about the formation of mountains, to develop modeling.
Material: plasticine, cake.
Game progress:
Take plasticine in brown, gray, black and other colors, a cake or a piece of cake with clearly visible layers. Pay attention to the children that the cake consists of several layers. In the same way, similar layers can be found inside the earth. Sometimes they come to the surface and mountains appear. Let the children make a long strip of plasticine, consisting of several layers of different colors. Then cut the surface of the resulting “cake” in several places and offer to make a fold, a wave out of it, carefully moving the plasticine from the ends in the middle. You get a mountain, inside which are layers of different stones. This is a kind of stone book, reading which scientists learn about the past of our planet.
Theme: "Mountain and pebbles"
Purpose: to give an idea that water and wind grind a stone; develop empathy and imagination.
Game progress:
Children - pebbles stand together, tightly pressed against each other - this is a mountain. Music sounds. The adult says: “Once upon a time there was a big, big mountain. She considered herself the strongest. But the wind and water considered themselves the strongest. But wind and water claimed they were stronger. Years passed. Water poured onto the mountain in rains (music imitating raindrops sounds) and sharpened stones. Frost froze the water in the cracks, and the wind carried away all the small pebbles and grains of sand from its surface (music imitating the wind sounds). Here a pebble rolled down from the mountain (one child moves away then the rest), then another, a third (another part of the children take turns moving away from the center). The mountain became smaller and smaller and, in the end, became completely invisible, (all the children disperse) so the wind and water worked day after day - they defeated the big mountain.
Topic: "Creating musical instruments"
Purpose: to give an idea that musical instruments can be created using natural materials; develop an ear for music.
Material: metal coffee cans, plastic packaging with tight-fitting lids, stones of different sizes (not very large).
Game progress:
Note.
The game is best played outside, as musical instruments invented by children usually make very loud sounds.
We create our own musical instrument. Put the stones in a metal coffee can or plastic dish, close it tightly. You can change the pebbles (increase or decrease their number, place pebbles of different sizes, weights). This changes the sound. How does one pebble rattle? Two? A lot of? Rattles and some other instruments, such as maracas, are made according to this principle.
Theme: "Pick up a pebble"
Purpose: to fix the names of natural and artificial stones; give an idea of ​​their use by a person.
Material: various natural and artificial stones (chalk, brick, flint, agate, etc.). Game progress:
The teacher says: “If I were a builder, I would build a house from…”; “If I were an artist, I would make jewelry out of…”; “If I were a blacksmith, I would forge a sword from…”; “If I were an aircraft builder, I would build an airplane from ..”, etc. (children point to the right stone).
Topic: "What for what"
Purpose: to continue to acquaint children with artificial and natural stones and products made from them; develop thinking, memory; consolidate the ability to work in pairs, agree to explain your choice.
Material: cards depicting various stone products (monuments, houses, decorations, etc.), various stones (brick, granite, coal, etc.), rocks and minerals and products made from them: quartz crystals and quartz clocks , graphite and pencils, copper ore and copper wire, sulfur and matches, etc.
The teacher suggests picking up pictures for each stone depicting objects made from it (one or more pictures can correspond to one stone).
Topic: "Composing stories and fairy tales"
Purpose: to develop creativity; connected speech; memory, thinking, attention.
Material: different stones.
Game progress:
The teacher invites the child to choose a pebble and tell a fairy tale or a story about it: where this pebble “lived” before, how it was born, how it got into kindergarten, whether people need it. You can compose on behalf of a stone. You can also make a collective fairy tale or a story about one stone. Or children stand near a large stone and compose a fairy tale in turn. An adult suggests the beginning: “Far, far, on the largest peak of the mountain, there was a big, big, old stone ...”. Each of the children gives his own version of the continuation of the text.
Topic: "Living and inanimate nature"
Purpose: to consolidate knowledge about animate and inanimate nature; learn to prove their case; cultivate attention; memory.
Material: sand, clay, stones, indoor plants, shells, dry autumn leaves, etc. Game progress:
The teacher, together with the children, examines the material located on the table and gives the task: to divide all the objects into two groups. What is living and what is non-living? Justify your choice.
Theme: "Sand and Clay"
Purpose: to consolidate in children the idea of ​​\u200b\u200bthe properties of sand and clay; follow the rules of the game.
Game progress:
The teacher "turns" children into grains of sand, how do grains of sand behave? (each child stands separately, without touching a friend). A strong wind blew: what happens to the grains of sand? (players scatter).
The teacher "turns" children into clay. How will you behave? (in groups, holding hands). They stayed put. If the wind is strong, the lumps of clay move slowly (children move in groups, but do not open their arms).
The teacher divides the children into two teams. One of them is grains of sand, the second is lumps of clay. A strong wind blew, (teams behave differently).
Subject: "If I were..."
Purpose: to consolidate knowledge about animals, develop coherent speech, thinking.
Material: photos of the desert, hourglass.
Game progress:
The teacher invites the children to look at photographs depicting the inhabitants of the sandy desert. Let each of them choose the animal that he likes the most. At the “magic signal” of an adult (for example, turn the hourglass over), the participants of the game turn into the animals, birds, reptiles they like and tell about themselves: “If I were a lizard and lived in the desert, I would ...” (how I hid, how I ate, how he ran, dug holes, etc.).
Theme: "Box of Feelings"
Purpose: to develop tactile memory, attention.
Material: box of sensations, different stones.
Game progress:
1st option. Put several items in the box, including one or two stones. Invite the child to identify what is inside and choose the stones. Ask the child, by what signs did he determine that it was a stone? Let him say what he feels - what object to the touch? (smooth, rough, angular, with sharp edges, warm, cold, heavy, light, etc.). 2nd option. In the box of sensations there are only stones (their number is equal to the number of children). Each child pulls out one sample, having previously told about its characteristics, which he determined by touch. When all the stones are on the table, compare them.
3rd option. The teacher describes the stone, and the child finds it by touch among other samples, for example: "Choose a round, smooth, small stone." In this case, the stones in the sensation box should be well distinguished from each other.

In a playful way, consolidate the knowledge of children about inanimate nature, about the properties of sand, clay, stones.

Develop attention, memory, thinking and tactile sensations.

Games on the theme: "Sand, stones, clay"

Theme: "Remember the fairy tale"

Target: develop attention, memory, thinking.

Material: cards with a red circle, cards with excerpts from works.

Game progress:

The teacher calls or reads excerpts from famous fairy tales (“The Mistress of the Copper Mountain”, “Silver Hoof”, “The Wizard of the Emerald City”, “Three Little Pigs”). The task of the children is to remember which of them speaks of stones. If the teacher named the desired fairy tale, the children clap their hands or raise a card with a red circle.

Theme: "Rock, scissors, paper"

Target: develop attention, speed of reaction, thinking, the ability to prove one's case, to follow the rules of the game.

Game progress:

This game can be used as a warm-up. Children are divided into two groups of two or three people and agree on what movements they will designate these objects. For example, open palms - paper, clenched fists - a stone, two straightened fingers (the rest are clenched into a fist) - scissors. An adult says: “Stone, scissors, paper!” Having heard the last word, the participants in the game depict one of the indicated objects with their hands. Then each proves that his "subject" has won. So, scissors cut paper, which means they are “stronger”. But on the other hand, a stone can dull scissors, etc. The one whose object can “defeat” all the others wins.

Topic: What's gone?

Target: develop memory, observation.

Material: stones of different colors and sizes.

Game progress:

The teacher lays out several different stones and offers to fill them. Then the child is selected with a counting rhyme, and the teacher invites him to turn away at this time one of the pebbles is removed. The task of the child is to determine which stone is removed.

The more stones and the less they differ, the more difficult the task. This game can also be played during excursions, walks, by drawing squares on the ground, in each of which one pebble is placed.

Theme: "Find your stone"

Target: develop tactile sensations, attention, memory.

Material: collection of stones.

Game progress:

Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.

Subject: "I put in my backpack"

Target: give an idea of ​​the profession of a geologist, his work; fix the name of the stones; develop attention, ingenuity.

Material: backpack, various stones,

Game progress:

The teacher tells the children that there is such a profession - a geologist. He studies stones, often goes on expeditions, walks with a backpack and a special geological hammer, with which he beats off pieces of the mountain - pebbles. Have the children sit in a circle and pretend they are geologists “stuffing” different rocks into a backpack. The teacher says: “I put granite in my backpack”, the second participant in the game adds: “I put granite and flint in my backpack”, “I put granite, flint and marble in my backpack”, etc.

Modeling on the topic: "What are mountains"

Target: give ideas about the plains and mountains and their formations through modeling; develop curiosity interest.

Material: a piece of fabric painted in green and brown colors, stones, plasticine of different colors, a cake.

Game progress:

1 way

Lay the fabric out on a flat place, such as a table. Imagine that this is a piece of land. Can such a place be called flat? That's what it's called - the plain. Now invite the children to put objects of different heights under the fabric, such as stones (they can only be placed under the brown areas). Let's take a look at our site. Is he even or not? There were mountains on it. So in nature, mountains alternate with flat areas.

2 way

Several people hold the fabric by the ends - it stretches. Then other children from below raise the fabric with their hands in those areas that are indicated in brown (you can create mountains of different heights).

3 way

Each child holds a piece of cloth in their palm. At the command of the educator, he moves his hand, raises his fingers, clenches his palm into a fist - “mountains” are obtained

Topic: "What do mountains have inside?"

Target:consolidate knowledge about the formation of mountains, develop modeling.

Material: plasticine, cake.

Game progress:

Take plasticine in brown, gray, black and other colors, a cake or a piece of cake with clearly visible layers. Pay attention to the children that the cake consists of several layers. In the same way, similar layers can be found inside the earth. Sometimes they come to the surface and mountains appear. Let the children make a long strip of plasticine, consisting of several layers of different colors. Then cut the surface of the resulting “cake” in several places and offer to make a fold, a wave out of it, carefully moving the plasticine from the ends in the middle. You get a mountain, inside which are layers of different stones. This is a kind of stone book, reading which scientists learn about the past of our planet.

Theme: "Mountain and pebbles"

Target: give an idea that water and wind grind a stone; develop empathy and imagination.

Game progress:

Children - pebbles stand together, tightly pressed against each other - this is a mountain. Music sounds. The adult says: “Once upon a time there was a big, big mountain. She considered herself the strongest. But the wind and water considered themselves the strongest. But wind and water claimed they were stronger. Years passed. Water poured onto the mountain in rains (music imitating raindrops sounds) and sharpened stones. Frost froze the water in the cracks, and the wind carried away all the small pebbles and grains of sand from its surface (music imitating the wind sounds). Here a pebble rolled down from the mountain (one child moves away then the rest), then another, a third (another part of the children take turns moving away from the center). The mountain became smaller and smaller and, in the end, became completely invisible, (all the children disperse) so the wind and water worked day after day - they defeated the big mountain.

Topic: "Creating musical instruments"

Target: give an idea that musical instruments can be created using natural materials; develop an ear for music.

Material: metal coffee cans, plastic packaging with tight-fitting lids, stones of different sizes (not very large).

Game progress:

Note.

The game is best played outside, as musical instruments invented by children usually make very loud sounds.

We create our own musical instrument. Put the stones in a metal coffee can or plastic dish, close it tightly. You can change the pebbles (increase or decrease their number, place pebbles of different sizes, weights). This changes the sound. How does one pebble rattle? Two? A lot of? Rattles and some other instruments, such as maracas, are made according to this principle.

Theme: "Pick up a pebble"

Target: fix the names of natural and artificial stones; give an idea of ​​their use by a person.

Material: various natural and artificial stones (chalk, brick, flint, agate, etc.).

Game progress:

The teacher says: “If I were a builder, I would build a house from…”; “If I were an artist, I would make jewelry out of…”; “If I were a blacksmith, I would forge a sword from…”; “If I were an aircraft builder, I would build an airplane from ..”, etc. (children point to the right stone).

Topic: "What for what"

Target: continue to acquaint children with artificial and natural stones and products made from them; develop thinking, memory; consolidate the ability to work in pairs, agree to explain your choice.

Material: cards depicting various stone products (monuments, houses, decorations, etc.), various stones (brick, granite, coal, etc.), rocks and minerals and products made from them: quartz crystals and quartz watches, graphite and pencils, copper ore and copper wire, sulfur and matches, etc.

The teacher suggests picking up pictures for each stone depicting objects made from it (one or more pictures can correspond to one stone).

Topic: "Composing stories and fairy tales"

Target: develop creativity; connected speech; memory, thinking, attention.

Material: different stones.

Game progress:

The teacher invites the child to choose a pebble and tell a fairy tale or a story about it: where this pebble “lived” before, how it was born, how it got into kindergarten, whether people need it. You can compose on behalf of a stone. You can also make a collective fairy tale or a story about one stone. Or children stand near a large stone and compose a fairy tale in turn. An adult suggests the beginning: “Far, far, on the largest peak of the mountain, there was a big, big, old stone ...”. Each of the children gives his own version of the continuation of the text.

Topic: "Living and inanimate nature"

Target: to consolidate knowledge about animate and inanimate nature; learn to prove their case; cultivate attention; memory.

Material: sand, clay, stones, indoor plants, shells, dry autumn leaves, etc.

Game progress:

The teacher, together with the children, examines the material located on the table and gives the task: to divide all the objects into two groups. What is living and what is non-living? Justify your choice.

Theme: "Sand and Clay"

Target: to consolidate in children the idea of ​​\u200b\u200bthe properties of sand and clay; follow the rules of the game.

Game progress:

The teacher "turns" children into grains of sand, how do grains of sand behave? (each child stands separately, without touching a friend). A strong wind blew: what happens to the grains of sand? (players scatter).

The teacher "turns" children into clay. How will you behave? (in groups, holding hands). They stayed put. If the wind is strong, the lumps of clay move slowly (children move in groups, but do not open their arms).

The teacher divides the children into two teams. One of them is grains of sand, the second is lumps of clay. A strong wind blew, (teams behave differently).

Subject: "If I were..."

Target: consolidate knowledge about animals, develop coherent speech, thinking.

Material: photos of the desert, hourglass.

Game progress:

The teacher invites the children to look at photographs depicting the inhabitants of the sandy desert. Let each of them choose the animal that he likes the most. At the “magic signal” of an adult (for example, turn the hourglass over), the participants of the game turn into the animals, birds, reptiles they like and tell about themselves: “If I were a lizard and lived in the desert, I would ...” (how I hid, how I ate, how he ran, dug holes, etc.).

Theme: "Box of Feelings"

Target: develop tactile memory, attention.

Material: box of sensations, different stones.

Game progress:

1st option. Put several items in the box, including one or two stones. Invite the child to identify what is inside and choose the stones. Ask the child, by what signs did he determine that it was a stone? Let him say what he feels - what object to the touch? (smooth, rough, angular, with sharp edges, warm, cold, heavy, light, etc.).

2nd option. In the box of sensations there are only stones (their number is equal to the number of children). Each child pulls out one sample, having previously told about its characteristics, which he determined by touch. When all the stones are on the table, compare them.

3rd option. The teacher describes the stone, and the child finds it by touch among other samples, for example: "Choose a round, smooth, small stone." In this case, the stones in the sensation box should be well distinguished from each other.

Educator. Guys , you each have sand in a glass, take a magnifying glass and examine the sand through a magnifying glass. What is sand made of?
Children. From grains of sand.
caregiver. What are the colors of sand grains? By form? To size? Color? Transparency?
Children. Various.
caregiver. Sand grains are different in size, shape, color, lie separately from each other.(viewing the presentation - slide number 1)

caregiver. Children, take a glass in one hand and pour half of the sand into an empty glass.
The children are doing the task.

caregiver. Does it crumble easily?
Children. Easily.
caregiver. Sand is a loose natural material.(view presentation slide #2)

Educator. Take a bottle of water and pour some water into one glass of sand.
Children perform.
caregiver. What happens to the sand in which water is poured?
Children. The sand is wet.
caregiver. Sand is friends with water. It easily absorbs and passes water.

caregiver. Take a glass of dry sand in one hand, wet sand in the other. Are the cups the same weight?
Children. No.
caregiver. Why is a cup of wet sand heavier?
Children. Because in a glass of wet sand is water.
caregiver. A wet sand cup is heavier than a dry sand cup. Dry sand contains air, while wet sand contains water. Water is heavier than air, so a glass of wet sand is heavier.

caregiver. Approach the cup with sand.
Children are divided into two groups, approach the cups with sand. Wet sand in one cup, dry sand in the other.
caregiver. Make a ball out of sand. Why didn't dry sand make a ball?
Children. Because the sand is falling.
caregiver. It is impossible to mold a ball from dry sand, since it is free-flowing.
Educator. What happens to the balloon when it dries?
Children. The ball will crumble.
Educator. Do people need sand?
Children. Yes.
caregiver. Correctly. Sand is a building material, it is mined in nature, it is necessary in construction, in the manufacture of glass, and also, on the beach, where children like to play.
Show presentation, slide number 3

Get up quickly.
Get up quickly, smile
Pull up higher, pull up.
Come on, straighten your shoulders
Raise, lower
Turned left, turned right
They touched their hands with their knees.
Sit down, get up, sit down, get up
And they ran on the spot.

Educator. Solve the riddle.
The potter will kindle a hot flame for me
Dry, I am hard as a stone.
Soak, as the dough will be pliable
I can turn into toys, into dishes.
Very rich in healing properties
A shovel will help you find me.
I am white, red and blue
Did you guys know who I am?
Children. Clay.
caregiver. Guys, look at the clay. What color clay?
Children. White, red, black.
caregiver. Clay comes in different colors.
(view presentation slide number 4)
Stick the stick into a glass of dry sand and dry clay. Where does the stick stick easier? Why?
Children. In a glass of sand.
caregiver. Correctly, the stick sticks more easily into a cup of dry sand, because the sand is loose.
Add some water to the glass of clay, what happened to the clay?
Children. The clay became sticky.
caregiver. Yes, the clay has become viscous, it needs more time to absorb water, you can sculpt from clay. If you pour a lot of water, then it will not be possible to sculpt from clay.
Make balls out of wet clay.
The children are doing the task.
What happens to the balls when they dry?
Children. Becomes solid.
educator b. A clay ball is more durable than a sand ball. The clay ball will become hard when dry, and the sand ball will crumble.
(view presentation slide number 5)
Examine the clay with a magnifying glass. Are there grains of sand in the clay?

Children. Not
caregiver. What is clay like?
Children. On plasticine.
caregiver. Sand is made up of grains of sand that do not stick to each other, and clay is made up of small particles. who seemed to hold hands tightly and hugged each other.
caregiver . And now, we will give a rest to our eyes. I need to follow my leaf without turning my head.
Eye exercises
One to the left, two to the right
(For "one" children look away to the left, For "two" - to the right)
Three up, four down.
(On "three" - up, on "four" - down)
And now we look around

To see the world better.
(Look at the leaf of the outstretched hand)
Let's look closer, further,
Exercising the muscles of the eyes.
(Look into the distance)
We'll see better soon
Check it out now!
(make circular eye movements)
Now let's press a little
(Lightly press with index fingers)
Dots near your eyes.
(Near the bridge of the nose)
We give them a lot of strength - a lot,
To amplify a thousand times!
(repeat 2-3 times)

caregiver . Our eyes have rested, and I invite you all to come to this table and take a close look at what will happen now.
Create in 3 liter jars ( in turn) air flow is wind.
caregiver. What happens to the grains of sand?
Children. They move easily and deflate.
caregiver. And what do we see in a jar of clay?
Children. Clay doesn't move.
Educator. Dry grains of sand are easily blown away, run away from the wind, and stuck together particles of clay are almost motionless. This was clearly demonstrated by our experiment.

caregiver . And now I invite you to play. The game is called "Sand and Clay"
Outdoor game "Sand and clay"
caregiver . The game requires attention and the ability to act in a team.
Children are divided into two teams: "Grains of Sand" and "Clay". "Grains of sand" stand freely, "Clay" holding hands. To the music, children move "Clay" in a group, "Grains of Sand" next to each other. On command: “Wind” - “Grains of sand should scatter in different directions, and “Clay” should stand up in a friendly bunch.

caregiver. Guys, do people need clay?
Children. Yes.
Educator. That's right, clay, like sand, is a natural material, clay is indispensable in construction, in the household, clay is used for medicinal purposes.
Show presentation slides No. 6.7.8

caregiver. I have prepared another riddle for you:

In mom's earrings it burns with fire,
In the dust on the road lies unnecessary,
He changes form, he changes color,
And in construction it is good for a thousand years.
It can be small, lie in the palm of your hand,
Heavy, large, one cannot lift.
Who are the children, guessed my riddle?
Who recognized this item by signs?
Children. Stone.
Educator. What do you know about stones?
Children's answers.
caregiver. Correctly, stones are sea and river, as well as precious.
Educator. Examine the stones in a magnifying glass. What can be seen on the surface?
Children. Cracks.
caregiver. On the surface of the stones you can see cracks, crystals, patterns, scratches, grooves.
What is the surface of the stones?
Children. Smooth, rough .
caregiver. The surface of the stones is smooth, rough, with cracks.
Tap the stones against each other. Knock on the floor, on the chair.
Children do the task.
caregiver. What are the sounds made?
Children. Voiced and not.
caregiver. Stones knock against each other more loudly than when tapped with other objects.
Squeeze the stone in your hand. Has the stone changed its shape?
Children. No.
caregiver. Stone is a hard material.
Where is the stone used?
Children. In construction.
Educator.Some are used in the construction of various buildings, others are used for decoration: these are marble and granite.
Show presentation

Kind of activity: cognitive research

Target: Deepen understanding of the essential characteristics of the properties and qualities of various materials.

Integration of educational areas: "Cognition", "Communication". "Safety", "Artistic creativity".

Download:

Preview:

Municipal budgetary preschool educational institution

combined type kindergarten No. 384 Samara

DIRECTLY EDUCATIONAL ACTIVITIES

"COMPARING SAND, CLAY, STONES"

(senior group)

Prepared by:

senior caregiver

Sidorova S.Yu.

year 2013

Kind of activity: cognitive research

Target : Deepen understanding of the essential characteristics of the properties and qualities of various materials.

Integration of educational areas: "Cognition", "Communication". "Safety", "Artistic creativity".

Tasks:

To develop cognitive and research activity in children through experimentation and practical activities (“Knowledge”)

Clarify children's ideas about the properties of sand, clay, stones and exercise the ability to compare, analyze, draw a conclusion ("Knowledge").

Introduce children to the hourglass, develop a sense of time ("Knowledge")

Develop children's creativity ("Artistic creativity")

Develop communication skills when working together (“Communication”)

To form a cautious and prudent attitude towards objects potentially dangerous to humans (“Safety”)

Materials and equipment:

Natural material: sand, clay, stones; tablecloth on the table, ball, chips, sheet of paper, hourglass for 1 minute, for 10 minutes, team emblems

For each child: aprons, a modeling board, magnifiers, hold a pencil for three plates, transparent plastic cups, stirrers, notepads.

Logic of educational activity.

Educator: Guys, this morning, when I went to kindergarten, I saw three piglets, they were arguing loudly about something. One said that the road would be strong if it was built of stone, another said that it would be strong if the road was built of clay, and the third said that the most durable road would be made of sand. I decided to invite them to our group so that you can help them find the right solution. Guys, you will help the pigs, right?

Q: Then I invite you to take a seat in the mini-laboratory (Children sit around one large table. The teacher divides them into two teams: "Inquisitive" and "Why").

Q: I suggest you compare the materials that you have on your table: sand and clay, stones and clay, sand and stones. Guys, take a magnifying glass and compare dry sand and clay. What can you say about these materials?

D: Dry sand is loose, free-flowing, nothing can be built from it. Clay is wet, soft, plastic, you can make holes in it, you can sculpt from it.

Q: Guys, now let's compare stones and clay. Take clay in one hand and stone in the other. Squeeze both palms. Compare what happened to the stone, what happened to the clay. Why?

D: The stone is hard, strong, it cannot be molded from it, it cannot be divided into two pieces. Clay is soft, plastic, takes any shape.

Q: That's right, guys, stone is a hard, strong material, and clay is soft, plastic. Now I suggest you compare sand and stones. What can you say about the structure of the sand? Who is ready to answer the question?

D: The sand is loose, loose, consists of small grains of sand, the stone is hard, hard, crystals, cracks, patterns are visible through a magnifying glass.

Q: What do you think is heavier sand or rocks?

D: Sand! Stones!

Q: I think I know what we need to do to find out which is harder, sand or rocks. It is necessary to conduct an experiment: we will pour stones and sand into a jar of water, mix everything with a stick, and now let's see how the materials settle to the bottom.

(The experiment is carried out 2-3 times, after the children draw a conclusion).

Q: Children, now can you tell which is heavier sand or stones?

D: The rocks are heavier because they hit the bottom earlier and the sand settles later.

(For each correct answer, the teacher distributes chips to the children).

Q: Each of you has a piece of paper and a pencil on your desks. Please draw this experience.

B: Well done guys. Now let's calculate the total number of chips earned by each team. (After counting, the winning team stands up, the other applauds it).

Physical education minute

Ball game "What can be stone?" (houses, fences, roads, bridges, mountains, monuments, sculptures, vases, garages, etc.)

The game "What is clay?" (pots, dishes, decorations, bird nests, etc.)

The game "What can be done from wet sand? (little cakes, sand castle, sculptures, etc.)

Q: Tell me, guys, so what material is stronger: sand, clay or stone?

D: Stone is stronger, piglets need to build a road out of stone.

Q: Right, folks, of all the materials we have today, stone is the strongest building material.

Q: Guys, look what I brought you?

D: Hourglass.

Q: Look, this clock is designed for 1 minute, let's watch the movement of sand for 1 minute. (Watch the movement of the sand). But this clock is designed for 10 minutes. What can you say about them?

D: They are big, they have more sand.

Q: Let's find out what can be done in 10 minutes. The Curiosity team will now begin to sculpt a truck from artistic clay - Kamaz, and the Pochemuchki team will sculpt the road and lay it with stones.

(At the end of the time, the teacher draws the attention of the children first to the time).

Q: 10 minutes is a lot, everyone together managed to mold a Kamaz with sand from clay and build a stone road.

Summing up.

Elena Giatsintova
"Comparison of the properties of sand and stones". Abstract of the lesson on cognitive research activities (senior group)

« Comparison of the properties of sand and stones»

Abstract of the lesson on cognitive research

activities(senior group)

Target: Expand and deepen children's ideas about the world around them through experimentation.

Integration with others areas: "Speech Development", « Cognition» , "Socio-communicative", "Artistic and aesthetic".

educational: clarify children's ideas about properties inanimate objects (sand, water, stones) ;

Educational: develop skill compare materials When conducting elementary experiments, it is correct to name their features. Fix the rules of conduct when participating in experiments. Expand and enrich vocabulary (grains of sand, rough). Activate in speech the words: scientist, laboratory.

Educational: Raise interest in objects of inanimate nature, cognitive attitude towards them..

Methods and techniques

surprise moment (introduction of bags with sand and stones) .

Questions: What is inside? How to find out? (pouch examination)

Which is heavier sand or stones? Comparison of sand and stones. Experiences.

Physical education minute "Mountain".

D/games "Living and inanimate nature".

Filling out personal diaries

"Garden stones» .

Materials and equipment: sand, water, stones, magnifiers, plates, cups, shells, cocktail tubes, bags, multimedia projector, 1/4 album sheet, oilcloth aprons, spoons, diaries for recording research.

Lesson progress

caregiver:

I love it when we meet

We are friends and family.

"Good morning!"

"Good evening!"

"Good afternoon!"

We tell everyone.

Hello guys, everyone who came to visit us today.

And now guys, let's get comfortable with you and look at the screen.

Slide #1 - "Space"

caregiver: What is shown on the screen?

What happens in space?

What planets do you know?

Slide number 2 - view of the Earth from space

The teacher, together with the children, considers what each color on our planet means.

caregiver: How can all this be summed up in one word? (nature). Guys, we have already talked about the fact that there is living and inanimate nature.

Slide #3 - "Living and inanimate nature"

DI "Living and inanimate nature".

The teacher brings two bags and invites the children to determine their contents. He gives them to the children to touch, feel, smell, etc. After listening to the suggestions of the children, he opens the bags and offers compare their content.

caregiver: On past classes we have already talked about properties

sand and stone. And now I offer you compare these materials through experiments and observations.

caregiver: Who conducts experiments and research? What is the name of the room where scientists work?

caregiver: Well, my young scientists, let's go to our laboratory?

Recall the rules of behavior in the laboratory (listen carefully to the teacher, perform the proposed actions, you can’t take anything in your mouth)

You have everything you need on the tables. What do you see?

-Now we remember: - What color is the water in your cups? Does water have a color, taste, shape.

What color is the sand? Is it wet or dry? Does dry sand form?

What kind stones in front of you? Take touch stones in hand, pet them. What else can you tell me about stones?

Guys, what do you think is heavier than sand or stone?

Experience number 1. Dip sand and stone into the water, mix. Watching materials sink to the bottom (2-3 times) .

Conclusion: Stones are harder, they settle earlier. Sand is made up of small grains of sand. They are light.

What are they made of stones? Try to break it up into small pieces. It turns out?

Let's once again confirm our conclusions and prove to the guests that the grains of sand are small, light, stones are heavy.

Experience number 2. With the help of tubes, we will create a strong air flow and blow on the sand. What happens to the grains of sand? (They fly away, deflate, move easily)

Now try to blow on the stone. What's happening? (Pebble does not move) Why? (because it's heavy) .

Conclusion: Sand grains are small, light, stones are heavy.

Let's find out why we were not able to blow away and divide the stone into small particles, and with sand it was easy for us.

Experience number 3. Pour some sand on a piece of white paper and examine the grains of sand through a magnifying glass. What do you see? What are they? Same or different? Now let's look at the stone. What interesting things can be seen?

- stones also consist of small particles, but they hold tightly to each other and we cannot separate it.

Guys, if the stone can't be divided, then where do the pebbles come from?

Physical education minute "Mountain"

There is a mountain old lady

Top of the sky.

Her wind blows

The rain pours on her.

Worth the mountain suffer

And loses stones.

And every day,

And every night

Rolling, rolling

Pebbles away.

Pebbles rolled

And from that very moment

Nothing is left of our mountain.

caregiver: And now, my young scientists, you and I have no less difficult work to do. We need to draw all our observations and put them into your diary"Young Explorer".

caregiver: What do you think of stones a garden can grow? (No stones they are dead, not alive)

caregiver: I suggest you create your garden on the sand of stones.

Children are doing creative work. Spread from stones flowers, trees, etc.

Related publications:

Cognitive research activity. Topic: "Properties of sand, soil, clay" Purpose: Development of cognitive interest in preschoolers.

Synopsis of directly educational activities "A house of sand and a path of stones" Educational objectives: - Contribute to the enrichment and consolidation of children's knowledge about the properties of sand and stone (sand - loose, wet, dry,.

Synopsis of the GCD on cognitive research activities "To the grandmother in the village" (younger group) Municipal budgetary preschool educational institution kindergarten of a combined type No. 18 Abstract of Continuing Education.

Abstract of the lesson on cognitive research activities "Insects" Municipal budgetary preschool educational institution kindergarten No. 31 "Pinocchio" of the village of the South - North municipality.

Purpose: to form an idea of ​​the properties of solid and liquid substances; develop environmental awareness; develop the ability to transform.