Experiments in the dhow middle group. Card file on the world around (middle group) on the topic: card file of experimental activities on a walk in the middle group

Card file of experiments for experimental activities of preschoolers

Card file of experiments for experimental activities of preschoolers

Description: Card file can be useful for preschool teachers, teachers - psychologists of preschool educational institutions.

Target: to acquaint with the properties of animate and inanimate nature
Experience #1
Materials:
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. At the bottom of a shallow container, a leaf and seeds are placed 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 gives 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. Sketches are made in the form of a diary and sent by parcel to Dunno.

Experience No. 2
Materials:
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.

Experience No. 3
Materials:
Two or three identical plants, care items, a diary of observations.
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.

Experience No. 4
Materials:
a) flowers from a flower bed, a container for a plant, care items;
b) branches of different trees, containers with water (in spring and winter); 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 for growth (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 germinated in warmth and moisture, the rest only swelled from water). Sprouted seeds are planted in boxes for seedlings.

Experience No. 5
Materials:
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 suggests coloring the water yourself (immediately in cups with warm and cold water), touch both cups first, guess why one is warm and the other cold, touch the water with your 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 is stronger). Children complete tasks, tell what happened. An adult offers to 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.

Experience No. 6
Materials:
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 ducks and frogs 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.

Experience No. 7
Materials:
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.

Experience No. 8
Materials:
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. Determine what happened to her and why (with unopened wings, 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).

Experience No. 9
Materials:
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.

Experience No. 10
Materials:
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 (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 the 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).

Experience No. 11
Materials:
Sultans, ribbons, flags, a package, balloons, cocktail tubes, a container of 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.).

Experience No. 12
Materials:
A container with water, pieces of foam rubber, a block of wood, lumps of earth, clay.

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.).

Experience No. 13
Materials:
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). Children with the help of a magnifying glass consider what the sand consists of, how the 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).

Experience No. 14
Materials:
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 (“sand dishes” do not hold water, break; earthenware keeps its shape for some time).

Experience No. 15
Materials:
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 the 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.

Experience No. 16
Materials:
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, bringing 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 metal 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).

Experience No. 17
Materials:
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);
- consider 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 tremble). 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 with his fingers, whether there is a tremor; finds out how to make the sound stop (press the object, pick it up - stop the vibration of the object).

Experience No. 18
Materials:
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).

Games and experiments

Card file

Group: Middle group

Autumn

Let's find out what kind of water.

Target : Reveal the properties of water: transparent, odorless, pours, some substances dissolve in it, has weight.

game material: Three identical containers closed with lids: one empty; the second with clean water filled under the lid, i.e. full; the third - with water colored with liquid dye (herbal tea) and with the addition of flavoring agent (vanilla sugar); cups for kids.

Game progress : An adult shows three closed containers and offers to guess what is in them. Children examine them and determine that one of them is light, and two are heavy, in one of the heavy containers there is a colored liquid. Then the vessels are opened and the children are convinced that there is nothing in the first container, water in the second, and tea in the third. The adult asks the children to explain how they guessed what was in the containers. Together they reveal the properties of water: they pour it into cups, add sugar, observe how the sugar dissolves, sniff, pour, compare the weight of an empty and a full cup.

What's in the package?

Target : Detect air in the surrounding area.

game material: Plastic bags.

Game progress: Children look at an empty plastic bag. The adult asks what is in the bag. Turning away from the children, he draws air into the bag and twists the open end so that the bag becomes elastic. Then he shows a closed bag filled with air and again asks what is in the bag. Opens the package and shows that there is nothing in it. An adult draws attention to the fact that when he opens the package, it is no longer elastic. Explains that there was air in it. He asks why, it seems that the bag is empty (the air is transparent, invisible, light).

Straw games.

Target : To acquaint with the fact that there is air inside a person, and to discover it.

game material: Tubes for a cocktail (or from a chupa - chups), a container of water.

Game progress : Children examine the tubes, the holes in them and find out what the holes are for (something is blown or blown through them). The adult invites the children to blow into the tube, substituting the palm under the stream of air. And then he asks what they felt when they blew, where did the breeze come from (exhaled the air that they had previously inhaled). An adult tells that a person needs air for breathing, that it gets inside a person when inhaled through the mouth or nose, that it can not only be felt, but also seen. To do this, you need to blow into a tube, the end of which is lowered into the water. He asks what the children saw, where the bubbles came from and where they disappeared (this is air coming out of the tube; it is light, it rises up through the water; when everything comes out, the bubbles will also stop coming out).

Magic brush.

Target: To acquaint with obtaining intermediate colors by mixing two (red and yellow - orange; blue and red - purple; blue and yellow - green).

game material: Red, blue and yellow paint; palette; tassel; pictograms depicting two color spots; sheets with three drawn outlines of balloons.

Game progress : An adult introduces children to a magic brush and invites them to paint over two balls on sheets with contours, as in the sample. An adult tells how the paints argued about which of them is more beautiful, who should paint over the remaining ball, and how the magic brush made them friends, inviting the paints to paint the remaining ball together. Then the adult invites the children to mix paints on the palette (in accordance with the pictogram), paint over the third ball with new paint and name the resulting color.

Light heavy.

Target : to introduce that objects are light and heavy. Learn to determine the weight of objects and group objects by weight (light - heavy).

game material: Cheburashka and Crocodile Gena, various objects and toys; opaque containers with sand and leaves, pebbles and fluff, water and grass; character selection (“light”, “heavy”).

Game progress : Crocodile Gena and Cheburashka choose toys that each of them wants to take with them to their friends. There are several options for choosing toys:

• toys made of the same material, but different in size. The adult asks why Gena will take the larger toys and checks the children's answers by weighing the toys in their hands;
• toys of the same material, but some are hollow inside, while others are filled with sand. The adult asks what toys Cheburashka will take and why;
• toys of the same size from different materials. The adult finds out who will carry which toy and why.

Then the adult invites the children to choose a “treat” in buckets that Cheburashka and Gena can carry, and finds out: how to find out which bucket Cheburashka will be able to convey, and which Gena? An adult checks the children's assumptions by examining the contents of the buckets with them.

What does it sound like.

Target : Learn to identify an object by the sound it makes.

game material: Tablet, pencil, paper, metal plate, water container, glass.

Game progress : Various sounds are heard behind the screen. The adult finds out from the children what they heard and what the sounds are like (the rustle of leaves, the howl of the wind, the horse is jumping, etc.). Then the adult removes the screen, and the children examine the objects that were behind it. Asking what items to take and what to do with them in order to hear the rustle of leaves (rustling paper). Similar actions are carried out with other objects: objects that make different sounds are selected (the noise of a stream, the clatter of hooves, the sound of rain, etc.).

Bubbles are lifeguards.

Target: Revealing that air is lighter than water has power.

game material: Glasses with mineral water, small pieces of plasticine.

Game progress : 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.

Magic circle.

Target: Demonstrate the formation of colors: purple, orange, green, two shades of blue on a light background.

game material: Color tops.

Game progress : 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: around (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.

We are magicians.

Target: Select objects that interact with a magnet.

game material: A mitten with a magnet, a paper napkin, a glass of water, a needle, a wooden toy with a metal plate inside.

Game progress : 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).

Guess (1).

Target: Understand that objects have weight, which depends on the material and size. Determine the dependence of the weight of an object on its size.

game material: 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.

Game progress : Children look at pairs of objects, find out how they are similar and how they differ (these are balls that are slightly different 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).

Guess (2).

Target: Understand the dependence of the weight of an object on the material.

game material: 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.

Game progress : 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 "Guess-ku": 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, by the sound of an object that has fallen to the floor, it 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 deepening in the sand (from a heavy object, the deepening in the sand is more painful).

Winter

Where is faster?

Target: Identify the conditions for changing the aggregate states of the liquid (ice -> water, water -> ice).

game material: Mittens, ice cubes, a candle, containers with warm and hot water, a metal stand, plastic bags.

Game progress : 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 with 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.).

How to warm your hands?

Target: Identify the conditions under which objects can warm up (friction, movement; heat preservation).

game material: Thick and thin mittens, two for each child.

Game progress : 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.

Glass, its qualities and properties.

Target: Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (brittleness, melting, thermal conductivity).

game material: Glass cups and straws, colored water, spirit lamp, matches, algorithm for describing material properties.

Game progress : 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.

Target: Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, ductility, metallic luster).

game material: Metal objects, magnets, water containers, spirit lamp, matches, material properties description algorithm.

Game progress : An adult shows the children several metal objects (paper clips, nuts, screws, weights) and finds out what these objects are made of and how the children learned about it. By palpation, the features of the shape, surface structure are determined; examine different objects and highlight the characteristic metallic luster. Lower the nuts into the water (they sink); put 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 given the necessary shape. Children make up an algorithm for describing the properties of a metal.

Rubber, its qualities and properties.

Target: Recognize things made of rubber, determine its qualities (surface structure, thickness) and properties (density, resilience, elasticity).

game material: Rubber items: ribbons, toys, tubes; spirit lamp, matches, algorithm for describing material properties.

Game progress : Children examine rubber objects, determine the color, surface structure (to the 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.

Target: Recognize things made of plastic, determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity).

game material: Plastic cups, water, spirit lamp, matches, material properties description algorithm.

Game progress : 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.

Target: 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.

game material: A ruler with a stretched thin thread, a diagram of the structure of the organs of speech.

Game progress : 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). An adult also explains that during a loud conversation, a cry, 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 talking calmly, without shouting, a person saves

Why does everything sound?

Target: Bring to an understanding of the causes of sound: vibration of objects.

game material: 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.

Game progress : 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);
• consider a stretched string and figure out how to make it sound (twitch, make the string tremble) and how to silence it (prevent it from oscillating, clamp 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 tremble). 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).

Magic glove.

Target: Find out the ability of a magnet to attract certain objects.

game material: Magnet, small objects made of different materials, a mitten with a magnet sewn inside.

Game progress : An adult demonstrates a trick: metal objects do not fall out of the mitten when the hand is opened. Together with the children finds out why. Invites 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 use it.

Interaction between water and snow.

Target: 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.

game material: Measuring containers with water of different temperatures (warm, cold, the water level is marked), snow, plates, measuring spoons (or scoops).

Game progress : Adult claims to be able to hold and not spill water (gesture shows 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 of 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 melted.

Spring

"Rip the paper"

Children tear colorful paper into small pieces and make an application out of them.

"Paperballs"

To acquaint children with a new property of paper - rolling. The teacher teaches children to make lumps of paper, and then from them a collective application.

Ability to reflect objects

Target: show that water reflects surrounding objects.

Stroke: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask them to find their reflection, to remember where else they can see it.

Conclusion: The water reflects the surrounding objects, it can be used as a mirror.

Water transparency

Target: Lead to the generalization "clean water - transparent", "dirty - opaque"

Stroke: Prepare two jars of water, a set of small sinking objects (buttons, pebbles, metal objects). Find out how the concept of "transparent" is learned: offer to find transparent objects in a group (glass in a window, a glass, an aquarium). Give a task: prove that the water in the jar is transparent (lower small objects into the jar and they will be visible). Ask the question: “Will the water in the aquarium be as clear if you lower a piece of earth into it?” Listen to the answers, then demonstrate the experience: put a piece of earth into a jar 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 the aquarium, why does it become cloudy. Is the water clear in a river, lake, sea, puddle.

Conclusion: Pure water is transparent, objects are visible through it; cloudy water is opaque.

What do birds build nests with?

Target: Reveal some features of the lifestyle of birds in the spring.

Material: Threads, shreds, cotton wool, pieces of fur, thin twigs, sticks, pebbles.

Stroke: Consider a nest in a 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.

"Water is liquid, so it can spill out of a vessel."

Put dolls on the table. Guys, it's hot outside, the dolls are thirsty. Now we will give them water to drink.

Pour water into the glass to the top. Invite one of the children to carry the water at a quick pace and see if the water has spilled or not. What happened to the water? (She spilled on the floor, on clothes, wet her hands). Why did this happen? (The glass was too full). Why can water spill? (Because it is liquid). We poured too full glasses; liquid water splashes in them, and spills. How to make sure that water does not spill? Fill glasses halfway and carry slowly. Let's try.

Conclusion: What did we learn today? What water? (Water is liquid). If the glass is too full, what can happen to the water? (It may spill).

"Water can pour, or it can splash."

Pour water into the watering can. The teacher demonstrates watering indoor plants (1-2). What happens to the water when I tilt the watering can? (Water pours). Where is the water pouring from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray gun). It is needed in order to sprinkle on flowers in hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers take a shower. Offer to observe the spraying process. Note that the droplets are very similar to dust because they are very small. Offer to substitute palms, sprinkle on them. What have the palms become? (Wet). Why? (They were splashed with water.) Today we watered the plants with water and sprinkled water on them.

Conclusion: What did we learn today? What can happen to water?(Water can pour or splash.)

"Plants breathe easier if the soil is watered and loosened."

Offer to examine the soil in the flower bed, touch it. What does she feel like? (Dry, hard). Can you loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried up). In such soil, plants do not breathe well. Now we will water the plants in the flower bed. After Watering: Feel the soil in the flower bed. What is she now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion Q: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

"Which puddle will dry faster?"

Guys, do you remember what remains after the rain? (puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain, the puddles are: (small). Offers to see which puddle dries faster - large or small. (The teacher pours water on the asphalt, making puddles of different sizes). Why did the small puddle dry faster? (There is less water there). And large puddles sometimes dry up all day long.

Conclusion: What did we learn today? Which puddle dries faster - large or small. (A small puddle dries out faster.)

"Dry sand can crumble."

Offer to collect a handful of sand in the fist and release it in a small stream. What happens to dry sand? (He tumbles.)

Conclusion: What did we learn today? Dry sand crumbles.

"Wet sand takes on whatever shape it wants."

Offer to collect a handful of sand in the fist and release it in a small stream. What happens to dry sand? (He tumbles.) Let's try to build something out of dry sand. Do you get figurines? Let's try to wet the dry sand. Take it in your fist and try to pour it out. Does it also crumble easily? (Not). Pour it into molds. Make figurines. It turns out? What figures did you get? What kind of sand did you make the figurines out of? (From wet).

Conclusion: What did we learn today? What kind of sand can be used to make figurines? (From wet).

sand and clay

Experience number 1. "Sand Cone" .

Purpose: To introduce the property of sand - flowability.

Move: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasing area at the base. If you pour sand for a long time in one place, then in another, slips occur; the movement of sand is like a current. Is it possible to lay a permanent road in the sands?

Conclusion: Sand is a bulk material.

Experience 2. What are sand and clay made of?

Examining grains of sand and clay with a magnifying glass.

What is sand made of? / Sand consists of very small grains - grains of sand.

How do they look? / They are very small, round /.

What is clay made of? Are the same particles visible in the clay?

In the sand, each grain of sand lies separately; it does not stick to its own "neighbors" , and clay consists of very small particles stuck together. Dust particles from clay are much smaller than grains of sand.

Conclusion: sand consists of grains of sand that do not stick to each other, and clay consists of small particles that seem to firmly hold hands and clung to each other. Therefore, sand figures crumble so easily, while clay figures do not crumble.

Experience number 3. Does water pass through sand and clay?

Sand and clay are placed in glasses. They pour water on them and see which of them passes water well. Why do you think water passes through sand, but not through clay?

Conclusion: sand passes water well, because the grains of sand are not bonded together, they crumble, there is free space between them. Clay does not let water through.

Substance. stones

Experience number 4. What are the stones.

Determine the color of the stone (gray, brown, white, red, blue, etc.).

Conclusion: stones are different in color and shape

Experience No. 5 Size determination.

Are your stones the same size?

Conclusion: stones come in different sizes.

Experience No. 6 Determining the nature of the surface.

We will now stroke each stone in turn. Are the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest.

Conclusion: the stone can be smooth and rough.

Experiment No. 7 Compare the density of stone and plasticine.

The teacher invites everyone to take a stone in one hand and plasticine in the other. Squeeze both palms. What happened to the stone, and what happened to plasticine? Why?

Conclusion: stones are hard.

Experience No. 8. Examining stones through a magnifying glass.

Educator: What interesting things did you guys see?

(Speckles, paths, depressions, dimples, patterns, etc.).

Experience number 9. Determination of weight.

Children take turns holding stones in their palms and determine the heaviest and lightest stone.

Conclusion: stones are different in weight: light, heavy.

Experiment No. 10 Determination of temperature.

Among your stones, you need to find the warmest and coldest stone. Guys, how and what will you do? (The teacher asks to show a warm, then a cold stone and offers to warm a cold stone.)

Conclusion: stones can be warm and cold.

Experience number 11. Do stones sink in water?

Children take a jar of water and carefully place one stone in the water. They are watching. Share the experience. The teacher draws attention to additional phenomena - circles went through the water, the color of the stone changed, became brighter.

Conclusion: stones sink in water because they are heavy and dense.

Experience No. 12 Compare stones with wood.

Take a wooden cube and try to lower it into the water. What will happen to him? (The tree floats.) Now put the stone in the water. What happened to him? (The stone sinks.) Why? (It is heavier than water.) Why is the tree floating? (It is lighter than water.)

Conclusion: Wood is lighter than water, and stone is heavier.

living stones

Purpose: To acquaint with stones, the origin of which is associated with living organisms, with ancient fossils.

Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.

Check what happens if you squeeze lemon juice on a stone. Place the pebble in the buzzing glass, listen. Tell us about the result.

Conclusion: Some stones “hiss” (chalk - limestone).

Scientific experience “Growing stalactites”

Refine knowledge based on experience.

To evoke the joy of discoveries gained from experience. (soda, hot water, food coloring, two glass jars, thick woolen thread).

First of all, we prepare a supersaturated soda solution. So, we have prepared a solution in two identical jars. We put the jars in a quiet, warm place, because growing stalactites and stalagmites requires peace and quiet. We move the banks apart, and put a plate between them. We release the ends of the woolen thread into the jars so that the thread sags over the plate. The ends of the thread should fall to the middle of the cans. It will turn out such a suspension bridge made of woolen thread, the road from can to can. At first, nothing interesting will happen. The thread should be saturated with water. But after a few days, the solution will gradually begin to drip from the thread onto the plate. Drop by drop, slowly, just like in mysterious caves. First, a small bump will appear. It will grow into a small icicle, then the icicle will become bigger and bigger. And below, a tubercle will appear on the plate, which will grow upwards. If you have ever built sand castles, you will understand how it happens. Stalactites will grow from top to bottom, and stalagmites will grow from bottom to top.

Experience number 13. Can stones change color?

Put one stone in the water and pay attention to it. Get the rock out of the water. What is he? (Wet.) Compare with a stone that lies on a napkin. What is the difference? (Color.)

Conclusion: Wet stone is darker.

Experience number 14.

Submerge the stone in water and see how many circles went. Then add the second, third, fourth stone and observe how many circles went from each stone, and write down the results. Compare results. See how these waves interact.

Conclusion: From a large stone, the circles are wider than from a small one.

Air and its properties

Experience No. 15 "Acquaintance with the properties of air"

Air, guys, is a gas. Children are invited to look at the group room. What do you see? (toys, tables, etc.) And there is a lot of air in the room, it is not visible on it, because it is transparent, colorless. To see the air, you need to catch it. The teacher offers to look in a plastic bag. What's there? (it's empty). It can be folded several times. Look how thin he is. Now we draw air into the bag, tie it. Our bag is full of air and is like a pillow. Now let's untie the bag, let the air out of it. The package became thin again. Why? (There is no air in it). Let's draw air into the bag again and let it out again (2-3 times)

Air, guys, is a gas. It is invisible, transparent, colorless and odorless.

Take a rubber toy and squeeze it. What will you hear? (whistling). This is the air coming out of the toy. Close the hole with your finger and try to squeeze the toy again. She doesn't shrink. What's stopping her?

We conclude: the air in the toy prevents it from being compressed.

See what happens when I put a glass in a jar of water. What are you observing? (Water does not pour into the glass). Now I will gently tilt the glass. What happened? (Water poured into glass). The air came out of the glass and the water filled the glass. We conclude: air takes up space.

Take a straw and dip it into a glass of water. Slightly blow into it. What are you observing? (bubbles coming) Yes, this proves that you are exhaling air.

Put your hand on your chest, inhale. What's happening? (Chest up). What happens to the lungs at this time? (They fill with air). And when you exhale, what happens to the chest? (She goes down). What happens to our lungs? (Air comes out of them).

We conclude: when you inhale, the lungs expand, filling with air, and when you exhale, they contract. Can we not breathe at all? Without breath there is no life.

Experience No. 16 "Dry out of water"

Children are invited to 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 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.

The children are invited to lower the glass into the jar of water again, but now they are invited to hold the glass not straight, but slightly tilted. What appears in the water? (visible air bubbles). Where did they come from? Air leaves the glass and water takes its place.

Conclusion: the air is transparent, invisible.

Experience No. 17 "How much does air weigh?"

Let's try to weigh the air. Take a stick about 60 cm long. Fasten a rope in its middle, to both ends of which we will tie two identical balloons. Hang the stick by the string in a horizontal position. Invite the children to think about what would happen if you pierced one of the balloons with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the balloon, and the end of the stick to which it is tied will rise up. Why? The balloon without air became lighter. What happens when we pierce the second ball too? Check it out in practice. You will regain your balance. Balloons without air weigh the same as inflated ones.

Experience No. 16. Air is always in motion

Goal: Prove that air is always in motion.

Equipment:

1. Strips of lightweight paper (1.0 x 10.0 cm) in an amount corresponding to the number of children.
2. Illustrations: windmill, sailboat, hurricane, etc.
3. Hermetically sealed jar with fresh orange or lemon peels (you can use a perfume bottle).

Experience: Gently take a strip of paper by the edge and blow on it. She deviated. Why? We exhale air, it moves and moves the paper strip. Let's blow on the palms. You can blow harder or weaker. We feel strong or weak movement of air. In nature, this tangible movement of air is called wind. People have learned to use it (illustration display) but sometimes it is too strong and brings a lot of trouble (illustration display). But the wind is not always there. Sometimes there is windless weather. If we feel the movement of air in the room, this is called a draft, and then we know that a window or window is probably open. Now in our group the windows are closed, we do not feel the movement of air. Interestingly, if there is no wind and no draft, then the air is still? Consider a hermetically sealed jar. It has orange peels. Let's sniff the jar. We do not smell because the jar is closed and we cannot breathe air from it. (air does not move from the closed space). Will we be able to inhale the smell if the jar is open, but far from us? The teacher takes the jar away from the children (approximately 5 meters) and opens the lid. There is no smell! But after a while, everyone smells oranges. Why? The air from the can moved around the room.

Conclusion: The air is always in motion, even if we do not feel the wind or draft.

Water and its properties

Experience No. 18 "Melting Ice" .

Cover the glass with a piece of gauze, securing it with a rubber band around the edges. Put a piece of icicle on the gauze. Place bowl with ice in a warm place. The icicle decreases, the water in the glass is added. After the icicle has completely melted, emphasize that the water was in a solid state, but turned into a liquid.

Experience No. 19 "Water Evaporation" .

We collect some water in a plate, measure its level on the wall of the plate with a marker and leave it on the windowsill for several days. Looking into the plate every day, we can observe the miraculous disappearance of water. Where does the water go? It turns into water vapor - evaporates.

Experience No. 20 "Turning Steam into Water" .

Take a thermos with boiling water. Open it so that the children can see the steam. But we still need to prove that steam is also water. Place a mirror over the steam. Droplets of water will appear on it, show them to the children.

Experience No. 21 "Where did the water go?"

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on 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. Discuss whether the amount of water has changed (water level dropped below mark) Where did the water from the open jar go? (water particles rise from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from a closed vessel).

Experience #22 "Different Water"

Educator: Guys, take a glass and pour sand into it. What happened? Can this water be drunk?

Children: No. She is dirty and ugly looking.

Educator: Yes, indeed, such water is not suitable for drinking. What needs to be done to make it clean?

Children: It needs to be cleaned of dirt.

Educator: And you know, this can be done, but only with the help of a filter.

We can make the simplest filter for water purification with you using gauze. Watch how I do it (showing how to make a filter, then how to install it in a jar). Now try to make your own filter.

Independent work of children.

Educator: Everyone did everything right, what a great fellow you are! Let's try how our filters work. We will very carefully, little by little, pour dirty water into a glass with a filter.

The children are working on their own.

Educator: Carefully remove the filter and look at the water. What has she become?

Children: The water is clear.

Educator: Where did the oil go?

Children: All the oil is left on the filter.

Educator: We have learned the easiest way to purify water. But even after filtration, water cannot be drunk immediately, it must be boiled.

Experience number 23. The water cycle in nature.

Purpose: To tell children about the water cycle in nature. Show the dependence of the state of water on temperature.

Equipment:

1. Ice and snow in a small saucepan with a lid.
2. Electric stove.
3. Fridge (in kindergarten, you can arrange with the kitchen or the medical office to put the experimental saucepan in the freezer for a while).

Experience 1: We will bring solid ice and snow home from the street, put them in a saucepan. If you leave them for a while in a warm room, they will soon melt and you will get water. What was the snow and ice like? Snow and ice are hard, very cold. What kind of water? She is liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.

Conclusion: When heated (increase in temperature) solid snow and ice turn into liquid water.

Experiment 2: Put the saucepan with the resulting water on the electric stove and boil. Water boils, steam rises above it, there is less and less water, why? Where does she disappear to? She turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What has become? Gaseous! Why? We increased the temperature again, heated the water!

Conclusion: When heated (increase in temperature) liquid water turns into a gaseous state - steam.

Experiment 3: We continue to boil water, cover the saucepan with a lid, put a little ice on top of the lid and after a few seconds show that the lid from below is covered with drops of water. What was the couple like? Gaseous! What was the water like? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid drops of water.

Conclusion: On cooling (decrease in temperature) gaseous vapor turns back into liquid water.

Experience 4: Let's cool our saucepan a little, and then put it in the freezer. What will happen to her? She will turn to ice again. What was the water like? Liquid! What did she become, freezing in the refrigerator? Solid! Why? We froze it, that is, reduced the temperature.

Conclusion: On cooling (decrease in temperature) liquid water turns back into solid snow and ice.

General conclusion:

In winter it often snows, it lies everywhere on the street. You can also see ice in winter. What is it: snow and ice? This is frozen water, its solid state. The water is frozen because it is very cold outside. But then spring comes, the sun warms up, it gets warmer outside, the temperature rises, the ice and snow heat up and begin to melt. When heated (increase in temperature) solid snow and ice turn into liquid water. Puddles appear on the ground, streams flow. The sun is getting hotter. When heated, liquid water turns into a gaseous state - steam. The puddles dry up, the gaseous vapor rises higher and higher into the sky. And there, high up, cold clouds meet him. When cooled, the gaseous vapor turns back into liquid water. Droplets of water fall to the ground, as from a cold saucepan lid. What is it that turns out? It's rain! It rains in spring, summer and autumn. But most of all it rains in autumn. Rain pours on the ground, puddles on the ground, a lot of water. It's cold at night, the water freezes. When cooling (decrease in temperature) liquid water turns back into solid ice. People says: “There were frosts at night, it was slippery on the street” . Time passes, and after autumn comes winter again. Why is it now snowing instead of raining? And these, it turns out, are droplets of water, while falling, managed to freeze and turn into snow. But now spring comes again, snow and ice melt again, and all the wonderful transformations of water repeat again. This story repeats itself with solid snow and ice, liquid water and gaseous vapor every year. These transformations are called the water cycle in nature.

Experience No. 23 "Attracts - does not attract"

You have objects mixed up on the table, disassemble the objects in this way: on a black tray, put all the objects that the magnet attracts. On a green tray, put those that do not react to the magnet.

Q: How do we check it?

D: With a magnet.

Q: To check this, you need to hold a magnet over objects.

Let's get started! Tell me what did you do? And what happened?

D: I passed the magnet over the objects, and all the iron objects were attracted to it. This means that the magnet attracts iron objects.

Q: And what objects did the magnet not attract?

D: The magnet did not attract: a plastic button, a piece of cloth, paper, a wooden pencil, an eraser.

Experience No. 24 "Does a magnet work through other materials?"

The game "Fishing"

Will magnetic forces pass through water? Now we will check it. We will catch fish without a rod, only with the help of our magnet. Swipe the magnet over the water. Get started.

Children hold a magnet over the water, iron fish at the bottom are attracted to the magnet.

Tell us what you did and what worked for you.

I held a magnet over a glass of water, and the fish lying in the water was attracted, magnetized.

Conclusion: Magnetic forces pass through water.

game experience "Butterfly is flying"

Guys, what do you think, can a paper butterfly fly?

I will put a butterfly on a sheet of cardboard, a magnet under the cardboard. I will move the butterfly along the drawn paths. Start experimenting.

Butterfly is flying.

And why?

The bottom of the butterfly also has a magnet. A magnet attracts a magnet.

What moves a butterfly? (magnetic force).

That's right, magnetic forces have their magical effect.

What can we conclude?

The magnetic force passes through the cardboard.

Magnets can act through paper, so they are used, for example, to attach notes to a metal refrigerator door.

What conclusion can be drawn? Through what materials and substances does the magnetic force pass?

Conclusion: The magnetic force passes through the cardboard.

That's right, the magnetic force passes through different materials and substances.

Experience Game #25 "Without getting your hands wet"

Does a magnet work through other materials?

And now we go to the laboratory of wizards.

Listen to the next task. How do you get a paperclip out of a glass of water without getting your hands wet?

The kids are trying. (showing how to do it).

We need to take a magnet. And then you need to lead the magnet along the outer wall of the glass.

Tell what you did and what you got. (The paperclip follows the upward movement of the magnet).

What moved the paperclip? (Magnetic force)

What conclusion can be drawn: do magnetic forces pass through glass?

Conclusion: Magnetic forces pass through glass

Explanatory note

Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship between nature and man.

A huge role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.

Research activity develops the cognitive activity of children, teaches them to act independently, plan work and bring it to a positive result.

With the help of an adult and independently, the child learns a variety of connections in the world around him: he enters into verbal contacts with peers and adults, shares his impressions, and takes part in a conversation.

The main goal of the program is to develop children's cognitive activity, curiosity, desire for independent knowledge.

Month	Experimental Game Themes
	First week	Second week	Third week		4th a week
September	Traveling with a drop	Water is clear and can change color			The game "Vodyanoy" is visiting us
October	Wind, wind, breeze	Searching for air	flying seeds		sand country
November	Visiting Karandash-Karandashovich and Gvozd-Gvozdovich	floating and sinking objects	floating feather		Fur. Why does the bunny need another coat
December	Sand, clay	Magic gauntlet	metal objects		The action of a magnet on metal
January		Ice and snowflake	Water, ice, snow		How snow becomes water
February	Magic brush	With and without water			How to get a paperclip out of the water
March	Why did the Snow Maiden melt?	Freeing beads from ice captivity	warm drop		Glass its quality and properties
April	plant wonders	Do roots need air?	The soil. Sand, clay, stones		sun bunnies
May	Warm water for plants	Why do plants spin?	Let's catch a sunbeam.	In the world of plastic

No. p / p Month			Topic		Goals. Tasks.	Ensuring the integration of education (educational field)	Planned results
September	№1		Traveling with a drop		Create a holistic view of water as a natural phenomenon; Introduce the properties of water (liquid, transparent, odorless, tasteless) Give an idea of ​​the importance of water in human life; Cultivate respect for water.	Communication: Learn to match adjectives and verbs to nouns. find words that are opposite in meaning Cognition: to develop the cognitive activity of children in the process of conducting experiments ...	They know how to name the properties of water, its meaning, they know how to find words that are opposite in meaning
	№2		Water is clear but may change color		Determine the properties of water. The water is clear, but may change color. Water can heat up and heat other objects	Communication: enrich and activate the vocabulary through nouns and adjectives. Cognition: To form children's cognitive interest in the course of experimentation	They know how to draw conclusions why objects are visible in water, dyes can be dissolved in water
	№3		The importance of water in plant life		To form children's ideas about the importance of water for the life and growth of plants	Cognition: expand knowledge about the state of plants in the fall. Communication: to promote the formation of dialogic speech in children.	Have an interest in research and experimentation
	№4		The game "Water is our guest"		To develop the cognitive activity of children in the process of forming ideas about the reservoir, its inhabitants; develop creative imagination and camouflage in the process of playing the game	Communication: develop the speech activity of children, replenish the dictionary by naming water bodies. Cognition: to lead children to independent knowledge in the process of playing with Vodyany.	Know how to name reservoirs and their inhabitants.
October	№1		Wind, wind, breeze.		To acquaint children with such a natural phenomenon as the wind, its properties and role in human life. Teach children to observe, conduct experiments and draw their own conclusions.	Cognition: to cultivate interest in experimental activities, love for nature. Communication: continue to develop logical thinking, imagination; activate vocabulary: wind, windmill, prickly, gentle. Snowstorm, blizzard, blizzard.	Able to observe, analyze, compare. Summarize, draw conclusions; use adjectives in your speech, coordinate them with nouns.
	№2		Searching for air		To develop cognitive activity in the process of experimentation, expand knowledge about the air, activate speech and enrich the vocabulary of children.	Communication: develop free communication with adults and peers in the process of conducting experiments, enrich the vocabulary of children (laboratory, transparent, invisible.) Cognition: develop observation, curiosity, thinking, memory. cognitive activity.	Know how to name the properties of air. To draw conclusions in the course of experiments and experiments.
	№3		flying seeds		To acquaint children with the role of wind in plant life, to form the ability to compare plant seeds, to cultivate interest in the study of plants.	Communication: to form in children the ability to listen to a literary word, to enter into a conversation during a conversation. Cognition: to consolidate knowledge of autumn signs, to cultivate a cognitive interest in the natural world.	They know how to name the signs of autumn, show interest in the nature around us, during the game they name the seeds of plants.
	№4		sand country		To reveal the properties of sand, to give the concept of an hourglass, to create a holistic view of sand as an object of inanimate nature.	Cognition: to acquaint children with objects of inanimate nature. Develop curiosity during the experiment. Communication: replenishment and activation of the dictionary on the basis of deepening knowledge about objects of inanimate nature.	They know how to name the properties of sand, draw conclusions during experimentation, know how to coordinate adjectives with nouns, make logical conclusions.
November	№1		Visiting Karandash Karandashovich and Gvozd Gvozdovich		To clarify and generalize knowledge about the properties of wood and metal, to cultivate a careful attitude to objects. Replenish children's vocabulary (rough, fragile melts)	Cognition: To form cognitive - research interest by the method of research. Communication: to form the ability to coordinate words in a sentence.	They know how to name the properties of wood and metal, as well as their differences. Show interest in research activities.
	№2		Floating and sinking objects		Give ideas about objects floating and sinking in water. Develop the ability to classify on the basis of: sinking, swimming.	Cognition: the development in children of cognitive interest in the objects around us, their properties. Communication: to cultivate the ability to hear and listen to the teacher. Vocabulary activation iron, plastic, stone.	They know how to classify objects according to signs: sinking, swimming. The signs of objects are used in speech: rubber, iron plastic.
	№3		floating feather		To expand the understanding of human use of environmental factors, to form children's understanding of the importance of clean water and air in human life	Cognition: develop observation, the ability to compare, analyze, generalize, develop the cognitive interest of children in the process of experimentation, establish a cause-and-effect relationship, draw conclusions.	Can compare, generalize; show interest in research activities.
	№4		Fur. Why does the bunny need another coat		To reveal the dependence of changes in the life of animals on changes in inanimate nature.	Cognition: continue to consolidate knowledge about the nature around us; to form an idea of ​​​​the life of wild animals in winter. Communication: to form the ability to speak grammatically correctly.	They are able to answer the question posed by the teacher. They show interest in the nature around us.
December	№1		Sand. clay.		Learn to highlight the properties of sand and clay (flowability, friability); reveals other things sand and clay absorb water differently.	Cognition: the development of curiosity, the expansion of ideas about the properties of sand, clay. Communication: to form the ability to participate in dialogical speech, to activate the dictionary due to the properties of sand and clay.	Know how to name the properties of sand and clay. Answer the questions posed by the teacher.
	№2		Magic gauntlet		Find out the ability of a magnet to attract certain objects. (magnet, small objects from different materials, a mitten with a magnet inside)	Cognition: to form cognitive interests in children. Develop curiosity, thinking, activity. Communication: vocabulary activation, develop logical thinking, draw conclusions.	Show curiosity and interest in research activities.
	№3		Metal		Recognize metal objects, determine its qualitative characteristics (surface structure, sinking, transparency; properties: brittleness, thermal conductivity)	Cognition: to promote the development of cognitive interest in the process of practical activities. Communication: to learn to describe the subject, to build sentences grammatically correctly, to activate the dictionary.	Possesses the ability to describe the object, names the characteristic features corresponding to the metal.
	№4		The action of a magnet on an object		To expand the logical and natural scientific experience of children associated with the identification of such properties of materials as stickiness, the ability to stick and stick, the properties of magnets to attract iron.	Cognition: to form knowledge about the properties of the magnet, develop interest and curiosity. Communication: learn to share impressions from experiments and experiments; learn correctly, build grammatical sentences.	Possesses the skill of self-examination of objects, name the properties of materials.
January	№1		How snow becomes water.		Show the children that snow melts and becomes water when warm. Melt water is garbage in it. Snow is dirty. You can't take it by mouth.	Cognition: develop cognitive interests through experimental activities.	Able to draw conclusions and conclusions.
	№2		"Ice and Snowflake"		To form research skills of collecting information about objects of inanimate nature: snow and ice, similarities and differences. To develop a cognitive interest in inanimate objects based on a comparison of analysis.	Cognition: Encourage children to draw conclusions through practical research. Communication: develop memory, thinking, attention, imagination. Talk about the properties of water.	Know how to name the similarities and differences between snow and ice. Draw conclusions and inferences.
	№3		Water, ice, snow.		Continue to get acquainted with the properties of water, ice, snow, compare them, identify the features of their interaction.	Cognition: to form interest in cognitive research activities. Communication:	Show interest in research activities. Name the properties of ice, snow and water.
February	№1		Magic brush		Get shades of blue on a light background, purple from red and blue paint.	Artistic creativity. To form an interest in the aesthetic side of the surrounding reality. Communication:	They know how to choose colors by mixing paints.
	№2		With and without water		Help identify environmental factors necessary for the growth and development of plants (water, light, heat)	Cognition: to identify the necessary conditions for the growth of a plant, to form the ability to make elementary conclusions about relationships.	Know how to name environmental factors that affect the growth and development of plants.
	№3		Journey into the world of glass things		To acquaint children with glassware, with the process of its manufacture. To intensify cognitive activity to arouse interest in the objects of the man-made world, to consolidate the ability to classify the material from which objects are made.	Cognition: To know and name the properties of glass, to form an interest in cognitive research activities. Communication: learn to build sentences grammatically correct.	Know how to name the properties of glass objects. build sentences grammatically correct.
	№4		How to get a paperclip out of the water.		Help determine what properties a magnet has in water and in air	Cognition: to form interest in cognitive research activities. Communication: learn to name the properties of a magnet, develop children's speech activity	Possesses the skills of research activities, names the properties of a magnet.
March	№1		Why did the Snow Maiden melt		Expand children's ideas about the properties of water? snow, ice. Learn to establish elementary cause and effect relationships: snow melts in warmth and turns into water, freezes in the cold and turns into ice.	Cognition: to form the ability to draw conclusions and conclusions in the course of experimentation. Communication: Learn to express your thoughts and conclusions by putting them into words in a sentence.	Knows how to be interested in research and experimentation. They express their thoughts and draw conclusions.
	№2		The release of beads from ice captivity.		Create conditions for expanding children's ideas about the properties of ice - it melts in warmth, develop thinking when choosing a method of action Stimulate the independent formulation of conclusions by children	Cognition: continue to introduce children to the properties of ice. Communication: to develop the speech activity of children, to teach dialogical speech.	They are able to draw conclusions in the course of experiments, experiments, name the properties of ice.
	№3		warm drop		Introduce the method of obtaining warm water, develop the ability of children to plan their activities. Draw conclusions. Cultivate accuracy when working with water.	Cognition: To teach children to see the different states of water (warm, cold). Learn to make inferences. Communication: expand the vocabulary with adjectives denoting the properties of water.	They know how to name the state of water, using adjectives in speech, coordinating them with nouns
	№4	Glass, its qualities and properties		Recognize objects made of glass, determine its qualities (surface structure: thickness. transparency and properties: fragility)		Cognition: to know the properties of transparency, fragility, thickness. Communication: expand children's vocabulary with words characterizing the properties of glass	They are able to distinguish objects made of glass from many other objects. Able to match nouns with adjectives.
April	№1	plant wonders		To give theoretical, practical skills in vegetative propagation of plants (by cuttings) to consolidate the skills of caring for indoor plants.		Cognition: develop curiosity, cognitive abilities; develop a love for nature. Communication: expand vocabulary with nouns (plant, root, stem, leaves, flowers)	Children know that plants can be planted using cuttings with and without roots.
	№2	Do roots need air?		To help identify the cause of the plant's need for loosening, to prove that the plant breathes in all colors.		Cognition: continue to acquaint with indoor plants, with ways to care for them. Communication: expand the vocabulary through verbs: plant, water, care for, wither, bloom.	They are called indoor plants.
	№3	Soil (sand, clay stones)		Expand children's understanding of the properties of the soil. To give elementary concepts about sand, clay, stones.		Cognition: to acquaint children with objects of inanimate nature Communication: expand vocabulary by naming the properties of sand clay stones.	They show interest in knowledge and the nature around us.
	№4	"Sun Bunnies"		To form ideas about the properties of sunlight		Cognition: To understand that reflection occurs on smooth shiny surfaces, to teach how to let sunbeams (reflect light with a mirror). Communication: activate children's vocabulary, teach children to speak grammatically correctly.	Can describe weather phenomena. Name the properties of sunlight.
May	№1	Why do plants rotate		Show the children that plants need light to grow.		Cognition: to give the concept that plants are living organisms and cannot live without sunlight and water, to form an interest in the world of plants. Communication: expand the vocabulary through nouns - the names of indoor plants. Improve intonation expressiveness of speech.	They know how to draw conclusions that light is necessary for the growth of plants, that plants reach for the light. Know how to name houseplants.
	№2	"Plants - warm water"		To give children an understanding of the effect of heat and cold on plant growth.		Cognition: to form in children an interest in research activities, to develop curiosity, observation. Communication: develop dialogic speech, replenish and activate the vocabulary of children based on deepening knowledge about the immediate environment.	They know how to take care of the plants in the garden.
	№3	sunbeam transmission		Show, using the example of a sunbeam, how you can repeatedly reflect light and images of an object.		Cognition: name the properties of the sun's rays. Communication: to teach children to share their impressions of observations.	They are able to make their own conclusions and share their impressions.
	№4	In the world of plastic		To acquaint with the properties and qualities of plastic objects, to help identify the properties of plastic - smooth, light, colored.		Cognition: to learn to distinguish objects made of plastic, to name its properties. Develop curiosity and interest in research subjects. Communication: replenish the vocabulary of children due to the properties of plastic (smooth, light, colored).	They are able to distinguish objects made of plastic from many other objects. Use in your speech adjectives that describe the properties of plastics.

Bibliography:

1. L. N. Prokhorova "Organization of experimental activities of preschoolers." Guidelines - publishing house Arches 2005.

2. L. N. Menshchikova "Experimental work sky recommendations - and activity of children ", ed. - 2009.

3. Journal "Preschool Education" No. 11/2004

4. The program "From birth to school" edited by N. E. Veraksa,T. S. Komarova, A. A. Moscow 2012

5. Forward planning for the program From Birth to School, ed. - "teacher", 2011

6. Solomennikova OA "Environmental education in kindergarten" Program and guidelines 2nd ed. - M: Mosaic - synthesis. 2006.

7. Prokhorova L.N., Balakshina TA. Children's experimentation - the way of knowing the world around//Formation began the ecological culture of preschoolers Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.

8. “Experimental-experimental activity” V.V. Moskalenko.

EXPERIMENTAL ACTIVITY IN THE MIDDLE GROUP

KEMEROVO MADOU No. 19 "KINDERGARTEN OF THE COMBINED TYPE"
Children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. The child asks questions about near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. Inclined to observe, experiment. Research activities are of great interest to children. One of the effective methods of understanding the patterns and phenomena of the surrounding world is
method

experimentation
which relates to cognitive-speech development. Children's experimentation has a huge developmental potential. Its main advantage lies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and the environment. Children's experimentation is closely related to other activities - observation, speech development (the ability to clearly express one's thoughts facilitates the experiment, while the replenishment of knowledge contributes to the development of speech). In the process of experimentation, the children's vocabulary is replenished with words denoting sensory features, properties, phenomena or objects of nature (color, shape, size: wrinkled - broken, high - low - far, soft - hard - warm, etc.).
The goals of experimentation are:
Maintain the interest of preschoolers in the environment, satisfy children's curiosity. To develop cognitive abilities in children (analysis, synthesis, classification, comparison, generalization); Develop thinking, speech - judgment in the process of cognitive research activity: in making assumptions, selecting methods of verification, achieving results, interpreting and applying them in activities. Continue to nurture the desire to preserve and protect the natural world, to see its beauty, to follow accessible environmental rules in activities and behavior. To form experience in the implementation of safety regulations when conducting experiments and experiments.
In the middle group, we use only elementary experiences and experiments.

Their elementality is:
in the nature of the tasks being solved: they are unknown only to children; in the process of these experiments, scientific discoveries do not occur, but elementary concepts and conclusions are formed; they are practically safe; in such work, ordinary household, gaming and non-standard equipment is used. According to the method of application, experiments are divided into demonstration and frontal, single or cyclic (a cycle of observations of water, plant growth,
placed in different conditions, etc.) The teacher conducts the demonstration, and the children monitor its implementation. These experiments are carried out when the object under study exists in a single copy, when it cannot be given into the hands of children, or it poses a certain danger to children (for example, when using a burning candle). Positive aspects of the demonstration method: Errors during experiments are practically excluded. When demonstrating just one object, it is easier for the educator to distribute attention between the object and the children, establish contact with them, and monitor the quality of learning. During demonstration observations, it is easier to monitor compliance with discipline. The risk of violations of security rules and the occurrence of unforeseen situations is reduced. Easier to deal with hygiene issues. Demonstration experiments also have weaknesses: Objects are far from children, and children cannot see small details. Each child sees an object from one angle of view. The child is deprived of the opportunity to carry out exploratory actions, to consider the object from all sides. Perception is carried out mainly with the help of one (visual, less often two analyzers; tactile, motor, taste and other analyzers are not involved. The emotional level of perception is relatively low. Children's initiative is reduced to a minimum. Individualization of learning is difficult. Frontal method
–
this is when the experiment is carried out by the children themselves. Experiments of this type compensate for the shortcomings of demonstration experiments. But they also have their pros and cons. The strengths of frontal experiments are expressed in the fact that children can: see fine details well; view the object from all sides; use all analyzers for examination; realize the need for activity inherent in them; work at an individual pace, devote as much time to each procedure as is required for your level of preparedness and skill development. the emotional impact of the frontal games-experiments is much higher than the demonstration ones; the learning process is individualized. Weaknesses of the frontal method: It is more difficult to find many objects. During the frontal experiment, it is more difficult to monitor the progress of the cognition process, the quality of knowledge acquisition by each child. It is more difficult to establish contact with children. There is always a lack of synchronicity in the work of children. The risk of deterioration of discipline increases. The risk of violation of security rules and the occurrence of various unforeseen or undesirable situations increases. The content of experimental - experimental activities is built from four blocks of the pedagogical process. Directly organized activity with children (planned experiments). For the consistent gradual development of research abilities in children, educators have developed a promising plan of experiments and experiments. Joint activities with children (observations, work, artistic creativity). The connection between children's experimentation and visual activity is two-way. The stronger the visual abilities of the child are developed, the more accurately the result of the natural history experiment will be recorded. At the same time, the deeper the child studies the object in the process of getting to know nature, the more accurately he will convey its details during the visual activity. Independent activity of children (laboratory work).
Joint work with parents (participation in various research projects).
The structure of children's experimentation:

Identification and formulation of the problem (choosing a research topic)
; For example, having met the heroes of the fairy tale "Bubble, Straw and Lapot", we thought about how to help the heroes cross the river. A paper napkin, a piece of cloth, iron and wooden plates were alternately lowered into a container with water. We saw that paper, fabric and metal sink, but the wooden plate does not. They concluded that if an object does not sink, it means that you can swim on it. We decided to find out what properties and qualities a tree has and how it can be used. Thus, the idea of ​​research and the desire to get acquainted with the properties of wood arose.
Hypothesis
was like this - does the tree have different properties?
Search and offer possible solutions:
We made a diagram. First, the tree is cut down, then it is delimbed, the logs are taken to the factory, where they are sawn into boards, and then wooden objects (toys, dishes, furniture, doors, musical instruments, etc.) are made. The age of the tree was determined by the number of rings on the cuts of trees. Having considered, it was established that the tree is opaque and each has its own pattern.
Collection of material:
First we decided to find out where the wooden plate came from. Reviewed the illustrations. The forest is our friend, where different kinds of trees grow; it is a "factory" that produces wood. Guessed riddles about trees; What are the main parts of a tree?
Generalization of the received data.
Based on the results of the study, we conclude: The tree is light, floats in water. The wood is hard and works well. The wood is opaque and has its own pattern. Thus, our hypothesis was confirmed - the tree has numerous amazing properties, so the heroes of the fairy tale "Bubble, Straw and Lapot" are best to cross the river on a wooden raft. Such an algorithm of work allows you to activate mental activity, encourages children to independent research. Experimentation is carried out in all areas of children's activities: eating, studying, playing, walking, sleeping, washing. To do this, we create special conditions in the development environment, stimulating the enrichment of the development of research activities. One of the conditions for solving problems in experimental activities is the organization of a developing environment. The subject environment surrounds and influences the child from the first minutes of his life. The main requirements for the environment as a developmental tool is to ensure the development of active independent children's activities. The group is equipped with an experimentation corner so that children can satisfy their research interests at any time in free activities. Watching the children, I identified objects of inanimate nature that aroused cognitive interest in children, and in accordance with this, I compiled a list of activities and games for experimenting in the following sections: liquid, properties of water, air and its properties, conditions necessary for plant life, solid: sand, clay, soil, wood, iron, rubber, paper, glass, plastic, light: light reflection, light sources, color: what is a rainbow, color mixing, sound, magnetism: magnet and its properties, magnifying glass.
After several observations, the children drew conclusions: rain can be different (cold, warm, drizzling, large, heavy rain). Most often it rains when clouds appear in the sky, but sometimes it happens in good weather when the sun is shining, such rain is called “mushroom rain”. It is warm and passes quickly. To show the relationship between animate and inanimate nature, we paid attention to how green it becomes after rain, how easy it is to breathe. The children learned that rain is water. They compared the water from the tap and from the puddle, noted: the water in the puddle is dirty, and the water from the tap is clean. If water from the tap is boiled, then it is suitable for drinking, but from a puddle it is not suitable for drinking. One of the areas of children's experimental activity, which we actively use simple experiments. We conduct experiments both in the classroom and in free activities. Children explore materials with great pleasure and learn that: paper is torn, wrinkled, does not smooth out, burns, gets wet in water, etc. wood is strong, rough, gets wet in water, does not sink, etc. plastic is light, multi-colored, it breaks easily, etc. glass is transparent and multi-colored, fragile, breaks, waterproof fabric wrinkles and smoothes, gets wet and dries out, etc. water is transparent, has no shape, can overflow, evaporate, etc. air is transparent, he knows how to move himself and moves objects, etc. In the middle group, they introduced the children to the transition of bodies from one state to another (water-ice-water), showed the relationship with wildlife. For this, the following experiments were used:
"Ice Journey"
turning water into ice turning ice into water With the help of illustrations, we found out: where water is found in nature, in addition, for what and how we use it, we brought to the concept - water must be saved, not wasted, do not forget to turn off the tap in time. Thanks to experiments, children compare, contrast, draw conclusions, express their judgments and conclusions. They experience great joy, surprise and even delight from their small and big discoveries, which cause children to feel satisfaction from the work done. Children like classes where, together with adults, they make their first discoveries, learn to explain and prove. Children are happy to talk about their discoveries to their parents, put the same (or more complex experiments) at home, learn to put forward new tasks and solve them on their own. In children of 4-5 years old, the first attempts to work independently appear, but visual supervision by an adult is necessary - to ensure safety and for moral support, since without constant encouragement and expression of approval of activity, we also explore objects of inanimate nature with children of 4-5 years old : sand, clay, snow, stones, air, water, we try to make foam, etc. Usually, children find it difficult to answer the question of how you can see and feel the air. To find answers to this question, we conducted a series of experiments: - we breathe air (we blow into a glass of water through a straw, bubbles appear) - is it possible to catch air? - can air be strong? - air movement. From experiments, children learn that air is everywhere, it is transparent, light, and not noticeable. Air is needed for breathing by all living beings: plants, animals, humans. So on a walk on the site, we notice that there is no grass on the paths. Why? We try to drip with a stick, and make sure that the ground is solid on the paths, and next to it - on the side of the road - is loose. They came to the conclusion: since a strong person cannot dig such soil, it means that it is difficult for weak plants to break through it. So the experiment went unnoticed by the children. They offered the children to mold a figure from wet and dry sand. Children discuss what kind of sand is molded, why. Examining the sand through a magnifying glass, they find that it consists of small crystals - grains of sand, this explains the property of dry sand - flowability. Gradually, using the selected material, children succeed and like games - experiments with sand (“It pours - it doesn’t pour”, “It molds - it doesn’t mold”, with water (“Floats?”, “What is faster
drown?"). When getting acquainted with vegetables, the children determined their taste. After tasting the carrot, the children learned that it is sweet, not bitter, and from the teacher's story they learned that it contains a lot of vitamin and is good for our health. Also, in the process of experimentation, we encourage children to ask questions, highlight the sequence of actions, reflect them in speech when answering questions like: what did we do? what did we get? why? We instill in children the skills of interpersonal communication and cooperation: to be able to negotiate, defend their opinion, reason in dialogue with other children. To do this, during the discussion of problem situations, we draw the attention of children to the opinions of others, teach them to listen to each other, and offer more active children to help the shy. Working in the laboratory requires compliance with safety regulations. We made them together with children and game characters. They are very simple and easy to remember:
With sand:
If you pour sand - Nearby a broom and a dustpan.
With fire:
Remember the rule: never touch fire alone!
With water:
If we are dealing with water, Roll up our sleeves boldly. Spilled water - it does not matter: A rag is always at hand. An apron is a friend: he helped us, And no one got wet here.
With glass:
Be careful with the glass, because it can break. But if it crashed, it doesn't matter, There are true friends after all: A smart broom, Brother-scoop And a trash can - In an instant, the fragments will be collected, Our hands will be saved.
Upon completion of work:
Have you completed the work? Did you put everything in place? Experimental activity gives children the opportunity for close communication, manifestation of independence, self-organization, freedom of action and responsibility, allows for cooperation both with adults and with peers. After each experiment, we teach children to be independent when cleaning the workplace. The impetus for experimentation can be surprise, curiosity, a request, or a problem. Fairy-tale characters live in the corners, who are surprised, ask questions, make discoveries together with the children (Why, Stargazer, Karkusha). They are small, and the younger one can pass on their experience and feel their significance, which strengthens the position of the “Adult” in the child. At the first stage, the game characters in the process of joint activities under the guidance of educators simulate problem situations. Subsequently, children learn to independently set a goal, put forward hypotheses, think over ways to test it, carry out practical actions, and draw conclusions. It was interesting to watch how the children in the middle group put Karkusha in front of them and told her how to plant the bow correctly, or what can sink and what does not sink.
Currently, I use project activities to develop activities - experimentation, due to which children's experimentation is connected with other types of children's activities, children form a holistic view of the world. Such as: "Doctor Vitaminkin", during which children play and experimental form learned about how to protect and take care of your health, gained knowledge about nutrition, about vitamins, about their benefits for human health; during the implementation of the project "My favorite toy", each child was able not only to introduce others to his most favorite toy, but also to find out what they are; For example: during the implementation of the educational project "Autumn", when getting acquainted with vegetables, the experiment "sinks, does not sink" was conducted with children: potatoes, onions, tomatoes. During this experiment, the children learned that the potato sinks, while the tomato and onion float.
Working with parents
It is known that not a single upbringing or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and the teacher. Our experience has shown that experimental activity involves, "attracts" not only preschoolers, but also their parents. To this end, we hold parent-teacher meetings, consultations, at which we try to explain to parents that the main thing is to give the child an impetus to independently search for new knowledge, that one should not do his work for the child. We explain that even though his first results in experimentation will be primitive and inexpressive, it is not they that are important, but the experience of independent search for truth itself. To identify the attitude of parents to the search and research activity of children, a survey of parents was conducted. Based on the results of parents' requests, a consultation day was organized for parents on the topic "Experimental Activities at Home". We also developed booklets and memos for parents: “What is not and what should be done to maintain children's interest in experimentation”, “Entertaining experiments in the kitchen”. There is a permanent section in the parental corner “Let's experiment!”, in which parents are offered various forms of conducting experiments and experiments jointly with children. For parents, we created a card file of elementary experiments and experiments that can be done at home. For example, “Colored ice floes” (ice can be seen not only in winter, but also at any other time of the year if water is frozen in the refrigerator). The result of this work is interesting stories of children and parents about how they made soap and paper together at home, grew crystals, dyed fabric, made colored ice cubes. Parents help in equipping experimentation corners, replenishing the necessary materials, and help to satisfy cognitive interests by experimenting at home. . Children's years are the most important and how they pass depends on the parents and on us, teachers. It is very important to reveal in time to parents the aspects of the development of each child and recommend appropriate methods of education. Analyzing all of the above, we can conclude that specially organized research activities allow our students to obtain information about the objects or phenomena being studied, and the teacher to make the learning process as efficient as possible and more fully satisfy the natural curiosity of preschoolers, developing their cognitive activity.