Experimentation lesson in 1st junior group. Open lesson on experimentation in the second junior group “House for the Smurf. Physical exercise “We will jump and gallop”
Summary of an open lesson on experimental activities
in the second junior group “Games with Kapitoshka”
Target: Teach children to understand the purpose of the experiment, presenting it to adults in a playful way.
Tasks:
Develop attention and interest in experimental activities;
Activate and enrich children's vocabulary with nouns, adjectives, verbs on the topic of the lesson (water - liquid, liquid, warm, cold, hot, light, heavy, transparent, colorless, drips, pours, flows, sinks, floats);
Develop skills in conducting first experiments;
Develop children's thinking, speech, horizons and curiosity;
Ability to work in a group;
Cultivate caution when working with water;
Help create a joyful emotional mood in children.
GCD move:
Children meet guests in a group, greet them, and invite them to sit on chairs.
Educator: Guys, how many guests came to visit us, let us give them a good mood.
Circle of goodness: ( Children stand in a circle) Guys, put your palms to your chest, can you feel your heart beating? Knock-knock, knock-knock. Imagine that your heart is a little sun, it warms you, sending its rays, creates you a good mood. Guys, let us blow from our palms and give a good mood to our guests.
Educator: Now you and I and our guests are in a good mood. ( sounds like a soundtrack of dripping water). Guys, do you hear what those sounds are?
Children: Water is dripping.
Educator: Yes, this sound is similar to water droplets. Look, someone is rushing towards us! (Kapitoshka comes down from the cloud).
Children: This is Kapitoshka!
Educator: Who is Kapitoshka?
Children: droplet
Educator: Do you know what a drop is? This is a particle of water. All water consists of such small droplets.
Educator: Where does Kapitoshka live?
Children: On a cloud
Educator: Kapitoshka got bored on the cloud, and he decided to come down to us to play with us and find out, do you know what water is for? ( children's answers)
Children: To drink, wash hands, cook food, do laundry...
Educator (in the form of a conversation): Indeed, we can’t do without water; As soon as we wake up and immediately go to wash; water refreshes us, makes us clean, fresh, invigorates. Let's show how we know how to wash ourselves and talk kindly with good water. Children, come out onto the mat!
Nursery rhyme "Water"
Water - water, (palms under an imaginary stream of water)
Wash my face (palms “face washing”)
For the eyes to look (blinking the eyes)
To make your cheeks red (rubbing your cheeks with your palms)
So that the tooth bites (clicking teeth)
To make your mouth smile. (smile widely)
Educator: Oh, what a great fellow, I see you love some water. Do you want to play with her? ( shows water in a glass)
Children: Yes.
Educator. Look what I'm doing with water? ( I'm pouring it over). The water flows and pours, why? ( because it's liquid) If water were not liquid, it would not be able to flow in rivers and streams, and would not flow from the tap. Because water is liquid and can flow, it is called a liquid.
Educator: Let's remember the rules for practicing with water - roll up long sleeves, don't push, don't splash water, listen carefully to instructions.
Experience: “Mixing cold and hot water”
Guys, dip your fingers in the water, feel what the water is like? ( hot water is poured in the basin, cold water is in the glass)
What kind of water do we wash our hands with? ( warm)
How can you make warm water? ( mix cold and hot)
Guys, pour cold water from a glass into a bowl of hot water. Now, what kind of water is it? ( warm)
This means that water comes in different temperatures - warm, pleasant to the hands, cold and hot.
- And you also know that some objects sink in water, while others float.
Want to check it out? ( Yes)
Let's look at what's on our plate ( pebbles and containers from kinders).
Experience: “Sink or Swim”
Take the pebbles in your hands and squeeze them, what are they? ( hard). Knock stone on stone.
We took the stones in our hands,
They knocked on each other
Our pebbles are knocking, like this, like this.
There is no way for us to break them.
Why can't you break the stones? ( they are hard)
Are the stones heavy or light? ( heavy) The stones are heavy and hard. Let's check whether they will float on water or not? Drop the pebbles into the water ( Children drop pebbles into the water and they drown.) Drowned? ( drowned sank to the bottom) Why did the stones sink? ( they are heavy)
Now take the kinders in your hands, hold them, are they heavy or light? ( lungs).
Do you think the plastic kinder will sink or float? Let's check. Release them into the water. What's happening? ( kinders swim and don't drown).
We have seen that different objects behave differently in water: plastic objects are light, they float, and heavy objects sink and sink to the bottom.
Guys, now Kapitoshka invites you to play.
Fizminutka:
Stand in a circle and repeat after me:
A drop - one, a drop - two, ( show palms one by one)
Very slow at first ( slowly bring your palms together)
and then, then, then - all running, running, running. ( run)
We will open our umbrellas, ( sit down, make a house with your hands)
Let's protect ourselves from the rain.
Experience: “The Color of Water”
Guys, tell me, can you see the stones in the water? ( Yes)
And why? ( the water is clear)
Guys, I’ll now take a brush, my brush is not an ordinary one, but a magical one, I put the brush in a glass of water, wash the brush in the water, and look what happens. ( the water is colored).
Guys, do you see pebbles in the water? ( No) Why? ( the water has become colored, opaque and therefore the pebbles are not visible).
Guys, Kapitoshka told me that we had a problem with a flower in our group ( in a corner of nature, there is a dried flower).
Guys, what happened to our flower? ( its leaves have dried up). Touch the earth, what is it like? (dry)
Educator: What is needed for plants to grow and bloom? ( water)
Educator: Yes, right. Pay attention to indoor flowers; they grow and bloom because we feed them with water.
Well done guys, our Kapitoshka really enjoyed playing with us, but it’s time for him to return to his cloud.
So, let's remember what properties of water are familiar to us: water flows, it can be cold, warm or hot, objects can float or sink in it, the water is transparent, we ourselves can change the color of the water.
Kapitoshka, at parting, left us toys for you to play with water. ( Children independently place toys in a basin of water and play with them.)
Summary of educational activities for experimenting with water “Little magicians” in the second junior group.
Sozinova Lyudmila Borisovna, teacher of the Dobryansky Kindergarten No. 19, Dobryanka.Description of material: I offer you a summary of direct educational activities for children of the second younger group (3-4 years old) on the topic “Little magicians”. This material will be useful to teachers of the second junior group. This is a summary of an educational and research lesson on studying the properties of water through magic tricks.
Summary of direct educational activities on experimenting with water “Little Magicians” in the second junior group.
Educational area:"Cognitive Development"
Kind of activity: Cognitive and research.
Target: Involving children in basic research activities to study the qualities and properties of inanimate nature.
Tasks:
Educational
-introduce children to the properties of water (color, smell);
-activate and enrich children’s vocabulary with nouns, adjectives, verbs on the topic of the lesson
Developmental
-develop skills in conducting first experiments;
-develop thinking, speech, horizons and curiosity of children; talk about the importance of water for all living things;
- to develop in children cognitive interest, independence, observation, and the ability to compare.
Educational
- ability to work in a group;
- cultivate a caring attitude towards water.
Dictionary enrichment: colorless, transparent, odorless.
Materials and equipment: magic chest, cups according to the number of children, coffee, plates according to the number of children, paint, spoons according to the number of children.
Methods and techniques: gaming (magic box with invitation), visual (jar of water), practical (experiments), verbal.
GCD move
1 part. Organizational
Educator: We will sit in a circle together, we need to say hello. I say hello to you, smile back quickly. Let's hold hands together and smile at each other.
Educator: Guys, this morning at our door to the group I found such a beautiful box and an invitation, would you like to know from whom?
“Dear guys, I invite you to the land of magic tricks. Here you will learn a lot of interesting things and learn how to perform tricks with water. And to get into the country, there is a magic hat in the magic box. Good luck."
Educator: Well, let's guys go to the land of magic tricks? (children's answers). Guys, please tell me who is a magician? (children's answers). Do you know how to perform magic tricks? (children's answers)
But to get to this country you need to put on a magic cap (put on by the teacher), close your eyes and say the magic words:
I will believe, I will believe,
I'll spin, I'll spin
I'll find myself in the land of magic tricks with the kids.
Educator: Today I will be the main magician, and you will be my student assistants. Your task is to watch the trick and guess its secret.
Educator: Look, guys, there is something else in the magic chest. Oh, how interesting, what is there? Are you interested? Now I’ll look... (Take out a carafe of water) what do you think is in the carafe?
-That's right, water.
Have you heard about water?
They say she is everywhere!
You will find her in the pond,
And in a damp forest swamp.
In a puddle, in the sea, in the ocean
And in the water tap,
Like an icicle freezes,
Fog creeps into the forest,
It's boiling on the stove,
The kettle steam hisses.
We can't wash ourselves without it,
Don't eat, don't get drunk!
I dare to report to you:
We can't live without her!
Educator: Guys, would you like to learn water tricks?
Part 2. Experimental.
Educator: Then let's go to the magic room, where I will teach you how to perform water tricks. (Children approach the tables, there are cups of water on the tables, gouache for each child)
We sit down at the tables...
Educator: Guys, take one glass of water. Do you think the water is clear or not? Let's check: put a spoon in a glass and if the spoon is visible, then the water is clear. Guys, can you see the spoon through the water?
That's right, well done, you can see the spoon, so what kind of water do we have? (transparent)
Educator: And now we will learn the first trick.
Look how I will make it: take a little magic paint with a spoon, add it to a glass and stir, and see what happens. What color did the water become? That's right, red. Now show me the trick that you can do. What kind of water did you get? Well done, red too. Guys, tell me, is the water clear now or not? Let's check it out. Let's lower the spoon into the glass; if the spoon is not visible, then the water is not clear. Guys, can you see the spoon? That's right, it's not visible, it means the water has become less clear.
Focus “Colorful water”.
To perform the trick, you need to take jars with screw caps (according to the number of children). Water is poured into the jars in advance. The teacher shows everyone that the water is ordinary, covers it with a scarf, then says the magic words:
“The water was simple, now the water will be colored,” and waves his magic wand. Children shake the water in the jar, the water turns the desired color.
(The secret of the trick: The inside of the lids is covered with watercolor paint (red, green, blue)).
Guys, do you think it’s possible to draw with just some water? (children answer). Let's try. Would you like me to make paint using milk and tea?
Trick "Turning tea into paint"
In one glass - “milk” (potato starch shaken in water). In another glass - “tea” (a few drops of iodine in half a glass of water). Liquid from one glass is poured into another and “ink” is obtained. You can even write on paper with them. Viewers can test their drawing skills by taking a brush and drawing something on a blank sheet of whatman paper or cardboard.
Educator: How difficult it is to be magicians. Let's relax and play a little.
Physical exercise “Rain”
Drop one, Drop two, (jumping on tiptoes, hands on belt.)
Very slowly at first. (jumping slowly)
And then, then, then
Everybody run, run, run. (tempo increases)
We opened our umbrellas, (inhale, spread your arms to the sides.)
Shelter yourself from the rain (close your hands above your head in a semicircle).
We rested a little, and now we will continue to learn tricks.
Educator: Let's go to our next magic room. Guys, there is something else in the magic chest. What is it? How interesting...What is this? These guys are magic powder. Let's grab a glass. Smell, does the water smell or not? Well done, the water does not smell of anything, it has no odor. And now we will learn another trick, the water will now acquire a smell, but if you add magic powder to it, it will acquire a smell. Shall we check?
Educator: Look how I will do this, and you repeat after me: take a little magic powder with a spoon, add it to a glass and stir. Smell the water now. Does the water smell now? That's right, the water has acquired a smell. Did you get the trick?
Reflection
Educator: Guys, our magic room is already closing and we need to return to kindergarten. I suggest you go to the carpet and stand in a circle. Did you enjoy the magic room today? What did you like most? And I really enjoyed teaching you tricks today. But before we return to kindergarten, I want to give you a gift.
Focus "Water Transformation"
Educator: Look, I have a bottle. What's in it? That's right water. Does it have a smell? Is the water clear or colored? (children’s answers). Now I put the bottle in a box, cast a spell and my water will turn.....(I turn the box over and take out a bottle of juice, the children see that the water has changed color and a smell has appeared) into juice.
Educator: Well, guys, let's go back to kindergarten, close our eyes and say the magic words:
I will believe, I will believe,
I'll spin, I'll spin
I'll take off my hat now,
And I will return to kindergarten with the children.
Educator: Well, guys, we are with you again in our kindergarten, let's go to our children and treat them to juice.
ELENA KAZYULINA
Goals
Introduce children to the properties of water;
Develop attention, observation, logical thinking during search activities, analysis skills and the ability to draw conclusions.
Activate the dictionary.
Equipment :
Cold and hot water bottles
Disposable cups red and blue, transparent
Demonstration material (pictures, illustrations)
PROGRESS OF THE CLASS
Educator.
Guys, today is not an ordinary day for us. Guests came to us early in the morning. Let's say hello to them.
(children say hello)
Educator.
Look, our friend Piggy is among the guests. (the teacher takes Piggy in his hands and shows him to the children. Piggy is dirty)
Educator.
Hello, Piggy! What happened to you? Why are you so dirty and grimy?
(Piggy tells the children that he was in a hurry to visit them and on the way fell into a puddle and got dirty)
Educator.
Don’t worry so much, the guys and I will definitely help you. Really, guys, can we help?
(children's answers)
Educator.
How do you think we can help Piggy, what can we do for him?
(children's answers) (wash, wash)
Educator.
How are we going to wash Piggy? (water).
That's right, water.
Experiment No. 1 Water is liquid and flows.
Educator.
Guys, water is a liquid substance. It pours and flows. Let us make sure of this.
I will take two glasses - one with water, the other empty, and pour the water from one to the other.
Is water flowing? Why?
Children.
Because it's liquid.
Educator.
That's right guys. If water were not liquid, it would not be able to flow in rivers and streams, nor would it flow from a tap.
There are glasses of water in front of you, take them and pour them into basins on the table.
Is water flowing? Why?
Children.
Because it's liquid.
Educator.
- Guys, do any of you know where water lives? Where is she hiding?
Children's answers. Display of demo material.
Experiment No. 2 warm water (mixing)
Educator.
And now we need to wash our Piggy. What kind of water do you and I wash with? Cold? Hot? (warm).
Here I have two bottles: one contains hot water, and the other contains cold water. (The teacher lets the children touch the water bottles.) How to make warm water? They need to be mixed. Look how I do it. I take a red glass with hot water and pour it into a basin, and then I take a blue glass with cold water and pour the water into the basin where the hot water was poured. I stir, and now you can touch the water.
The teacher invites all children to first pour out hot water, then cold, and identify the water by touch.
Educator.
Well, now we can wash our Piggy. (the teacher washes Piggy and wipes him with a towel).
Educator.
Guys, please tell me, what else do we need water for, how do we use it?
Children's answers, display of demonstration material.
Piggy
Well, now I'm completely clean and tidy. And my mood became good and cheerful. Let's quickly play the game "Droplet".
Fizminutka (game with Piggy).
A drop - one, a drop - two,
Very slowly at first
And then, then, then -
Everybody run, run, run.
The drops began to keep pace,
Drop drop catch up.
We'll open the umbrellas as soon as possible,
Let's protect ourselves from the rain.
(the game is played 2 times).
Experiment No. 3 Clear water.
Piggy
Oh, I know another very interesting property of water. Stepeshka told me. Would you like me to tell you about this property?
Here look. On our table there are cups with different liquids (milk, juice, water). And also, guys, there are pebbles on your table. Take one pebble and put it in a glass of milk. Did you put it in? Now look carefully to see if there is water in the glass of milk. No. And why? Because milk is white. Take the second pebble and put it in a glass of juice. Are pebbles visible in a glass of juice? No. Why? Because the juice is yellow.
Now put the pebbles in a glass of water and look. Are there pebbles visible in the water?
Children.
Yes, we see them.
Educator.
And what do you think? Why do we see them?
Children.
Because water has no color, it is transparent.
Educator.
That's right, the water is clear.
Educator.
You see, Piggy, how great it turns out to be to visit each other. There's a lot to learn. So you guys, today, what new did you and Piggy learn about water? (children's answers).
Piggy.
– Yes, it was interesting!
I didn’t rush to visit you empty-handed. I brought you a coloring book. Look. These are clouds with rain. I thought that I would come and paint with you together. But now I can’t, I urgently need to run to Stepashka and Fillet to tell them about the new properties of water.
Educator.
Well, of course Piggy, run. And the guys and I will be very happy to color your coloring book.
Piggy. - That's it, that's it, I ran! Goodbye everyone!
Educator.
See you again, Piggy!
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“Summary of a lesson on experimentation in the first junior group “Properties of water, stone and sand””
Summary of a lesson on experimentation in the first junior group “Properties of water, stone and sand”
Purpose of the lesson: To consolidate children's knowledge about the properties of various objects: water, stone, sand. Generate interest in experimental activities. Develop fine motor skills of the hands and coordination of movements. Activate in children’s speech the words transparent warm, cold, heavy pebbles, cold sand, loose sand, etc. Cultivate curiosity, curiosity, and aesthetic perception.
Form: Subgroup, practical activities.
Equipment: Paper boats, a bowl of water, a jar of pebbles, a jar of pitch, a sand mold, a scoop, a modeling board, wet wipes according to the number of children. Bunny and bear toys.
Progress of the experimentation lesson:
1. Clarification of safety rules.
During class:
do not put sand or stones in your mouth;
do not splash with water, do not sprinkle with sand;
do not rub your eyes with dirty hands.
Educator: Guys, I brought you a paper boat and a jar of pebbles and sand to class today.
Performing the 1st part of the experiment.
Educator: Guys, let's put our hands in the bath and try some water, what kind of water are children?
(Children answer: cold water.)
Educator: Now let’s put the boat in the bath. Guys, what's going on with the boat?
(Children: The ship is sailing.)
Educator: Let's blow on the boat, what happens to them?
(Children: Swims quickly).
Educator: Now guys, let's see what we have in the first jar?
Educator: I take a jar of stones and ask the guys what they are.
(Children answer.)
Educator: Guys, let's take a pebble in one hand and a boat in the other. What ship?
(Children: Easy)
Educator: What about the pebble?
(Children: Heavy.)
Educator: Let's lower them into the water, look, the boat floats because it is light, but the pebble that sank is heavy. Tell me guys, can you see the pebble?
(Children: Apparently.)
Educator: It can be seen because the water is clear. Now lower it
Your hands are in the bath, do you see them?
(Children: Yes, the water is transparent and we can see the hands.)
Educator: Guys, now take some napkins and wipe your hands.
Educator: Children, let's stand on the mat and play a little.
Physical exercise “We will jump and gallop”
One two three four five
We will jump and jump.
Right side bent
One, two, three - the left side bent - one, two, three.
Now let’s raise our arms and reach for the cloud.
Performing the 2nd part of the experiment.
Educator: Now let's see what we have in the second jar?
Educator: Guys, what's in the jar? (sand). Let's pour sand onto the board. Children, touch the sand and tell me what it is like? (Dry, warm, crumbling).
Educator: This sand is dry, loose. (Children repeat).
Pour it into your palm. (Children do).
Look what sand is made of? (Children's answers.)
Let's say together: from grains of sand. They are small. (Children repeat.)
How difficult it is to hold them in your hands. Grains of sand fall like a trickle. This sand is dry. (I accompany my words with a demonstration of experience).
Educator: Guys, we have a mold on our table. Let's pour sand into the mold and see if we can make a cake or not.
Carefully pour sand into the mold.
Educator: Did you get the Easter cakes? (Children's answers). Why didn't it work out? (The sand is dry.)
Educator: Guys, to make Easter cakes, what do you need to do with the sand?
Children answer: Wet.
The sand is wet - it is dark, cold, and you can make Easter cakes from it. Who knows what will happen if you pour water into the sand? (Children's answers.) Let's check.
Educator: I pour water into the sand.
Touch it and tell me - is it dry or wet"? (children's answers)
Warm or cold? (children's answers).
Educator: If you pour water into the sand, it will become wet and cold.
Look, wet sand flows just as well as dry sand? (Show to children.)
Conclusion. Wet sand is not free-flowing.
Educator: You can make Easter cakes from wet, damp sand. Let's try. Take a mold and carefully put wet sand into it. Let’s tap the sand like this with a shovel and compact it. Carefully turn the mold with sand over. Let's knock on the bottom again with a scoop. Let's remove the mold. What happened? (Kulichik.)
This is such a beautiful Easter cake we made, well done. Children, wipe your hands with a napkin.
Educator: Let me sum it up. Dry sand crumbles, but wet sand smears. Easter cakes cannot be made from dry sand, but from wet sand you can.
September
Topic No. 1 “Properties of sand”
Target:
Introduce children to the properties of dry and wet sand (flowability, ability to pass water, traces remain on the sand), show children that sand is made up of very small particles - grains - grains of sand. Develop the ability to establish cause-and-effect relationships through experimental activities. Expand children's vocabulary. Cultivate interest in the world around you
Preliminary work: playing with sand on a walk, looking at photographs with types of sand buildings.
Equipment: sand (for group classes), a watering can with water, various molds, plastic bottles.
Progress of the lesson
Educator: Guys, today we will conduct various experiments with sand. But first, let's remember what kind of sand there is and what can be built from it?
Children take turns telling what they know about sand
Educator: Well done guys. You are very observant. Now let's carry out the first experiment.
Children sit in a semicircle around a large table. If the lesson is held outdoors, then around the table near the sandbox
Experiment No. 1 “Why didn’t the Easter cake turn out?”
Target: familiarization with the properties of sand: dry, loose sand; You can't build Easter cakes from it. Wet sand: not friable, you can build Easter cakes from it
Description of the experience
The teacher pours sand into a mold and tries to build a Easter cake. The sand from the mold crumbles. The teacher invites 2-3 children so they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a Easter cake. Easter cake turns out. The teacher invites the children to build their own Easter cakes from wet sand.
Educator: Well done guys. Now we will try to draw a picture with sand. What kind of sand do you think will make a painting? (Children answer). Let's check your answers
Experience No. 2 “Making paths and patterns from sand”
Target: continue to introduce the properties of sand: you can draw any pattern from dry sand. From wet - no.
Description of the experience:
The teacher hands out plastic bottles filled with dry and wet sand to the children. First he shows, and then invites the children to draw various patterns. Wet sand does not fall out of the bottle, while dry sand flows out of the bottle freely. Next, the teacher and the children draw a collective picture with sand.
In conclusion, the children sum up: dry sand is free-flowing; by filling a bottle with it, you can draw any pattern. Wet sand is heavy and does not fall out of the bottle.
Conclusion: guys, today we introduced you to the properties of sand. Please tell us what we did with you today? What new did you learn?
During the walk, games are played with sand, taking into account the experiments carried out
Experience No. 3. "Sand and Earth"
Purpose: familiarization with properties of sand (loose) and earth (dry, hard).
Description of the experience:
Each child has a pot of sand, a jar of soil and two “trees” (tree branch) on the table. The teacher invites the children to “plant” a tree in a glass with earth, and then in a glass with sand. Children compare which is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry and hard, and the sand is crumbly.
Experiment No. 4. “Determination of color.”
Target: familiarization with the properties of sand (color).
Progress: Look carefully, what color do you think the sand is? (Light yellow).
Educator: Now let’s pour water on it. What color is the sand? (Dark)
Conclusion. Dry sand is light, and wet sand is dark.
Experiment No. 5. “What is sand made of?”
Target: familiarization with the properties of sand.
Progress: y There are plates of sand on your table. Now we will look at sand. Will an unusual object help us with this? Magnifier. Look through a magnifying glass to see what the sand is made of. What do you see?
Sand consists of small grains of sand, translucent, round, and do not stick to each other.
Now attention! Pour water over the sand in the glass. Where did the water go? Well done right. This means that sand allows water to pass through.
Fizminutka:
We are grains of sand, we are grains of sand
We don't mind spinning around.
We are grains of sand, we are grains of sand
We would dance day and night.
Let's all stand together in a circle
It turns out sand.
Experiment No. 6. “Movement of sand.”
Target: introduction to the properties of sand .
Progress: guys, do you think sand can move? How can I check this?
Check it out for yourself. Take the tubes and gently blow into the tube onto the dry sand. What's happening? Now blow on the damp sand? What's happening?
Conclusion: Dry sand moves, but wet sand does not.
Do you think it is possible to draw on sand? What kind of sand can you draw on? What can you draw with? Children draw on wet sand with a toothpick, and on dry sand with a finger. Calm music plays while you draw.
October
Topic No. 2 “The wind blows across the sea”
Experience No. 1 “Sea”
Target: introduce children to one of the properties of air - movement; air movement is wind, distinguish its strength.
Description of the experience: Fill a deep container with water and launch paper ships. Children blow a lot.
Educator: Guys, do you want to listen to a fairy tale?
Children: Yes.
Educator: In a certain kingdom, in a certain state, there lived three brothers. The older brother is Vetrishche, the middle one is Veterok, and the younger brother is Veterok. Once a dispute broke out between them: which of them was the most necessary and important. The older brother came forward and began to prove.
I chase flocks of clouds
I'm stirring the blue sea
Everywhere I breathe in the open air.
Educator: Guys, strong wind is bad, why do you think?
Children: Destroys houses, howls, overturns cars, uproots trees.
Educator: Strong wind is good, why do you think?
Children: Disperses the clouds, drives large ships, the mill turns.
Educator: Guys, what other word can be used to call Vetrishche?
Children: Hurricane, blizzard, blizzard, blizzard, tornado, blizzard.
Educator: Okay, now we will turn into a wind and prove that a strong wind is good and sometimes bad.
Conclusion: Strong wind is a very strong movement of air and is dangerous.
Experiment No. 2 “How air works”
Target: see how air can support objects.
Material: two identical sheets of paper, a chair.
Progress of the experiment:
- Invite your child to crumple up one sheet of paper.
- Then let him stand on a chair and throw both a crumpled and straight piece of paper from the same height.
- Which leaf landed first?
Conclusion: the crumpled piece of paper fell to the floor earlier, since the straight piece of paper falls, smoothly circling. It is supported by air.
Experiment No. 3 “Air is everywhere” Goal: determine whether air actually penetrates everywhere and is everywhere.
Material: plastic bottle, balloon.
Progress of the experiment:
- Invite your child to look into the bottle and make sure it is empty.
- Let him, with your help, pull the ball onto the neck of the bottle.
- Now let him press the bottle.
- What made the balloon inflate?
- Let the kid sketch what he did.
Conclusion: the ball inflated the air that is in the bottle. When the bottle was pressed, air came out and inflated the balloon.
Experiment No. 3 “Children wave a fan”
Target: Introduce children to such a natural phenomenon as wind, its properties and role in human life.
Description of the experience: Guys, I suggest you wave your hands at yourself. How did you feel? Breeze.
Here are some sheets of paper for you, and I suggest you wave these sheets at yourself. Are you comfortable? Nice? What needs to be done ?
Place a piece of paper in front of you vertically. We bend the edge and smooth the fold. - Let us wave a fan at ourselves and how did you feel? Air movement, coolness, freshness, pleasant feeling. What is a breeze? This is weak air movement.
It's good that the sun is shining!
It's good that the wind is blowing!
It's good that this forest has grown straight to the skies
It’s good that this river has very blue water.
And we are always friendly.
EXPERIENCE No. 4 “Illustration of a sandy desert”
Target:
Description of the experience: In front of each child is a glass jar with sand. The sand in the jar is the child’s personal desert. Children blow into the jar through straws. What's happening to him? First, waves appear like in a bowl of water, and then the sand moves to another place, then a sand mound appears. Such hills can be found in the desert, they are called dunes; with the help of the wind, sand travels across the desert.
Experiment No. 4 “Waves”
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Experiment No. 5 “Waves” Target: Introduce children to such a natural phenomenon as wind and the reasons for its occurrence. Description of the experience: Prepare bowls of water for each child on the tables. Each bowl has its own “sea”. Red, black, yellow (color the water with watercolor paint). Children are the winds. They blow on the water. What happens? Waves. The stronger you blow, the higher the waves. November Topic No. 3 “Let’s find out what kind of water” Target: Progress: mystery: She's in the lake too She's in a puddle too She's in the teapot too Our place is boiling. She's in the river too Runs and murmurs. (Water) Today we will learn more about water; Let's get to know her better. Children, why do you think we need water? People drink water; cook food; wash dirty fruits and vegetables; wash your hands and face every day; water the plants so they don’t dry out; water is needed by fish and other inhabitants of rivers, lakes, seas and oceans; people wash off dirt from furniture, wash dishes, wash clothes. Today you and I are turning into researchers and learning about what water is and its properties. You are ready? Then let's go! Experiment No. 1 “Water is a liquid”, “Water has no smell” Target: identify the properties of water (transparent, odorless, flowing). Description of the experience: Give the children two glasses: one with water, the other empty. Suggest carefully pouring water from one to the other. What happens to the water? It's pouring. Why is it pouring? Water flows because it is liquid. So what kind of water? (Liquid) Because water is liquid and can flow, it is called a liquid. The teacher invites the children to smell the water. Children, what does the water smell like? It doesn't smell right at all. Pure water has no odor. Experiment No. 2 “The water is clear.” Target: identify the properties of water (transparent). Description of the experience: There are two glasses in front of the children: one with water, the other with milk. There are spoons in both glasses. In which glass is the spoon visible? That's right, in a glass of water. Why do you think there is a spoon visible in this glass? The water is clear, but the milk is not. Dear researchers, I invite you to think about what would happen if river water were opaque? Like in fairy tales: a milk river with jelly banks. Could fish and other animals live in such rivers of milk? No. Why do you think? Opaque water does not allow sunlight to pass through, and without this, plants cannot live in rivers. And if there are no plants, there will be no fish and animals, because many animals eat plants. Every living thing needs clear, clean water. This means that water bodies cannot be polluted. Physical education lesson “Rain” The rain sings a song: Children shake their brushes freely Drip, drip... Only who will understand her - They throw up their hands in bewilderment. Drip, drip? sides Neither I nor you will understand, They point to themselves, to their neighbor. But flowers will understand, they depict with their fingers how flowers are blooming. And spring foliage, Hold your hands in front of you. And green grass... Squatting, moving their fingers, like stroking grass. The grain will understand best: They show how to hold grain in their hands. It will begin to sprout. They make snake-like movements. B. Zakhoder Experiment No. 3 “Water is a solvent.” Target: identify the properties of water (transparent, odorless, flowing, substances dissolve in it). Description of the experience: There are two saucers on the table: one contains regular sand, the other contains granulated sugar. Two glasses of water. The experiment is carried out by the teacher. Dissolve regular sand in the first glass. It didn't dissolve. Dissolve granulated sugar in a second glass. He dissolved. Children are invited to try the solution - it is sweet. Some substances dissolve in water, and some do not. This means water is a solvent. Experiment No. 4 “Water is a solvent.” Target: identify the properties of water (transparent, odorless, flowing, substances dissolve in it). Description of the experience: On the table there are multi-colored paints, brushes, glasses of water. Now try to dissolve the paints in water yourself. What happened to the water? (She colored herself). Whatever paint was dissolved, this is the color that came out. This means water is a solvent. |
Topic No. 4“Paper, its qualities and properties”
Target: to develop the ability to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, soaks).
Move: children are sitting at tables. Each of them has all the material in front of them. The teacher reads an excerpt from the poem “Paper” by S. Mikhalkov:
Plain paper
fresh leaf,
You are white as chalk.
Not wrinkled and clean.
Your surface for now
No one's hand touched it!
What will you become?
When, what
Will you be written on by hand?
Experiment No. 1 “Paper wrinkles”
Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (creases, tears, cuts, burns).
Description of the experience:
Children, what do you think we will talk about today? (children's answers) That's right, about paper. Pay attention to the strips of paper lying in front of you. What color is the paper? Touch, stroke the surface of the paper and tell me what it is like? (smooth, rough, rough). Pick up the strip that you consider the smoothest, roughest. Now touch the strips one by one again and tell me if they are all the same in thickness? (children's answers). That's right, there are strips of thin paper, and there are thicker ones. Try crumpling the paper. Happened? (children's answers).Which strip was wrinkled very much, which was not. Why? (children's answers). That's right, guys, the thinnest paper wrinkles more than thick paper. But still, all kinds of paper crumple—thin, thick, white, and colored. THIS MEANS THE PAPER IS CRUMPSED. Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers). SO, THE PAPER EASILY CRUMPSES AND DOESN'T SMOOTH OUT AT ALL, AND DOESN'T BECOME THE SAME. Now tear off a piece from each strip. Happened? THIS MEANS THE PAPER IS ALSO TORN. CONCLUSION: THE PAPER IS WRINKLES AND TIRES.
Experiment No. 2 “The paper gets wet”
Target:
Description of the experience:
Tear off a piece from each strip and place it in a glass of water. What do you think will happen to the paper? (children's answers) - Take out the strips and put them on trays, touch the paper. What has she become? (wet).
Use two fingers to pull a piece of wet paper in different directions. Happened? Why? (the paper got wet and spread out) CONCLUSION: THE PAPER GET WET IN WATER AND SPREAD AWAY, IT IS NOT STRONG.
Experiment No. 3 “Drawing paper”
Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency).
Description of the experience: in take a graphite pencil and draw a line on each of the stripes, and then a colored one. Happened? We secure it with a pattern of your choice.
Children, look around! Name one item each made from paper. Why do you think it’s impossible to make furniture out of paper, sew clothes, or build housing? (children's answers). That's right, because you and I found out that paper is fragile, easily wrinkles and tears. Houses are built from stone, clothes are made from fabric, because these are durable materials.
What new and interesting things have you learned about paper?
CONCLUSION: paper can be colored, smooth, rough, thin and thick; the paper rustles, wrinkles easily, and does not return to its original shape; paper is easily torn; paper gets wet in water, spreads, and is fragile.
January
Topic No. 5 “Snow, what is it like?”
Experiment No. 1 “Snowman”
Target:
Description of the experience:
The teacher draws the children's attention to a toy - a Snowman. The kids look at her and touch her. What is this? (Snowman), Do you want to play with him? The snowman says: “I wanted to make “pies” out of snow, but I don’t know how.” How can we help our Snowman?
The teacher encourages the children to make statements (make “pies”). From what? (From snow), Where can I get snow? (On the street)
The teacher brings a container of snow into the group and gathers the children around him. The teacher shows the snow and says that it is white and cold. Children repeat the words after the teacher and touch the snow.
“In the room, the snow begins to melt and becomes sticky. Why?" (Warm).
Teacher's demonstration. The snow has become sticky, and you can make different figures and “pies” from it. Next, the teacher scoops the snow into sand molds. Makes snow figures (“fish”, “flower”, “butterfly”, etc.) out of snow on a tray. The teacher invites the children to form figures out of snow, explains that the snow must be taken with a scoop.
Independent work of children.
The kids independently (under the supervision of the teacher and the Snowman) turn the molds filled with snow onto a tray. The trays are then placed on the common table. Children treat the Snowman.
Experience No. 2 “We are snowflakes”
Target: While experimenting, show children how snow melts in warmth and becomes water.
Description of the experience:
Listen to the riddle.
He's fluffy silver
But don't touch him with your hand
It will become a little bit clean
How to put it in your palm
What it is?
Snow.
Yes, guys, it's snow. These are ice crystals in the form of hexagonal plates or stars - snowflakes. We show the children drawings of snowflakes. Snowflakes are frozen droplets of water. Guys, how many of you know: Is it possible to sculpt from snow in frosty weather? No, the snow doesn't stick together? What kind of snow is there in warm weather? Raw, heavy, sticky, wet. How many of you have watched snow fall in warm, frosty weather? Flakes, individual snowflakes. Where will the snow melt faster on your mitten or on your palm? Why? Snow will melt faster on your palm because it is warm. What will happen to snow in a warm room? The snow will melt and you will get water.
Guess the riddle.
Lives in seas and rivers,
But it often flies across the sky.
How will she get bored of flying?
Falls to the ground again"
Water
Teacher: shows the children 2 snow plugs. Places them in jars of warm and cold water.
Look carefully, in which water will the snow melt faster - warm or cold? Warm.
Experiment No. 3 “Snow is cold and white”
Target: identify the properties of snow.
Description of the experience:
The teacher brings snow in a bucket. Shows children:
- Look what's in my bucket. Who knows where I got it from?
- What do you think, if you take snow in your hands, what is it like? (cold).
Invites the children to take the snow in their hands one by one. Do you feel how cold the snow is? (choral and individual repetitions).
- Let's warm our hands, blow on them like I do (The teacher shows how to blow on the palms).
- Do you feel the heat coming? How do you feel, Egor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small scoops in advance.
- Let's put the snow in the saucers (the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If the children find it difficult to name the color, the teacher names it himself: snow is white.
- Look what's in my mug? Shows to all the children: pours water from a mug into a glass.
- After all, I filled the mug with snow. Where did the snow go? (The snow has melted)
He explains to the children: it’s cold outside, so the snow lies and doesn’t melt, but as soon as we brought it into a warm room, it immediately began to melt and turned into water.
The snow in your buckets will also turn into water, but not immediately, but gradually, it will take time for this. When the sun starts to warm up more, all the snow outside will begin to melt.
- Tell me, is it possible to drink this water from melted snow? (No, you can’t drink this water, it’s dirty).
- Where can you drink from then? (From a tap, kettle, bottle).
- Why is it possible to drink water from a tap, kettle, bottle, but not from melted snow? (She's dirty).
February
Topic No.6 “Properties of Ice”
Experiment No. 1 “Ice Hut”
Target: introduce the properties of ice (ice is solid water, ice melts in heat).
Description of the experience: surprise moment: on a saucer covered with a handkerchief, ice. The teacher approaches all the children and asks them to touch with their fingers and say what is there. Children, touching with their hands, say that it is cold, slippery, damp. Guys, who guessed what was there? (Ice)
How is ice made? What is he like? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take the ice cubes and put them in the water. (Children's answers). What else can happen to ice? Guys, in which fairy tale was there an ice hut? What happened to the hut? Why did it melt? But today we can see how ice melts in a warm room. In the meantime, our hut will melt, we will play a game.
Physical exercise. (We imitate a fox and a hare, or play the game “snowflakes and ice” - when the teacher says snowflakes, the children run quietly around the hall, and when they say “ice”, they “harden”, stop and freeze).
Look, our ice has already melted a little. How is this noticeable? (the ice decreased, water flowed). Before our hut has completely melted, let's remember the fairy tale. Showing illustrations for the fairy tale “The Fox and the Hare”. There is a conversation going on. Why didn't the hare's hut melt? What happened to the bunny? Who came to the rescue first, who came later? And who was able to drive out the fox? At the end of the lesson, we bring the children to our experience. What happened to the ice?
Experiment No. 2 “MELTING ICE IN WATER”
Target: Show the relationship between quantity and quality from size.
Description of the experience: Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to hypotheses.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Experiment No. 3 “Colored ice floes”
Target: In the process of experimenting, show children how water dissolves substances (paint, how at low temperatures (cooling) water freezes and turns into ice. Introduce children to the sign “temperature”; consolidate knowledge of primary colors; instill in children a desire to protect and create beautiful things; learn to express your impressions in words.
Description of the experience: The teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, or low temperatures. And if you add paint to the water, the water will turn into colored ice, which can be used to decorate the trees on the site
Consider with your children the water poured into cups, what color is the water? (transparent, colorless, you can see different objects through it. Invite the children to take brushes, place them on the glass and look through it. What do you see? Lead the children to the conclusion that the water is transparent in color and has no color.
Invite each child to add paint to the water and see if the color appears in the water? What color is the water? (colored, green, red, yellow, blue). Why did the water become colored? What have we added? Lead children to the conclusion that water dissolves substances.
Show the children the colored pieces of ice that are ready and let them touch them. Ask the children: What are the pieces of ice made of? (water). Why are they colored? (added paint). What are they in temperature, why? (cold, the water was placed in the cold). What if you put the pieces of ice in a warm place? (they will melt).
Invite the children to pour colored water into the prepared molds, put a thread in each mold and put them outside on the ledge to watch how the water freezes.
Experiment No. 4 “Colored beads” Also make beads from a candy box. Pour colored water into the molding box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them in the frost.
On a walk, offer to see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children have made with their own hands.
March
Topic No. 7"Floats and sinks"
Experiment No. 1 “Ball”
Target: introduce children to light and heavy objects (some remain on the surface of the water, others drown)
Description of the experience: I take the doll and throw the ball into a bowl of water.
Oh, Katya, what are you doing? Guys, Katya had fun and started playing with the ball. The ball jumped and fell into a basin of water.
Don't cry Katya, the ball won't drown. Look, you guys, the ball doesn’t sink, it floats.
Vanya, what does the ball do? (floats, does not sink).
Seryozha, should you also look at what’s wrong with the ball? (floats, does not sink). Etc.
Right. The ball did not sink, it floats in the water. The ball is rubber, the rubber is light. Therefore, he does not sink, but floats.
But Anya will now take a pebble and also throw it into the water (the child performs the action).
What happened to the stone? Vanya come and take a look.
Right. The stone lies at the bottom of the basin. It's heavy, that's why it drowned.
Go Seryozha, throw a pebble. What happened to the pebble? (drowned, lies at the bottom of the basin). I call all the children one by one.
What happened to the stone? What about the ball? (children's answers).
Right. The ball is rubber and light, it does not sink, but floats. The stone is heavy. He drowned and lies at the bottom of the basin.
Do you understand Katya? (the doll says thank you).
Please, Katya. Guys, Katya needs to rush to the other children and tell her about everything that happened to her today. Goodbye, Katya.
And we also need to go and tell and show the guys everything.
Experiment No. 2 “Colorful water”
Target: consolidate the properties of water
Description of the experience: invite children to become “wizards” and make the water colorful. Ask them how can clear water change its color?
Take several containers with clear water, prepare a brush and gouache. Using paint, work with your children to color the water in the cups to see how it changes.
You have already conducted the “Water Transparency” experiment, try putting a kinder toy or a spoon into a glass of paint, discuss whether it floats or sinks. Draw a conclusion: in light paint the toy is visible, but not completely, and in dark paint the toy is not visible.
Experiment No. 3 “Floats, sinks or dissolves”
Target: explore how various objects float, sink or dissolve.
Progress of the experiment:
- Lay an oilcloth on the table and pour warm water into a bowl.
- Invite your child to take a stone and slowly and carefully, without splashing, lower it into the water.
- Now let's see if he drowned.
- Using tweezers, the baby takes out a stone and puts it in a box for objects that sink.
- Now let him repeat the experiment for wood and other objects. The baby takes out each of them with tweezers and places them in appropriate boxes for floating and sinking objects. With those that dissolve, we’ll do this: put a few grains of sugar and salt with dry tweezers into a box for dissolving substances.
Conclusion: Iron, stone, glass sink. Fabric and paper sink when wet. Wood and light plastic do not sink. Sugar and salt dissolve.
Experiment No. 4 “Which is heavier?”
Target: compare the properties of sand, stone, and water.
Equipment: stones, dry sand, a jar of water, an hourglass.
Progress of the experiment: d Children are located around the teacher’s table. Sensory examination of natural objects: viewing, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a stream of sand, the sound of pouring water, and then compare them.
The teacher places a stone and sand into a jar of water at the same time, and the children watch natural objects settle to the bottom. Conclusion: the stones settled to the bottom earlier - they are heavier. The sand settled to the bottom later than the stone - it is lighter.
After a series of experiments, we can summarize the use of natural materials (sand, stones) in everyday life. Demonstration of hourglasses, toys, etc.
April
Topic No. 8 “Let’s treat the cockerel and hen with grains”
Experience No. 1 “I sow, I sow, I sift”
Target: developing fine motor skills and observation.
Equipment. Cereals, strainers, buckets, bowls, sand.
Description of the experience: How to separate small grains from large ones? Suggest trying to separate with your hands. It's hard and long. Show how quickly you can (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand themselves. Why did the pebbles remain in the strainer? They draw a conclusion.
Experiment No. 2 “How to quickly sort through cereals”
Target: compare the properties of cereals.
Equipment: glass jar (precisely a transparent vessel, so that children can see what changes are happening), peas, beans, buckwheat (you can take any other cereals, the most important thing is that they are of different shapes, sizes, colors).
Description of the experience: The teacher comes to the experimentation corner and says: “Look, what a mess! “Well, naturally, the children react instantly, run up, and begin to find out what happened. Everyone can run up, but gradually a few people will remain, the rest can go and go about their business. Soon they notice that the cereal in the jars is mixed.
What do you think will happen if the jar is shaken? (Children's answers)
Do you want to try it and see what happens? (Children's answers)
Remember the safety rules! But first, guys, we need to remember how small objects can be dangerous? (Children's answers)
Do not put small objects in your ears or nose,
They might get stuck there
Remember this!
Teacher: now do this: carefully but vigorously shake the jar. What do you see? (Children's answers)
We conclude: the larger fruits of beans and peas are on top.
Teacher: put the beans and peas into jars (while transferring, discuss the shape, size, color with the children).
Teacher: Why do you think large fruits appeared on the surface?
We conclude: Smaller grains of buckwheat fall between the larger ones and fit tightly to each other. Beans and peas are pushed to the surface.
Experiment No. 3 “Miracles from semolina”
Target: introduce children to an unconventional drawing technique using semolina.
Description of the experience: R Tell me about this type of drawing and show it, an amazing story will help me.
“One day, seemingly unrelated objects gathered on the table: “The workers are friendly. These things are necessary!”
They all lay there, looking at each other with interest, but suddenly a thin rustling voice was heard, which was dissatisfied with something - it was Semolina. She began to grumble and be indignant more and more:
- Here you are, all such necessary and important things! You help people do serious work!
And I! I’m just cereal, I’m needed for porridge, I’ll be eaten and immediately forgotten! How insulting and annoying this is!
What do you think I could do? I, of course, intervened in this conversation and tried to explain to semolina how good and healthy it is not only in semolina porridge.
- You won’t believe it, Semolina, but with your help you can draw bright and unforgettable drawings! Look!
1 way. Drawing on a tray (for young children). Place a layer of semolina approximately 2-3 mm thick on the tray. Level it out. Then you can draw simple shapes by dragging your finger: circle, triangle, flower, sun, etc.
Experiment No. 4 “Sprouting beans”
Target: expand children's understanding of plant growth.
Sequence of observation of experience: select a healthy, undamaged bean seed and place it on a tray with damp gauze (cotton wool) - this is the initial stage of observation. Children watch on what day the beans will sprout. At the second stage, children plant the sprouted bean seed in a pot of soil and water it periodically. Observe the appearance of the first leaf of the plant. Subsequently, the growth of the plant is monitored.
Topic No. 9“The grass is green, the sun is shining.”
Experiment No. 1 “Vegetable garden on the window”
Target: show the importance of water in plant life, give an idea that green onions can be grown from a bulb if the conditions are created.
Preliminary work : observing onions placed in a jar with water and another jar without water.
Description of the experience:
Spring is about to come, sunny, joyful, warm. But spring is a difficult time for our body, which becomes weak due to a lack of vitamins. And here it comes to our aid: “golden” and healthy, full of vitamins, although it has a sharp, bitter taste, it burns... not lemon. What is this? (showing the onion) Onions contain vitamins C. These vitamins protect the body from various diseases, especially colds and flu. This is an onion. Tell me what color is the onion? What shape is it? Touch it with your finger and tell me if the onion is hard or soft? Now I’ll cut the onion (everyone loves me, but undressing me means shedding tears). Smell what it smells like? Why are you crying? Yes, onions sting the eyes and make everyone cry. Who wants to treat themselves to onions? What do onions taste like? (let the onion taste and eat it with something). Onions are bitter, but they are very healthy and contain many vitamins. If you plant an onion, green leaves and green onions will not grow out of it. Green onions also contain a lot of vitamins. The onion has a top (show it), this is where the green onion grows. Show me where green onions grow from? But the bottom of the bow is the bottom (show), let’s say all together: “bottom”. Show me where the bottom of your bow is? Onions should be planted bottom down. Look how I will plant? "bottom down." I plant with some effort, so that the bulbs breathe and bask in the sun, not too close to each other, so that there is no shadow. Now take the bulb correctly, bottom down, and plant it in our garden bed. All we have to do is water it abundantly to awaken the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, grow the onion." You will be the bow. I plant the onion in the ground, bottom down. Everyone sat down. Now I take a watering can and pour water on you, the onion begins to grow, green leaves appear (the children rise slowly), the onion grows and grows. The green onions are getting big and big, so our onions have grown (the children are straightening up), what will we do with our planting so that the onion grows faster? (water, put in light and heat).
Onions growing in the garden
He is a great cunning man in nature,
He is dressed in a hundred clothes,
Kids for lunch
They don't want to tear it down
Why shed tears!?
Experiment No. 2 “Birch Twig”
Target: observe the appearance of leaves on branches placed in water, identify the plant’s needs for warmth.
Observation sequence: in winter, branches are brought in and placed in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds are observed to bloom.
Topic No. 10 “Sunny bunnies” - let’s play with the sun.
Experience No. 1 “Sunny Bunnies”
Target: give the idea that a “sunbeam” is a ray of sun reflected in a mirror.
Performing the experiment: the teacher demonstrates the appearance of a sunny “bunny”, accompanying his actions with words. The mirror reflects a ray of light, and the mirror itself becomes a source of light. You can let the sun “bunnies” only in a lighted room.
The teacher shows the children how to let in sun “bunnies”.
Catch a ray of light with a mirror and direct it in the desired direction.
Children are trying to release sun “bunnies”. Then the teacher shows how to hide the “bunny” (cover the mirror with your palm). Children try to hide the “bunny”. Next, the teacher invites the children to play hide and seek and catch up with the “bunny”. Children find out that it is difficult to control the “bunny” and play with it (even with a slight movement of the mirror, the sun “bunny” moves a long distance on the wall).
The teacher invites the children to let the “bunnies” go in a room where there is no bright sunlight.
Why don't sunbeams appear? (No bright light).
Conclusion: The sunny “bunny” appears by reflecting light from shiny surfaces.
Experiment No. 2 “Light everywhere”
Target: show the meaning of light, explain that light sources can be natural (sun, moon), artificial - made by people (lamp, flashlight).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, chest with a slot.
Description of the game - experiment:
Little Chick Curiosity invites children to determine whether it is dark or light now and to explain their answer. What's shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (there is a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light comes in and illuminates everything inside it.) Opens the chest, light comes in, and everyone sees a flashlight.
And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
Experiment No. 3 “Flashlight”
Target: Show the light value.
Description of the game - experiment:
Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for?” Misha offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything clearly when a flashlight is shining?
Misha places his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
is there a shadow? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher suggests using his hand to show
shadow of a bunny, dog. Children repeat. Misha gives to children
present.