Synopsis of cognitive research activities in the second junior group “Journey to the autumn forest. Cognitive and research activities in the II junior group "Property of paper
Objectives: Form the ability to observe and draw conclusions. To acquaint children with the properties of paper. In the course of experimental activities, teach to give complete answers. Develop the thinking, speech of children. Foster curiosity.
Equipment: miracle - wood, various types of paper, containers with water, glue, brushes, felt-tip pens, easel.
The logic of educational activities
1. Game situation:
Look what unusual we have appeared in the group (before the start of the lesson, a miracle is placed in the experimental corner - a tree)
This is how the "Miracle Tree" grew in our group, look what is growing on our tree?
I wonder what is this? (showing a piece of paper) Where did he come from here?
I will tell you that the tree is our helper in everything, it not only bears fruit. And most importantly, paper is made of wood.
Want to know how sheets of paper are made from wood?
We will find out about this when we go to the senior group.
And now let's experiment with paper and turn into little scientists and go to our little laboratory.
2. Inspection of paper (enter the results of research on an easel using symbols)
Work at the first table. Equipment: sets of different paper, landscape sheet, napkin, notebook sheet, pieces of wallpaper, velvet paper, etc.
Look how many different papers are on the table, let's touch it and consider
How does a green piece of paper feel to the touch .... (smooth)
What a red piece of paper feels like .... (rough)
How does a blue piece of paper feel ... (thick)
How does an orange piece of paper feel to the touch ... (thin, soft).
Concludes together with the children:
The paper has a different feel: smooth, soft, rough, bumpy, etc.
Look, which paper is by color? (Multi-colored.) Now we will play D / game "Show it correctly" pick up the red paper, blue, etc.
Can you see anything through the paper?
Take a look.
Together with the children, he makes a conclusion: nothing is visible through the paper.
Work at the second table. Equipment: sheets of landscape paper, felt-tip pens, paints, pencils, cotton swabs, etc.
Can you guys draw on paper?
Let's check. Album sheets of paper, felt-tip pens, paints, cotton swabs, colored pencils are offered to children.
Independent - creative work of children.
Conclusion: you can draw on thick paper
Experience 3. “We crumple and smooth”
And you can also wrinkle the paper, crumple it, we have got a bun, and now smooth it
Conclusion: paper can be wrinkled and smoothed.
Work at the third table. Equipment: container with water, paper.
I suggest placing the paper in a container of water. What's happening?
The paper is wet, try to pick it up. What happened?
Conclusion: the paper is soaked and torn. The paper is afraid of water.
Paper can be torn into small pieces by hand, which paper tears easier than a landscape sheet or a napkin? See how many small pieces we got. Do you think we need them? What can you do with them? (glue)
Test 6 "Bonding paper"
For this work we need: pieces of paper, glue. Look, I have for you the contours of the river, snow drifts, mountains. Apply glue to the entire path first, then lay out the pieces of paper. See what pictures you have.
Conclusion: the paper can be glued, and you get a beautiful picture
Do you think paper can fly? We have pieces of torn paper left, take them in your palms, go to the rug. Blow on your palms, what's going on? What do pieces of paper look like? (Autumn leaves)
Conclusion: Small pieces of paper are light when blown on them they fly apart.
Did you guys wonder?
Let's remember. what have we learned about paper? (Children come up to the easel by convention and say what they have learned about paper.)
MDOU "Kindergarten number 66"
Prepared by: Educator Tarakanova N.I.
Card index of cognitive - research activities in the first junior group.
September
Topic number 1 "Properties of sand"
To acquaint children with the properties of dry and wet sand (flowability, ability to pass water, traces remain on the sand), to show children that sand is made of very small particles - grains - grains of sand. To develop the ability to establish causal relationships through experimental activity. Expand the vocabulary of children. Cultivate interest in the world around you
Preliminary work: playing with sand while walking, looking at photographs with views of sand buildings.
Equipment: sand (for a group lesson), watering can, various molds, plastic bottles.
Course of the lesson
Educator: Guys, today we will put on various experiments with sand. But first, let's remember what sand is and what can be built from it?
Children take turns sharing what they know about sand
Educator: Well done guys. You are very observant. Now let's do 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
Experience number 1 "Why the cake didn't work out"
Purpose: familiarization with the properties of sand: sand is dry, free-flowing; you cannot build Easter cakes from it. Wet sand: not free-flowing, you can build Easter cakes from it
Experience description
The teacher pours sand into the mold and tries to build a cake. The sand crumbles from the mold. The teacher invites 2-3 children so that they can build Easter cakes. Further, the teacher moistens the sand with water and tries to build a 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 paint a picture with sand. What sand do you think the painting will be made of? (Children answer). Let's check your answers
Experience number 2 "Making paths and patterns out of sand"
Purpose: to continue to acquaint with the properties of sand: any pattern can be drawn from dry. From wet - no.
Experience description:
The teacher distributes to the children plastic bottles filled with dry and wet sand. First, he shows, and then invites children to draw various patterns. Wet sand does not spill out of the bottle, while dry sand flows freely from the bottle. Next, the teacher and the children paint a collective picture with sand.
In conclusion, the children sum up the results: dry sand is loose, 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 got acquainted with the properties of sand. Please tell us what we did today? What's new learned.
Sand games are held on the walk, taking into account the experiments
Experience number 3. "Sand and earth"
Purpose: familiarization with the properties of sand (loose) and earth (dry, hard).
Experience description:
Each child has a sand pot, a jar of earth and two "trees" (a tree branch) on the table. The teacher invites children to "plant" a tree in a glass filled with earth, and then in a glass filled with sand. Children compare what is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry, solid, and the sand is crumbly.
Experience No. 4. "Determination of color".
Purpose: familiarization with the property of sand (color).
Stroke: Look closely, what color do you think the sand is? (Light yellow).
Educator: now let's pour water on him. What color did the sand become? (Dark)
Output. Dry sand is light and wet sand is dark.
Experience No. 5. "What is sand made of"
Move: you have plates of sand on your table. We will now look at sand. Will an unusual object help us with this? Magnifier. Consider what the sand is made of through a magnifying glass. What do you see?
The sand consists of small grains of sand, translucent, round, not sticking to each other.
Now attention! Pour water over the sand in a glass. Where did the water go? Well done right. This means that the sand lets water through.
Physical minutes:
We are grains of sand, we are grains of sand
We are not averse to spinning.
We are grains of sand, we are grains of sand
Used to dance day and night.
Let's all stand together in a circle
It turns out sand.
Experiment No. 6. "Sand movement".
Purpose: familiarization with the properties of sand.
Move: guys, do you think the sand can move? How can you check it?
Check it yourself. Take the straws and gently blow into the straw on dry sand. What's happening? Now blow on the wet sand? What's happening?
Conclusion: Dry sand moves, but wet sand does not.
Do you think you can draw on the sand? What sand can you paint on? What can you draw with? Children draw on wet sand with a toothpick, and on dry finger. Calm music sounds while drawing.
Topic №2 "The wind walks on the sea"
Experience No. 1 "Sea"
Purpose: to acquaint children with one of the properties of air-movement; air movement is wind, to distinguish its strength.
Description of the experiment: Take water into a deep container, put paper ships. Children blow hard.
Educator: Do you guys want to listen to a fairy tale?
Educator: in a certain kingdom, in a certain state, lived - there were three brothers. The elder brother is Vetrishche, the middle one is Wind, and the youngest is Veterok. Once a dispute broke out between them: which of them is the most necessary and important. The elder brother came forward and began to prove.
I'm chasing flocks of clouds
I stir the blue sea
I breathe everywhere in the open space.
Educator: Guys, a strong wind is bad, why do you think?
Children: Destroys houses, howls, overturns cars, uproots trees.
Educator: A strong wind is good, why do you think?
Children: Disperses clouds, drives big ships, the mill turns.
Educator: Guys, what other word can you call Vetrishche?
Children: Hurricane, storm, blizzard, blizzard, tornado, blizzard.
Educator: Good, but now we will turn into a windmill and prove that a strong wind is good and sometimes bad.
Conclusion: Strong wind is a very strong movement of air, it is dangerous.
Experience number 2 "How the air works"
Objective: to see how air can support objects.
Material: two identical sheets of paper, a chair.
Experience progress:
Invite your baby to crumple one sheet of paper. Then let him stand on a chair and throw at the same time a crumpled and even piece of paper from the same height. Which leaf landed first?
Conclusion: the crumpled sheet fell to the floor earlier, as the flat sheet falls, whirling smoothly. It is supported by air.
Experience number 3 "Air is everywhere"
Purpose: to determine if air really penetrates everywhere and is everywhere.
Material: plastic bottle, balloon.
Experience progress:
Invite your baby to look into the bottle and make sure it is empty. Let him pull the ball on the neck of the bottle with your help. Now, let him press the bottle. What caused the balloon to inflate? Let the kid sketch what he has done.
Conclusion: the balloon inflated the air that is in the bottle. When the bottle was pressed, air came out of it and inflated a balloon.
Experiment number 3 "Children wave a fan"
Purpose: To acquaint children with such a natural phenomenon as wind, its properties and role in human life.
Description of experience: guys, I suggest you wave your hands at yourself. How did you feel? Breeze.
And here are sheets of paper for you, and I suggest you wave these sheets at yourself. Are you comfortable? Nicely? What should be done?
Place a sheet of paper in front of you vertically. Fold back the edge and smooth the fold. - Let us wave a fan at ourselves and what did you feel? Air movement, coolness, freshness, pleasant sensation. What is breeze? This is a weak movement of air.
It's good that the sun is shining!
It's good that the wind is blowing!
It's good that this forest grew right up to heaven
It's good that this river has very blue water
And we are always friendly.
EXPERIENCE # 4 "Sandy Desert Illustration"
Description of the experiment: In front of each child is a glass jar of sand. The sand in the jar is the child's personal desert. Children blow into the jar through the tubes. What's going on with 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 the sand travels across the desert.
Experience No. 5 "Waves"
Purpose: To acquaint children with such a natural phenomenon as the wind, the reasons for its occurrence.
Experience description:
Prepare bowls of water for each child on the tables. Each bowl has its own "sea". Red, black, yellow (paint over the water with watercolor paint). Children are the winds. They blow on the water. What happens? Waves. The harder you blow, the higher the waves.
Topic number 3 "Find out what kind of water"
Move: riddle:
She is in the lake
She is in a puddle
She is in the teapot
We are boiling.
She is in the river
Runs, murmurs. (Water)
Today we will learn more about water; let's get to know her better. Children, what do you think we need water for?
People drink water; cook food; wash dirty fruits and vegetables; wash their hands and face every day; water the plants so as not to dry out; water is needed for fish and other inhabitants of rivers, lakes, seas and oceans; people wash away dirt from furniture, wash dishes, wash clothes.
Today we turn into researchers and learn about what water is, its properties. You are ready? Then let's go!
Experiment No. 1 "Water - liquid", "Water has no smell"
Purpose: to reveal the properties of water (transparent, odorless, fluid).
Description of the experiment: give the children two glasses: one with water, the other empty. Offer to gently pour water from one to the other.
What happens to the water? She is pouring. Why is it pouring? The water flows because it is liquid. So what kind of water? (Liquid)
Since water is liquid, it can flow, it is called liquid.
The teacher invites the children to smell the water. Children, what does the water smell like? Doesn't smell right at all. Pure water is odorless.
Experiment No. 2 "Clear water".
Purpose: to reveal the properties of water (transparent).
Description of the experiment: in front of the children two glasses: one with water, the other with milk. Both cups contain spoons.
In which cup is the spoon visible? That's right, in a glass of water. Why do you think a spoon is 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 the river water was opaque? As in fairy tales: a milk river with jelly banks. Could fish and other animals live in such milky rivers? Not.
Why do you think? Opaque water does not let the sun's rays 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 feed on plants. All living things need clear, clean water. This suggests that water bodies cannot be polluted.
Physical education "Rain"
The rain sings a song: Children freely shake their brushes
Cap, drop ...
Only who will understand it - they shrug their hands in bewilderment in
Cap, cap? parties
We do not understand neither I, nor you, They point at themselves, at the neighbor.
But they will understand the flowers, they depict with their fingers, as
flowers are blooming.
And the spring foliage, Hold their hands in front of them.
And green grass ... Squatting, wiggling fingers,
like stroking grass.
She understands grain best of all: They show how they hold grain in their hands.
It will begin to germinate. Make serpentine movements.
B. Zakhoder
Experience No. 3 "Water - solvent".
Purpose: to reveal the properties of water (transparent, odorless, fluid, substances dissolve in it).
Experience description:
There are two saucers on the table: one contains ordinary sand, the other contains granulated sugar. Two glasses of water.
The teacher conducts the experiment.
Dissolve ordinary sand in the first glass. It didn't dissolve.
Dissolve granulated sugar in a second glass. He dissolved.
Children are encouraged to try the solution - it is sweet.
Some substances dissolve in water, and some do not. So water is a solvent.
Experience No. 4 "Water - solvent".
Purpose: to reveal the properties of water (transparent, odorless, fluid, substances dissolve in it).
Experience description:
On the table are multi-colored paints, brushes, glasses of water. Now try dissolving the paint in water yourself. What happened to the water? (She dyed.) What paint was dissolved, this color turned out. So water is a solvent.
Topic number 4 "Paper, its qualities and properties"
Purpose: to form the ability to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumpled, torn, cut, soaked).
Stroke: children sit at tables. All the material lies in front of each of them. The teacher reads an excerpt of the poem "Paper" by S. Mikhalkov:
Plain paper
Fresh leaf,
You are white as chalk.
Not crumpled and clean.
Bye to your surface
A draw did not touch the hand!
What will you become?
When, what
Will you be covered by your hand?
Experience number 1 "The paper is wrinkled"
Purpose: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumpled, torn, cut, burned).
Experience description:
Children, what do you think we are going to talk about today? (children's answers) Right, about paper. Pay attention to the strips of paper in front of you. What color is the paper? Touch, iron the surface of the paper and tell me what it is? (smooth, rough, rough). Pick up the strip that you think is the smoothest, roughest. Now touch the strips again one by one and tell me if they are all the same thickness? (children's answers). True, there are strips of thin paper, there are thicker ones. Try wrinkling the paper. Happened? (children's answers) Which strip is crumpled very much, which is not. Why? (children's answers). That's right guys, the thinnest paper wrinkles more than the thickest paper. But all the same, any paper wrinkles - thin, and thick, and white, and colored. MEANS, the paper IS RUNNING. Try to straighten the paper, smooth it out with your palm. Happened? Why? (children's answers). SO, THE PAPER IS EASILY TO WRAPPING AND DOESN'T SMOOTH AT ALL, DOESN'T BECOME THE OLDER. Now tear off a piece from each strip. Happened? MEANS THE PAPER IS STILL RAPING. CONCLUSION: THE PAPER IS RIPPING AND TORN.
Experience No. 2 "The paper gets wet"
Experience description:
Tear off a piece from each strip, place 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 the trays, touch the paper. What has she become? (wet).
Pull a piece of wet paper in opposite directions with two fingers. Happened? Why? (the paper is soaked and crawled) CONCLUSION: THE PAPER WETS IN WATER AND CREEPES, IT'S NOT STRONG.
Experience No. 3 "Drawing paper"
Purpose: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency).
Description of the experiment: take a lead pencil and draw a line on each of the strips, and then with colored ones. Happened? We fix it with a pattern of your choice.
Children, look around! Name each one one item made of paper. Why do you think it is impossible to make furniture out of paper, sew clothes, build housing? (children's answers). That's right, because you and I have found out that the paper is fragile, easily wrinkled and torn. Houses are built of stone, clothes are made of fabric, because these are durable materials.
What new, interesting things have you learned about paper?
CONCLUSION: paper is colored, smooth, rough, thin and thick; the paper rustles, wrinkles easily, does not take its previous shape; the paper tears easily; paper gets wet in water, spreads, it is fragile.
Topic number 5 "Snow, what is it?"
Experience number 1 "Snowman"
Purpose: In the process of experimenting, show children how snow melts in warmth and becomes water.
Experience description:
The teacher draws the attention of children to the toy - the Snowman. The kids examine her, touch her. What is it? (Snowman) Do you want to play with him? The snowman says: “I wanted to make 'pies' out of the snow, but I can't.” How can we help our Snowman?
The teacher encourages the children to speak out (to make “pies”). (From the snow) Where to get the snow? (On the street)
The teacher brings a container with snow to the group, gathers children around him. The teacher shows the snow, says that it is white, cold. Children repeat the words after the teacher, touch the snow.
“In the room, the snow starts to melt, it becomes sticky. Why?" (Warmly).
Educator show. The snow has become sticky, you can sculpt various figures, "pies" from it. Next, the teacher puts the snow into sand molds with a scoop. Makes snow figurines out of snow on a tray (“fish”, “flower”, “butterfly”, etc.) The teacher invites children to mold figures out of snow, explains that the snow should 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. Then the trays are placed on the common table. Children treat the Snowman.
Experience number 2 "We are snowflakes"
Purpose: in the process of experimenting, show children how snow melts in warmth and becomes water.
Experience description:
Listen to the riddle.
He's fluffy silver
But don't touch him with your hand
Will become a drop of pure
How to put it on your palm
What it is?
Yes guys snow. These are ice crystals in the form of hexagonal plates or stars - snowflakes. We show children drawings of snowflakes. Snowflakes are frozen water droplets. Guys, how many knows: Is it possible to sculpt out of snow in frosty weather? No, doesn't the snow stick? And in warm weather, what kind of snow? Damp, heavy, sticky, moist. Who of you watched the snow fall in warm frosty weather? Flakes, separate snowflakes. Where will snow melt faster on a mitten or on the palm of your hand? Why? Snow will melt faster in the palm of your hand 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.
Inhabits the seas and rivers,
But it often flies across the sky.
And how bored she is with flying,
Falls to the ground again "
Educator: shows children 2 traffic jams with snow. He puts them in jars of warm and cold water.
Look closely, in which water will snow melt faster in warm or cold? Warm.
Experiment No. 3 "Snow is cold and white"
Purpose: to identify the properties of snow.
Experience description:
The teacher brings snow in a bucket. Shows children:
- Look what lies in my bucket. Who knows where I got it from?
- What do you think, if you take the snow in your hands, what is it? (cold).
Invites children to take snow in their hands one by one. Can you feel how cold the snow is? (choral and individual repetitions).
- Let's warm our hands, blow on them like I did (The teacher shows how to blow on the palm).
- Do you feel the warmth going? What do you feel, Yegor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small shovels in advance.
- Let's put snow in the saucers (while the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If children find it difficult to name the color, the teacher calls himself: snow is white.
- Look, what's in my mug? Shows to all children: pours water from a mug into a glass glass.
- After all, I filled the mug with snow. Where did the snow go? (The snow has melted)
Explains to the children: it is cold outside, so the snow lies and does not melt, and as soon as we brought it into a warm room, it immediately began to melt and turned into water.
In your buckets, the snow will also turn into water, but not immediately, but gradually, it will take time for this. When the sun begins to warm up more, all the snow outside will begin to melt.
- Tell me, is it possible to drink this water from the melted snow? (No, you cannot drink this water, it is dirty).
- And where can you drink from then? (From a tap, kettle, bottle).
- Why is it possible to drink water from a tap, kettle, cylinder, but not from melted snow? (She's dirty.)
Topic №6 "Properties of ice"
Experience No. 1 "Ice hut"
Purpose: to acquaint with the properties of ice (ice is solid water, ice melts in warmth).
Description of the experiment: a surprise moment: on a saucer covered with a handkerchief, ice. The teacher comes up to all the children and invites you to touch them with your 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? And what is he? (hard, slippery, smooth). And ice does not sink in water. Let's see it with you. Take the ice and put it in the water. (Children's answers). And what else can happen to ice? Guys, what 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 minute. (We imitate a fox and a hare, or we play the game "snowflakes and ice" - when the teacher says snowflakes, the children run quietly around the hall, and on word - ice, "harden", stop and freeze).
Look our ice has already melted a little. How is this noticeable? (ice decreased, water flowed). Our hut has not completely melted yet, let's remember a fairy tale. Display of illustrations for the fairy tale "the fox and the hare". There is a conversation. Why didn't the hare's hut melt? What's up with the bunny? Who came to the rescue first, who then? And who was able to drive the fox out? At the end of the lesson, we bring the children to our experience. What's up with the ice?
Experience No. 2 "MELTING ICE IN WATER"
Purpose: Show the relationship between quantity and quality and size.
Description of the experiment: Place a large and a small "ice floe" in a basin of water. Ask the children which one will melt faster. Hear hypotheses.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Experience number 3 "Colored ice"
Purpose: in the process of experimenting, to show children how water dissolves substances (paint, how at low temperatures (cooling) water freezes, turns into ice. To acquaint children with the sign of "temperature"; to consolidate the knowledge of basic colors; to educate children in the desire to protect and create beautiful ; teach to express in words your impressions.
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, low temperatures. And if you add paint to the water, then the water turns into colored ice, which can be used to decorate trees on the site
Consider with the children the water poured in glasses, what is the color of the water? (transparent, colorless, you can see various objects through it. Invite the children to take brushes, put them to the glass and look through it. What do you see? Lead the children to the conclusion that the water is transparent in color, has no color.
Invite each child to add paint to the water and see if the water color appears? What is the color of 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.
Colored pieces of ice are ready to show the children, let them touch. Ask children: What are the ice floes made of? (water). Why are they colored? (added paint). What are the temperatures, why? (cold, the water was placed in the cold). And if the pieces of ice are put 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 cornice to watch the water freeze.
Experience No. 4 "Colored beads"
Also make beads out of the candy box. Pour colored water into the molds, alternating colors with clear water. Then put a thick, long string for beads in the poured molds and also remove in the cold.
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.
Topic number 7 "Floats-sinks"
Experience number 1 "Ball"
Purpose: to acquaint children with light and heavy objects (some remain on the surface of the water, others drown)
Experience description: I take the doll and throw the ball into a bowl of water.
Oh, Katya, what are you doing? Guys, Katya cheered up and started playing with the ball. The ball bounced and fell into a basin of water.
Don't cry Katya, the ball won't sink. Look and you guys, the ball doesn't sink, it floats.
Vanya, what is the ball doing? (floats, does not sink).
Seryozha, look at the ball, too? (floats, does not sink). Etc.
Right. The ball didn't sink, it floats in the water. The ball is rubber, the rubber is light. Therefore, he does not sink, but swims.
But Anya will now take a pebble and also throw it into the water (the child performs an action).
What happened to the stone? Vanya, come and see.
Right. The stone lies at the bottom of the pelvis. He's heavy, that's why he drowned.
Go Seryozha, throw a pebble. What happened to the stone? (drowned, lies at the bottom of the pelvis). I call all the children in turn.
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, lies at the bottom of the pelvis.
Do you understand Katya? (the doll says thanks).
Please, Katya. Guys, Katya needs to rush to the other children and tell about everything that happened to her today. Goodbye, Katya.
And we also need to go and tell everything and show the guys.
Experience number 2 "Colorful water"
Purpose: to consolidate the properties of water
Description of the experience: invite the children to become "magicians" and make the water colorful. Ask them how clear water can change its color?
Take several containers of clear water, prepare a brush and gouache. Using paint, paint the water in the cups with the children as it changes.
You have already conducted the experiment "Water transparency", try to lower a toy-kinder or a spoon in a glass of paint, discuss floats - drowns. Draw a conclusion: in a light paint - the toy is visible, but not completely, and in a dark toy - not visible.
Experience number 3 "Floats, sinks or dissolves"
Purpose: to investigate how various objects float, sink or dissolve.
Experience progress:
Lay an oilcloth on the table, pour warm water into a bowl. Invite your baby to take the stone and slowly and carefully, without splashes, lower it into the water. Now let's see if he drowned. With tweezers, the kid takes out a stone, puts it in a box for objects that are drowning. Now let him repeat the experiment for the tree and other items. Each of them the baby takes out with tweezers and puts them in the appropriate boxes for floating, sinking objects. With those that dissolve, let's do this: put a few grains of sugar and salt with dry tweezers in a box for dissolving substances.
Conclusion: Iron, stone, glass are sinking. Cloth and paper sink when wet. Wood and lightweight plastic do not sink. Sugar and salt dissolve.
Experience No. 4 "What is harder?"
Purpose: to compare the properties of sand, stone, in water.
Equipment: stones, dry sand, a can of water, an hourglass.
Experience: children sit around the teacher's table. Sensory examination of objects of nature: 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 simultaneously lowers the stone and sand into a jar of water, and the children observe the subsidence of natural objects 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, you can summarize the use of natural materials (sand, stones) in everyday life. Demonstration of hourglasses, toys, etc.
Topic number 8 "We will treat the cockerel and hen with grains"
Experience number 1 "I sow, sow, sift"
Purpose: develop fine motor skills, observation.
Equipment. Groats, strainers, buckets, bowls, sand.
Experience description: how to separate small cereals from large ones? Suggest trying to separate with your hands. It is difficult 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? Make a conclusion.
Experience number 2 "How to quickly sort out cereals"
Purpose: to compare the properties of cereals.
Equipment: a glass jar (just a transparent vessel, so that children can see what changes are taking place, 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 corner of the experiment and says: "Look what a mess!" Well, naturally, the children immediately react, 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. They soon notice that the cereals in the jars are mixed.
What do you think happens if the can is shaken? (Children's answers)
Do you want to try and see what happens? (Children's answers)
Remembering the safety rules! But first, guys, we need to remember, what can small objects be dangerous? (Children's answers)
Do not stick small objects in your ears, nose,
They may be stuck there,
Remember this!
Educator: Now do this: gently, but vigorously, shake the can. What do you see? (Children's answers)
We conclude: the larger fruits of beans and peas are on top.
Educator: Transfer the beans and peas to jars (while transferring, discuss the shape, size, color with the children).
Educator: Why do you think large fruits appeared on the surface?
We conclude: Smaller grains of buckwheat fall between the larger ones, adhere tightly to each other. Beans and peas are pushed to the surface.
Experience number 3 "Miracles from semolina"
Purpose: to acquaint children with an unconventional drawing technique using semolina.
Description of experience: to tell about this type of drawing and show, an amazing story will help me.
“Once there were seemingly unrelated objects gathered on the table:“ Workers are friendly. These things are necessary! "
They all lay 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 more and more and be indignant:
Here you are, all such necessary and important things! You are helping people to do serious work!
And I! I am only cereal, needed for porridge, they will eat me and immediately forget! How insulting and annoying it is!
What do you think was left for me to do? I, of course, intervened in this conversation and tried to explain to Semolina how good and useful it is not only in semolina.
You will not believe, 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. Flatten. Next, you can draw simple shapes by swiping your finger: a circle, triangle, flower, sun, etc.
Experience No. 4 "Germination of beans"
Purpose: to expand children's understanding of plant growth.
The sequence of observation of the experiment: select a healthy, intact bean seed, and put it on a tray with damp gauze (cotton wool) - this is the initial stage of observation. Children observe on what day the beans will sprout. At the second stage, children plant the sprouted bean seed in a pot with soil, periodically water it. Observe the appearance of the first leaf of the plant. Further, the growth of the plant is monitored.
Topic number 9 "The grass turns green, the sun shines."
Experience number 1 "Garden on the window"
Purpose: to show the importance of water in plant life, to give an idea that green onions can be grown from a bulb if conditions are created.
Preliminary work: observing the onion put in a can of water and another can without water.
Experience description:
Spring is about to come, sunny, joyful, warm. But spring is a difficult time for our body, which becomes weak due to lack of vitamins. And here comes to our aid: "golden" and healthy, vitamin, although it has a sharp, bitter taste, it burns ... not a lemon. What is it? (showing the bulb) onions contain vitamins of group C. These vitamins protect the body from various diseases, especially from colds and flu. This is an onion. What color is the bow? What shape is it? Touch it with your finger and tell me, is the onion hard or soft? Now I will cut an onion (everyone loves me, but how to undress - shed tears). Smell what it smells like? Why are you crying? Yes, the onion stings the eyes and makes everyone cry. Who wants to treat themselves to onions? What onion does it taste like? (let the onion taste and something to eat). Bitter onions, but they are very useful, they contain many vitamins. If you plant an onion, then green leaves, green onions will not grow from. Green onions are also rich in vitamins. The onion has a top (show it), this is where the green onion grows. Show me where the 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? The onion must be planted with the bottom down. See how I'm going to plant? "bottom down". I plant with some effort, and so that the bulb breathes and bask in the sun is not very close to each other, so that there is no shade. Now take the bulb with the bottom down correctly and plant it on our bed. It remains for us to water abundantly to wake up the roots to life. With the help of a child, water the onion planting. Let's play the game "Grow, Grow Onion". You will be the bow. I plant onions in the ground, bottom down. They all sat down. Now I take a watering can and water you with water, so the onion begins to grow, green leaves appear on it (children rise slowly), the onion keeps growing and growing. Green onions are getting big, so our onions have grown (children straighten), what will we do with our planting so that the onion grows faster? (water, put on light and warm).
Onions grow in the garden
He is a great sly in nature,
He is dressed in a hundred clothes,
Kids for lunch
They don't want to rip it off,
Why shed tears !?
Experiment No. 2 "Birch twig"
Purpose: to observe the appearance of leaves on branches placed in water, to identify the plant's needs for heat.
The sequence of observation: in winter, branches are brought in, they are placed in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds are watched.
Topic 10 "Sun bunnies" - let's play with the sun.
Experience number 1 "Sunbeams"
Purpose: to give an idea that the "sunbeam" is a ray of the sun reflecting in a mirror.
Performing the experiment: the teacher demonstrates the appearance of a solar "bunny", accompanying his actions with words. The mirror reflects a beam of light, and the mirror itself becomes the light source. Sun bunnies can only be released in a lighted room.
The teacher shows the children how to let sun "bunnies" go.
Catch a beam of light with a mirror and direct it in the desired direction.
Children are trying to let sun "bunnies" go. Then the teacher shows how to hide the "bunny" (cover the mirror with your palm). Children pr
Authors: educators Zakirova Lyayuzya Mavlimovna, Savyuk Raisa Viktorovna, Municipal preschool educational institution kindergarten of compensating type "Scarlet Flower" of the municipal formation of Noyabrsk, Tyumen region.
Explanatory note
In preschool educational institutions, experimentation can be organized in three main directions: specially organized training, joint activities of a teacher with children, and independent activities of children. It is important to remember that the lesson is the final form of research activity that allows you to systematize the ideas of children.
Problem situations, heuristic tasks, experimentation can also be part of any activity with children (in mathematics, speech development, familiarization with the environment, construction, etc.) focused on different types of activities (musical, visual, natural science, etc.)
The structure of the experimenting lesson suggested below is approximate and can be adjusted in practice.
An approximate algorithm for conducting an experimenting lesson
1. Preliminary work (excursions, observations, reading, conversations, viewing, sketches) on the study of the theory of the question.
2. Determination of the type and theme of the experimenting lesson.
3. Choosing the goal of the tasks of working with children (cognitive, developing, educational tasks).
4. Game training of attention, perception, memory, thinking.
5. Preliminary research work using equipment teaching aids.
6. Selection and preparation of manuals and equipment, taking into account the age of the children of the studied topic.
7. Generalization of observation results in various forms (observation diaries, tables, photographs, pictograms, stories, drawings, etc.) in order to bring children to independent conclusions based on the research results.
The approximate structure of the experimenting lesson
1. Statement of the research problem.
2. Training of attention, memory, logic of thinking.
3. Clarification of life safety rules in the course of experimentation.
4. Refinement of the research plan.
5. Selection of equipment and placement by children in the study area.
6. Distribution of children into subgroups.
7. Analysis and generalization of the obtained experimental results.
Subject-spatial environment for experimentation
Organization of mini-laboratories in kindergarten
In mini-laboratories, it can be allocated:
1. A place for a permanent exhibition.
2. Place for instruments.
3. A place for growing plants.
4. A place for storing natural and waste materials.
5. Place for experiments.
6. Space for unstructured materials (sand-water table and container for sand and water, etc.)
Instruments and equipment for mini-laboratories
1. Microscopes, magnifiers, mirrors, thermometers, binoculars, scales, ropes, pipettes, rulers, globe, lamps, flashlights, beaters, beaters, soap, brushes, sponges, gutters, disposable syringes, food coloring, hourglass, scissors, screwdrivers , screws, float, sandpaper, scraps of cloth, salt, glue, wheels, wood, metal, chalk, plastic, etc.
2. Capacities: plastic cans, bottles, glasses of various shapes, sizes, measurements, funnels, sieves, shovels, molds.
3. Materials: natural (acorns, cones, seeds, wood cuts, etc.), waste (corks, sticks, rubber hoses, tubes, etc.)
4. Unstructured materials: sand, water, sawdust, leaves, styrofoam, etc.
Materials for organizing experimentation (younger age)
1. Beads, buttons.
2. Ropes, laces, braid, threads.
3. Plastic bottles of different sizes.
4. Multi-colored clothespins and elastic bands.
5. Pebbles of different sizes.
6. Cogs, nuts, screws.
7. Plugs.
8. Down and feathers.
10. Photographic films.
11. Plastic bags.
12. Seeds of beans, beans, peas, seeds, nut shells.
13. Cuts of a tree.
14. Cotton wool, synthetic winterizer.
15. Wooden spools.
16. Kinder surprises
17. Clay, sand.
18. Water and food colors.
19. Paper of different grades.
The content of the research activity of children (younger preschool age)
Work with children is aimed at creating conditions for sensory development in the course of familiarizing them with the phenomena and objects of the surrounding world. In the process of forming the survey actions of children, teachers are recommended to solve the following tasks:
Combine showing the child with the child's active action on his examination (feeling, perception of taste, smell, etc.)
Compare objects that are similar in appearance.
Teach children to compare facts and conclusions from reasoning.
Use practical experience, gaming experience.
1. About materials (sand, clay, paper, fabric, wood).
2. About natural phenomena (wind, snowfall, sun, water; playing with the wind, with snow, etc.).
3. About the world of plants (methods of growing from seeds, bulbs, leaves).
4. About methods of object research.
5. About the objective world.
In the process of research and experimentation, the children's vocabulary develops at the expense of words denoting sensory signs, properties, phenomena or an object of nature (color, shape, size); crumples, breaks; high - low-far; soft - hard - warm, etc.).
Prospective planning of experiments and experiments
September
1. "Find out what kind of water"
Purpose: to reveal the properties of water (transparent, odorless, fluid, substances dissolve in it).
2. "Games with fans and sultans"
Purpose: to acquaint children with one of the properties of air-movement; air movement is wind.
3. "Let's play with the sun"
Purpose: to determine which objects heat up better (light or dark), where it happens faster (in the sun or in the shade).
4. "Properties of sand"
Purpose: to acquaint with the properties of sand (consists of grains of sand, loose, fine, easily crumbles, lets water through, traces remain on the sand, sticks together, wet is darker than dry).
October
1. "Wonderful bag"
Purpose: to acquaint with the senses and their purpose.
2. "Let's play with the breeze"
Purpose: to detect the movement of air in nature.
3. "What's in the box"
Purpose: to acquaint with the meaning of light, with light sources (sun, flashlight, candle, lamp), to show that light does not pass through opaque objects.
4. "Why is it dirty in autumn"
Purpose: to acquaint that the soil passes water in different ways.
November
1. "Magic tablets"
Purpose: to determine with the help of fingers the shape, structure of the surface.
2. "Light - heavy"
Purpose: to show that objects are light and heavy, to teach how to determine the weight of objects and group objects by weight.
3. "Find by sound"
Purpose: to identify and distinguish emitted noise sounds.
4. "Clay, its qualities and properties"
Purpose: to teach how to recognize objects made of clay, to determine the quality of clay (softness, plasticity, degree of strength) and properties (crumpled, beaten, soaked).
December
1. "Hot and cold"
Purpose: to teach how to determine the temperature of substances and objects.
2. "Wonderful bag"
Purpose: to acquaint with objects that conduct heat; feel the hardest object.
3. "Coloring water"
Purpose: to find out the properties of water (water is transparent, but it can change its color when colored substances are dissolved in it).
4. "What is the snow like?"
Purpose: to acquaint with the properties of snow during a snowfall (white, fluffy, cold, sticky, melts in the warmth).
January
1. "Games with a straw"
Purpose: to give an idea that people breathe air by inhaling it with their lungs; the air can be felt and seen.
2. “Snow. What is he like? "
Purpose: to acquaint with the properties of snow in frosty weather (cold, shiny, sparkling, crumbly, poorly molded)
3. "How to get water from snow"
Purpose: to form the simplest ideas about the properties of snow (melts in the heat).
4. "How to turn water into ice"
Purpose: to acquaint with the properties of water (turns into ice at low temperatures).
February
1. "Making colored pieces of ice"
Purpose: to introduce one of the properties of water.
2. "Frost and Snow"
Purpose: to consolidate knowledge about the properties of snow depending on the air temperature.
3. "Properties of ice"
Purpose: to acquaint with the properties of ice (ice is solid water, ice melts in warmth), to teach to establish the simplest patterns.
4. "The wind walks on the sea"
Purpose: to acquaint children with such a natural phenomenon as the wind, to teach them to distinguish its strength.
March
1. "Floats-sinks"
Purpose: to teach children to identify light and heavy objects (some remain on the surface of the water, others drown)
2. "Paper, its qualities and properties"
Purpose: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumpled, torn, cut, burned).
3. "Planting onions"
Purpose: to clarify the concept of the bulb, to show the need for light and water for the growth and development of plants.
4. "Will not float"
Purpose: to develop an understanding of the weight of objects.
April
1. "Hello, sunny bunny"
Purpose: to give an idea that the "sunbeam" is a ray of sunlight reflected from a mirror surface.
2. "Birch twig"
Purpose: to observe the appearance of leaves on branches placed in water.
3. "Wood, its qualities and properties"
Purpose: to teach to recognize objects made of wood, to determine its quality (hardness, surface structure; thickness, degree of strength) and properties (cut, burns, does not break, does not sink in water).
4. "What's in the package"
Purpose: to give children the idea that the air is around us, it can be cold, warm, humid.
1. "Hide the button"
Purpose: to contribute to the accumulation of ideas about the properties of water (liquid, transparent, colorless), water changes color.
2. "Pies for the Bear"
Purpose: to expand knowledge about the properties of sand, develop the ability to handle it, compare, draw conclusions.
3. "Comparison of sand, soil and clay"
Purpose: to acquaint with the properties of sand, soil and clay.
4. "Fabric, its qualities and properties"
Purpose: to teach to recognize things from fabric, to determine its quality (thickness, degree of strength, softness) and properties (crumpled, cut, torn, gets wet, burns).
List of used literature
1. Nikolaeva S. N. "Methodology of ecological education in kindergarten". - M. 1999.
2. Perelman Ya. I. "Entertaining tasks and experiments." - Yekaterinburg, 1995.
3. Murudova E. I. "Familiarization of preschoolers with the world around" Childhood-press 2010.
4. Dybina O. V. "Classes on familiarization with the outside world in the second junior group of a kindergarten" M .: Mosaic - Synthesis, 2007 (methodological manual).
About everything in the world:
In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the heroes ...
Section materials
Lessons for the younger group:
Classes for the middle group.
Summary of cognitive research activities in the first junior group
Topic: “Games with water. Drowning - not drowning "
This material will be useful for preschool educators in the work on cognitive development with children aged 2-4 years, and for parents.
purpose: to form an elementary cognitive research activity.
Tasks:
educational:
- to consolidate ideas about the properties of water (clean, transparent, flowing, warm);
- through research activities to get acquainted with the properties of objects (rubber, stone), to establish the similarities and differences between objects and their properties;
- to encourage children to examine objects, express their assumptions, draw conclusions;
developing:
- develop vocabulary and dialogical speech;
- develop tactile - kinesthetic sensitivity, fine motor skills of the hands;
- develop an interest in experimentation;
- develop auditory attention and perception;
educational:
- to promote the development of constructive communication and interaction with adults and peers;
- to clarify and consolidate the rules of safe behavior near water bodies, safe behavior when playing with stones;
- to bring up accuracy while playing with water, respect for water.
Equipment and materials: a module for playing with water, a doll Tanya, small balls for massage, a children's handbag with pebbles in it; music column, laptop, paper towels.
Sound accompaniment: recording mp 3 “Crying of a doll”, “Sounds of water” (the sound of water running from the tap, the sound of rain, the murmur of a brook, the sound of the sea).
Video support:presentation "Sounds of water" (video "water tap", video "Rain", video "Stream in the forest", video "Sea").
Vocabulary work: ball - soft, light, round (blue, red, green), warm, prickly, multi-colored; stones - hard, cold, heavy; drowning, not drowning; water tap, a trickle gurgles.
Course of the lesson:
I. Educator: - Guys, do you hear someone crying? ( the recording "Crying of a doll" sounds).
- The doll Tanya has come to us! ... The teacher reads a poem by A. Barto:
Our Tanya is crying loudly
I dropped the ball into the river.
Hush, Tanechka, don't cry!
The ball will not sink in the river!
Educator: - Let's take pity on the doll! (children iron the doll).
- What do you think the ball sank in the river? (children's statements)
II. 1. Educator: - We will now check it, will the ball sink in the water or not? Take one ball at a time.
- What did you get? (Ball).
- Roll the ball in your hands (palm massage).
- What shape is the ball? (round). What colour? (individual answers of children).
- What does it feel like? (prickly, warm). Click on the ball: hard or soft? (soft). Light or heavy? (easy).
Educator: And what color is my ball? (multi-colored). Repeat which ball? (individual answers). Now lower the balls into the water. Balls drowned? Why?
- Well, Tanechka, the ball is light. He does not sink in water! But you, Tanechka, never again play by the river alone, without adults!
2.An outdoor game "My cheerful, ringing ball!"
Educator: - What else can balls do? (jump). Let's play with you! One, two, three, four ... the children turned into balls !!!
My cheerful, sonorous ball!
Where did you gallop?
Blue, red, blue
Can't keep up with you! (children are jumping).
These are the balls: girls and boys !!!
And now we walk, raise our legs.
Like this, like this, raise the legs (children walk in place)
(Children do breathing exercises to restore breathing 2-3 times)
3. Educator: - Kukla Tanya really enjoyed playing with you, she wants to give you something (the children take stones out of their purse).
- What did you get? (stones).
- Are the stones hard or soft? (solid). Heavy or light? (heavy). The stones are heavy, hard and cold. How can you play with stones? (we fix the rules of safe play). Do you think stones can float like balls? (children's assumptions). Let's check. Calmly lower the pebbles into the water. Drowned? (drowned.) Why did the stones drown? (because they are heavy.) Can you see the stones in the water? And why? (because the water is clear).
4. Children sit on high chairs.
Educator: - Guys, do you know where the water lives? I suggest that you carefully listen to the different sounds of water, and you try to guess this sound (children first guess the sound of water by ear, each sound of an mp3 recording corresponds to a video in the presentation).
"Sounds of water":
- the sound of water running from the tap (while watching this video, fix the rules for the economical use of water when washing children);
- sounds of the rain;
- the murmur of a brook;
- sound of the sea.
III. Was it interesting to play today? Today we learned that balls do not sink in water, because they ... and stones ... You have to play carefully with stones, you cannot throw them! And we also know that you can't play by the river, by the sea without adults. Our doll Katya remembered everything and you too. Let's take the doll for a walk and we will show you how you can play with stones.
Purpose. Create conditions for the formation of interest in cognitive and research activities
Tasks. Give children the opportunity to engage in practical cognitive activities with adults, studying the properties of ice. To consolidate and expand knowledge about wild and domestic animals of the Republic of Tatarstan. Develop an active vocabulary for children. Raise interest in the living and inanimate nature of the native land
The course of educational activities
Educator. One morning, my mother told the boy that the weather is very nice today and the sun is shining. But then a cloud appeared in the sky, and my mother suggested staying at home, suddenly it would be cold or it would snow. What time of the year does it snow?
Children. In the winter.
Educator. The boy looked at the cloud and said that it should leave the sky and not interfere with walking. Children, what would you do? (I clarify and summarize the children's answers)
And the cloud smiled, looked through the window to the boy and offered to take a walk in the sky.
Children, come on, and we will go for a walk with the boy. ( Children sit on a cloud on the floor.)
We swam over the roofs of houses covered with snow, over streets, cars, over our kindergarten, city, forest and fields. Look, guys, there is a chest below. Let's see what is in the chest? ( I open the chest and show the children pictures, distribute them. The children name the animals in the pictures.)
- Guys, how can you call everyone who is shown in the pictures in one word?
Children. Animals.
Educator. Children, look, we have a corner of the forest here where different trees grow: birch, oak, maple. What are the names of the animals that live in the forest?
Children. Wild animals.
Educator.And in this corner we have a house. Who lives next to a person in the village or at your home?
Children. Pets.
Educator. Look carefully at your pictures, think about where you will go - to the forest or to the house? At the signal "Home", start looking for your home.
(R \\ and “Find a house.” I ask the children why they chose a house or a forest, I clarify and summarize the children's answers.)
Well done, children, everyone found their home right. Domestic animals live next to humans, while wild animals live in the forest. We continue our walk, sit down on a cloud and fly on. Children, listen, someone is crying. What happened? (There are pictures of baby animals on the board.) Guys, look, the babies of some animals have lost their mothers and they are very sad. Can we help you find mom? But in order to help them, we must correctly say the name of the mother and the name of the cub. ( R \\ and "Moms and Children".) We helped our little friends find their mothers. They are grateful for the help. And now we will play snowballs. ( Musically - outdoor game "Snowball game")
Our walk continues. Guys, who sleeps in a den in winter?
Children. Bear. Let's try to call him, maybe he has already woken up, because soon spring. Let's all say "Ay" together. ( Game exercise "Echo")
Educator. Everyone shouted: "Hey!" Nobody responds, only echoes respond. Our echo returns to us quietly - quietly: “Hey! Ay! "
The teacher draws attention to the "snowdrift" covered with snowflakes.
Guys! See how big a snowdrift is? Someone has sprinkled snow, maybe the bear cub is sleeping here. Let's blow off the snowflakes and see. ( Breathing exercise "Blow off the snowflake." Children blow on a snowdrift, snowflakes scatter and a bear cub appears. There is a transparent glass with ice next to the bear)
Guys, look, the teddy bear woke up. Hello teddy bear. Teddy bear, what's in your glass? Guys, what do you think is in the glass?
Children. This is water.
Educator... And the bear cub says that in the fall he put a glass of water on the table. (P i give the children a glass of ice and turn it upside down.)
What kind of water is it if it doesn't pour out? The teddy bear is upset and does not know what to do now. Let us explain to him where the water has gone. Where did the water go, children? Can you guys explain what happened to the water?
Children... The water in the glass froze and turned into ice.
Educator.Why did the water freeze?
Children. Because it's cold in winter.
Educator... Yes, guys, the water hasn't disappeared anywhere, it just turned into ice. But the bear is thirsty. Children, how can you help the bear? ( I give children the opportunity to touch the ice in a glass. Children offer solutions to the problem.) That's right, you need to heat it up. Then the ice will melt and turn into water again. Now let's try to heat the ice. Put ice on a warm palm and see what happens. ( I distribute ice cubes to the children.)
What's up with the ice?
Children. The ice began to melt and water appeared on the palm of your hand.
Educator... What did we do with the ice to turn it into water?
Children. Warmed.
Educator. How was it heated?
Children... They warmed with their palms, because the palms were warm.
Educator.The bear cub thanks us for explaining to him where the water went and how the ice can be melted. The water just froze and turned into ice, and the ice can be melted if it is heated. And now it's time for us to return home, get up on a cloud and fly back to kindergarten. And the boy on the cloud will go home, where he will tell his mother how he walked across the sky on a cloud with the children from the kindergarten. How together they helped little cubs of wild and domestic animals to find their mothers, told the bear cub why the water froze and showed what happens to ice if it is heated.
Title: Synopsis of the lesson on cognitive - research activities in the 2nd junior group "Merry walk"
Nomination: Kindergarten, Lesson notes, GCD, experimental activity, Second junior
Position: educator
Place of work: MBDOU No. 77
Location: Nizhnekamsk RT