Card file 2 cognitive research activity. week: "Late autumn". Mobile-didactic game "Find your house"
Cognitive research project in the second junior group"Sun" d / s "Birch"
Topic:
"Golden Autumn"
Completed by: E.N. Gubanova
The project was developed by the teacher E.N. Gubanova.
Project duration: 2 months (September - October 2014)
Project participants: teachers of the second junior group E.N. Gubanova, N.Yu. Kholodova; children of the second younger group and their parents.
Objective of the project : To give children knowledge about the beauty of nature native land autumn. Bring up careful attitude to nature.
Project objectives:
- To give an elementary idea of \u200b\u200bautum as a season, to consolidate children's knowledge about the signs of autumn.
- Remember the names of the trees growing in the kindergarten area, consolidate children's knowledge about vegetables and fruits.
- Arouse interest in the study of the nature of the native land, teach children to notice the beauty of natural phenomena, take an active part in the manufacture of crafts from various materials..
- To form the ability of children to consider illustrations on the topic, understand their plot, answer the teacher's questions.
- Encourage children to express their feelings and emotions through active speech, gradually moving away from facial expressions and gestures.
- Cultivate a noble feeling for nature.
Problem selection
Given the characteristics of children early age, such as: visual-effective thinking; minimum life experience, as well as the fact that the baby can only understand what is directly in front of his eyes and with which he can act on his own, we decided to choose the theme "Autumn", to involve the parents of children in working on the project, motivating them to do it with children target walks, make handicrafts from natural material together with children, select fiction on a given topic.
Project development
Project plan:
Preparatory stage:
Planning joint work with children, teachers and parents:
Educators:
Selection of material and equipment for classes, conversations, games with children.
Cooperation with parents:
Conversations with parents about the necessary participation, about serious attitude to the educational process in the preschool educational institution.
Main stage:
Activities for working with children:
1. Painting conversations. ("Seasons", "Autumn")
2. Work in the weather center (talk, observation, daily weather mark).
3. Drawing on the theme "Autumn": "Autumn tree",
Application: "Canning vegetables."
4. Design of the exhibition "Gifts of Nature" (crafts from vegetables and fruits)
5. Design of the mini-museum "Golden Autumn".
6. Walks: observation of the sky, trees, sun, clouds; conversations "What is autumn like?", "There are clouds in the sky"; experiments "Does the wind blow" (with ribbons), "Does water freeze?"
7. P / games: "Sun and rain", "One, two, three, to the tree ... run", "Collect leaves, cones", "Where the mushroom hid", "Autumn leaves".
8. Memorizing poems: "Autumn walks along the path", "Leaf fall, leaf fall", "The wind whirled the leaves."
9. Did. games: "Vegetables and fruits", "Carrot" (serialization), "Seasons".
10. Reading fiction: fiction: "A bag of apples", "About autumn", "In the autumn forest".
11. Finger games: "Cabbage", "Trees in the forest".
The final stage:
1. autumn holiday"Festival of the Umbrella"
Educators:
- Create a developing environment
- Organize work with parents
- Stimulate the artistic and aesthetic activity of children, as well as the development of creative imagination
- They draw up a project plan, develop outlines of classes, entertainment and holidays.
- Carry out the selection plot pictures and works of art dedicated to the autumn season.
- They take pictures of children in nature, in kindergarten during the whole time.
Parents:
- They organize targeted walks in the park, square, where they draw the attention of children to the beauty of the autumn season, monitor changes in nature for two months. Together with children, they collect natural material for making crafts.
- They take part in the manufacture of crafts from natural materials for a subsequent exhibition in kindergarten.
- They read poems and stories dedicated to autumn to children at home, and also memorize poems at the request of the teacher.
Children:
- They get new knowledge about autumn, as a season, its signs.
- They know the names of trees, are able to distinguish between vegetables and fruits.
- They get acquainted with the materials with which you can display what you see (paints, plasticine, natural material).
- Take part in productive activity(sculpting, drawing, application, modeling from natural material), both at home with parents and during the GCD under the guidance of educators.
- Develop coherent speech, replenish lexicon.
- Together with music director learn songs and dances for the autumn holiday.
Synopsis of cognitive research activities in the first junior group
Topic: “Water games. Drowning - not drowning "
This material will be useful for preschool educators in work on cognitive development with children aged 2-4 years, and for parents.
Target: to form elementary cognitive research activities.
Tasks:
educational:
- to consolidate ideas about the properties of water (clean, transparent, flowing, warm);
- through research activities, get acquainted with the properties of objects (rubber, stone), establish similarities and differences between objects and their properties;
- encourage children to examine objects, express their assumptions, draw conclusions;
developing:
- develop vocabulary and dialogic speech;
- develop tactile and kinesthetic sensitivity, fine motor skills hands;
- develop interest in experimentation;
- develop auditory attention and perception;
educational:
- to promote the development of constructive communication and interaction with adults and peers;
- clarify and consolidate the rules safe behavior near water bodies, safe behavior while playing with stones;
- to cultivate accuracy during games with water, careful attitude to water.
Equipment and materials: a module for playing with water, a Tanya doll, small massage balls, a children's bag, and there are pebbles in it; music column, laptop, paper towels.
Sound accompaniment: mp 3 record “Doll's Cry”, “Sounds of Water” (the sound of water running from a tap, the sound of rain, the murmur of a stream, the sound of the sea).
Video support: presentation "Sounds of water" (video "faucet", 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; sinking - not sinking; faucet, brook murmuring.
Lesson progress:
I. Educator:- Guys, can you hear someone crying? ( the recording "Crying of the doll" sounds).
- Tanya doll came to us! ... The teacher reads a poem by A. Barto:
Our Tanya is crying loudly
Dropped a 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 pet the doll).
- What do you think, the ball drowned in the river? (children's statements)
II. one. Educator:- We will check it now, will the ball sink in water or not? Take one ball.
- What did you take? (Ball).
- Roll the ball in your hands (massage of the palms).
- What shape is the ball? (round). What colour? (individual responses of children).
- What does he feel like? (prickly, warm). Click on the ball: hard or soft? (soft). Light or heavy? (easy).
Educator: What color is my ball? (multi-colored). Repeat, what ball? (individual answers). Now drop the balls into the water. Dropped balls? Why?
- Well, Tanechka, the ball is light. It doesn't sink in water! But you, Tanechka, never again play by the river alone, without adults!
2.The mobile game "My cheerful, sonorous ball!"
Educator: What else can balls do? (jump). Let's play with you! One, two, three, four... children turned into balls!!!
My cheerful, sonorous ball!
Where did you jump off to?
Blue, red, cyan
Don't chase you! (children jump).
These are the balls: girls and boys !!!
And now we walk, we raise our legs.
Like this, like this, we raise our legs (children walk in place)
(Children do breathing exercises to restore breathing 2-3 times)
3. Educator:- Doll Tanechka really liked to play with you, she wants to give you something (children take out stones from their purse).
- What did you take? (stones).
- Are the stones hard or soft? (solid). Heavy or light? (heavy). Stones are heavy, hard and cold. How can you play with stones? (we fix the rules of a safe game). Do you think stones can float like balls? (children's guesses). Let's check. Gently lower the stones into the water. Drowned? (drowned.) Why did the stones sink? (because they are heavy.) Can you see the stones in the water? And why? (because the water is clear).
4. Children sit on chairs.
Educator:- Guys, do you know where the vodka 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 the mp3 recording corresponds to a video in the presentation).
"Sounds of Water":
- the sound of water running from the faucet (while watching this video, fix the rules for the economical use of water while washing children);
- sounds of the rain;
- the murmur of a stream;
- sound of the sea.
III. Are you interested in playing today? Today we learned that balls do not sink in water, because they are ... but stones ... You need to play with pebbles carefully, you can’t throw them! And we also know that it is impossible to play by the river, by the sea without adults. Our doll Katya remembered it all and so did you. Let's take the doll for a walk and we'll show you how to play with pebbles.
The card file contains material on the experimental activities of the children of the first junior group. The content includes: experiments, experiments with goals.
The proposed material is addressed to both young professionals and experienced teachers.
Download:
Preview:
MBDOU " Kindergarten compensating type No. 159"
Prepared by: Educator Petrova S.E.
Card index of cognitive-research activities in the first junior group.
September
Topic number 1 "Properties of sand"
Target:
To acquaint children with the properties of dry and wet sand (flowability, the ability to pass water, traces remain on the sand), show the children that sand is made up of very small particles - grains - grains of sand. To develop the ability to establish cause-and-effect relationships through experimental activities. Expand children's vocabulary. Cultivate an interest in the environment
Preliminary work: playing with sand on a walk, looking at photographs with views of sand buildings.
Equipment: sand (for group classes), a watering can with water, various molds, plastic bottles.
Lesson progress
Educator: Guys, today we will do various experiments with sand. But first, let's remember what kind of sand 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 do the first experiment.
Children sit in a semicircle around a large table. If the lesson is held on the street, then around the table near the sandbox
Experience No. 1 “Why the Easter cake didn’t turn out”
Target : familiarization with the properties of sand: sand is dry, loose; from it you can not build Easter cakes. The sand is wet: not loose, you can build Easter cakes from it
Experience Description
The teacher pours sand into the mold and tries to build a cake. The sand from the mold crumbles. The teacher invites 2-3 children so that they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a little cake. The cake is obtained. The teacher invites the children to build their own Easter cakes from wet sand.
Next, the teacher, together with the children, concludes: dry sand light color, loose. You can't build pies out of it. When wetting, the sand becomes dark in color. From it you can build Easter cakes
Educator: Well done guys. And now we will try to paint a picture with sand. What kind of sand do you think the painting will be made of? (Children answer). Let's check your answers
Experience No. 2 “Making paths and patterns from sand”
Target : continue to introduce the properties of sand: any pattern can be drawn from dry sand. Wet, no.
Experience description:
The teacher gives the children plastic bottles filled with dry and wet sand. First 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. Further, the educator with the children draw a collective picture with sand.
In conclusion, the children sum up: dry sand is loose, filling a bottle with it, you can draw any pattern. Wet sand is heavy, it does not spill out of the bottle.
Conclusion: guys, today we met you with the properties of sand. Tell us, please, what did we do today? What's new learned.
On a walk, sand games are played, taking into account the experiments
Experience number 3. "Sand and Earth"
Target: familiarization with the properties of sand (loose) and earth (dry, hard).
Experience description:
Each child has a pot of sand, a jar of earth and two "trees" (a 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 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 number 4. "Definition of color."
Target: familiarization with the property of sand (color).
Stroke: Look carefully, what color do you think the sand is? (Light yellow).
Educator: Now let's pour it with water. What color is the sand? (Dark)
Output. Dry sand is light, while wet sand is dark.
Experience number 5. "What sand consists of"
Target: familiarization with the properties of sand.
Move: u you have plates of sand on the table. Now we will consider sand. And help us with this unusual item? Magnifier. Look through a magnifying glass to see what the sand is made of. What do you see?
The sand consists of small grains of sand, translucent, round, not sticking to each other.
And now attention! Pour the sand in a glass with water. Where did the water go? Well done right. This means that the sand is permeable to water.
Fizminutka:
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
We would dance day and night.
Let's stand together in a circle
It turns out sand.
Experience No. 6. "Movement of sand."
Target: familiarization with the properties of sand.
Stroke: guys, do you think the sand can move? And how to check it?
Check it out yourself. Take the straws and gently blow into the straw on the 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 it is possible to draw in the sand? What kind of sand can you draw on? What can you draw? Children draw on wet sand with a toothpick, and on dry sand with a finger. Calm music plays while drawing.
October
Theme number 2 "The wind walks on the sea"
Experience No. 1 "Sea"
Target: introduce children to one of the properties of air - movement; the movement of air is the wind, to distinguish its strength.
Experience description: Draw water into a deep container, launch paper ships. Children blow hard.
Educator: Do you guys want to listen to a fairy tale?
Children: Yes.
caregiver : In a certain kingdom, in a certain state, they lived - there were three brothers. The elder brother is Windy, the middle brother is Wind, and the younger brother is Wind. Once a dispute broke out between them: who of them is the most necessary and important. The older brother stepped forward and began to prove.
I am powerful
I drive flocks of clouds
I wave the blue sea
Everywhere I wind in the open.
Educator: Guys, strong wind is bad, why do you think?
Children: Destroys houses, howls, overturns cars, uproots trees.
Educator: Strong wind it's good, why do you think?
Children : Disperses clouds, drives large ships, the windmill spins.
Educator: Guys, what other word can be called Windy?
Children: Hurricane, snowstorm, blizzard, blizzard, tornado, blizzard.
Educator: Well, now we will turn into a windmill and prove that a strong wind is good, and sometimes bad.
Output : Strong wind is very strong air movement and it is dangerous.
Experience number 2 "How air works"
Target: see how air can support objects.
Material: two identical sheets of paper, a chair.
Experience progress:
1. Invite your child to crumple up one sheet of paper.
2. Then let him stand on a chair and from the same height throw at the same time a crumpled and even piece of paper.
3. Which leaf landed first?
Conclusion: the crumpled sheet fell to the floor earlier, as an even sheet descends, circling smoothly. It is supported by air.
Experience number 3 "Air is everywhere"
Target: determine whether air really penetrates everywhere and is everywhere.
Material: plastic bottle, balloon.
Experience progress:
1. Invite the baby to look into the bottle and make sure it is empty.
2. With your help, let them pull the ball onto the neck of the bottle.
3. And now - let him click on the bottle.
4. What caused the balloon to inflate?
5. Let the kid draw what he did.
Conclusion: the balloon inflated the air that is in the bottle. When the bottle was pressed, air came out of it and inflated the balloon.
Experience number 3 "Children wave a fan"
Target: Introduce children to natural phenomenon like the wind, its properties and role in human life.
Experience description: Guys I suggest you wave your hands at yourself. What did you feel? Breeze.
And here are sheets of paper for you, and I propose to wave these sheets at yourself. Are you comfortable? Nice? What needs to be done?
Lay a sheet of paper vertically in front of you. We bend the edge and smooth the fold. - Let's wave a fan at ourselves and how did you feel? Air movement, coolness, freshness, good feeling. What is a breeze? This is a weak air movement.
Good thing the sun is shining!
Good thing the wind is blowing!
It's good that this forest has grown right up to the sky
It's good that this river has very blue water.
And we are always friendly.
EXPERIENCE No. 4 "Illustration of the sandy desert"
Target:
Experience description: Before every child glass jar with sand. Sand in a jar is a child's personal desert. Children blow into the jar through the tubes. What is 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 through the desert.
Experience No. 5 "Waves" Target: To acquaint children with such a natural phenomenon as 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 (tint the water watercolor paint). Children are the winds. They blow on the water. What happens? Waves. The stronger the blow, the higher the waves. November Topic number 3 "Find out what kind of water" Target: 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, why do we need water? People drink water; cook food; wash dirty fruits and vegetables; wash hands and face every day; water the plants so that they do not dry out; water is needed by fish and other inhabitants of rivers, lakes, seas and oceans; people wash dirt off furniture, wash dishes, wash clothes. Today we are turning into researchers and learning about what water is, its properties. You are ready? Then go! Experience #1 "Water is a liquid", "Water has no smell" Target: identify the properties of water (transparent, odorless, flowing). Description of experience: d give the children two cups: one with water, the other empty. Offer to carefully pour water from one to another. What happens to water? She pours. Why is she pouring? Water flows because it is liquid. So what is water? (Liquid) Since 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 is odorless. Experience No. 2 "Clear water". Target: reveal the properties of water (transparent). Experience description: p There are two cups in front of the children: one with water, the other with milk. Spoons are placed in both glasses. In which glass is the spoon visible? That's right, in a glass of water. Why do you think the spoon is visible in this cup?Water is clear, but milk is not. Dear researchers, I invite you to think about what would happen if river water was it opaque? As in fairy tales: a milky river with jelly banks. Could fish and other animals live in such milky rivers? No. Why do you think? Opaque water does not let the sun's rays through, and without it, plants cannot live in the rivers. And if there are no plants, there will be no fish and animals, because many animals eat plants. All living things need clear, clean water. This suggests that water bodies should not be polluted. Physical education "Rain" The rain sings a song: Children freely shake their brushes Cap, cap... Only who will understand her - They shrug their hands in bewilderment Cap, cap? sides Neither I nor you will understand, They point to themselves, to their neighbor. Yes, but flowers will understand, Depict with fingers, how flowers are blooming. And spring foliage, Hold hands in front of them. And green grass ... Squatting, moving their fingers, like stroking the grass. Grain will understand best of all: They show how they hold grain in their hands. It will start to grow. Perform serpentine movements. B. Zakhoder Experience No. 3 "Water is a solvent." Target: identify the properties of water (transparent, odorless, fluid, substances dissolve in it). Experience description: There are two saucers on the table: in one - ordinary sand, in the other - granulated sugar. Two glasses of water. The experiment is conducted by the educator. Dissolve ordinary sand in the first glass. He didn't dissolve. Dissolve the sugar in the second glass. He dissolved. Children are invited 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". Target: identify the properties of water (transparent, odorless, fluid, substances dissolve in it). Experience description: On the table are multi-colored paints, brushes, glasses of water.And now try to dissolve the paints in water. What happened to the water? (She colored). What kind of paint was dissolved, this color turned out. So water is a solvent. |
December
Topic No. 4 "Paper, its qualities and properties"
Target : to form the ability to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (wrinkled, torn, cut, soaked).
move : The children are sitting at the tables. Before each of them lies the entire material. 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
Draw did not touch the hand!
What will you become?
When, what
Will you write by hand?
Experience number 1 "Paper wrinkled"
Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).
Experience description:
Children, what do you think we will talk about today? (children's answers) That's right, about paper. Notice the strips of paper in front of you. What color is the paper? Touch, stroke 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 once again touch the strips in turn and tell me if they are all the same thickness? (children's answers). That's right, there are strips of thin paper, there are thicker ones. Try crumpling the paper. Happened? (children's answers). Which strip is crumpled very much, which is not. Why? (children's answers). That's right guys thin paper Wrinkles more than thick paper. But all the same, any paper is wrinkled - both thin and thick, and white, and colored. THERE IS THE PAPER CRASHING. Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers). SO, THE PAPER IS EASILY CRUMPLED AND DOES NOT SMOOTH AT ALL, DOES NOT BECOMING THE SAME. Now tear off a piece from each strip. Happened? MEANING THE PAPER IS STILL TEARING. CONCLUSION: PAPER CRASHES AND TEARS.
Experience number 2 "Paper gets wet"
Target:
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 trays, touch the paper. What has she become? (wet).
Pull a piece of wet paper with two fingers different sides. Happened? Why? (the paper is soaked and spread) CONCLUSION: THE PAPER WET IN WATER AND SPREADS, IT IS UNSTRENGTH.
Experience No. 3 "Paper for drawing"
Target: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency).
Experience Description:Take a graphite pencil and draw a line on each of the strips, and then with colored ones. Happened? Attach with a pattern of your choice.
Children, look around! Name each one of the objects 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 we found out that paper is fragile, easily wrinkled, torn. Houses are built of stone, clothes are sewn from fabric, because these are durable materials.
What did you learn about paper new, interesting?
CONCLUSION: paper is colored, smooth, rough, thin and thick; paper rustles, wrinkles easily, does not take its former shape; paper is easily torn; paper gets wet in water, spreads, it is fragile.
January
Topic number 5 "Snow, what is it like?"
Experience No. 1 "Snowman"
Target:
Experience description:
The teacher draws the attention of the children to the toy - the Snowman. The kids look at it and touch it. What's this? (Snowman) Do you want to play with him? The snowman says: “I wanted to make cakes 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? (Out of the snow) Where can I get the snow? (On the street)
The teacher brings a container of snow into 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 begins to melt, becomes sticky. Why?" (Warm).
Teacher display. The snow has become sticky, it is possible to sculpt different figures, “pies” from it. Next, the teacher puts the snow into sand molds with a scoop. Makes snow figures on a tray (“fish”, “flower”, “butterfly”, etc.) from snow on a tray. The teacher invites children to mold figures from snow, explains that 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. The trays are then placed on common table. Children treat the Snowman.
Experience number 2 "We are snowflakes"
Target: In the process of experimenting, show the children how snow melts in warmth and becomes water.
Experience description:
Listen to the riddle.
He is fluffy silver
But don't touch him
Become a little clean
How do you put it in the palm of your hand
What it is?
Snow.
Yes, guys, it's snowing. These are ice crystals in the form of hexagonal plates or stars - snowflakes. Show children pictures of snowflakes. Snowflakes are frozen water droplets. Guys, who among you knows: Is it possible to sculpt from snow in frosty weather? No, the snow does not stick together? What about snow in warm weather? Raw, heavy, sticky, wet. And how many of you watched the snow fall in warm frosty weather? Flakes, individual snowflakes. Where will the snow melt faster on a mitten or in the palm of your hand? Why? The snow will melt faster in the palm of your hand because it is warm. And what will happen to the snow in a warm room? The snow will melt and water will turn out.
Solve the riddle.
Lives in seas and rivers
But often it flies through the sky.
And how bored she is to fly,
Falls to the ground again
Water
Educator: shows the children 2 plugs with snow. Dip them in jars of warm and cold water.
Look carefully in which water the snow will melt faster in warm or cold? In warm.
Experience number 3 "Snow is cold and white"
Target : reveal the properties of snow.
Description of 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 the 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 up our hands, blow on them, like me (The teacher shows how to blow on the palm of your hand).
- Do you feel the heat coming? 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 scoops in advance.
- Let's put the snow in the saucers (in this case, 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 calls himself: snow white color.
- Look what I have in the mug? Shows to all children: pours water from a mug into a glass.
- After all, I filled the mug with snow. And where did the snow go? (The snow has melted)
He 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 starts to warm up more strongly, all the snow on the street 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).
- And where can you drink then? (From a tap, kettle, balloon).
- And why is it possible to drink water from a tap, a kettle, a balloon, but not from melted snow? (She is dirty).
February
Topic №6 "Properties of ice"
Experience number 1 "Ice hut"
Target: to introduce the properties of ice (ice is solid water, ice melts in heat).
Experience Description : a surprise moment: on a saucer closed with a handkerchief, ice. The teacher approaches all the children and offers to feel 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? And what is he? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take ice cubes and put them in water. (Answers of children). What else can happen to ice? Guys, in which fairy tale was the ice hut? What happened to the hut? Why did it melt? But today we can see how the ice melts in a warm room. In the meantime, our hut will melt, we will play a game.
Fizminutka. (We imitate a fox and a hare, or play the game "snowflakes and ice" - when the teacher says snowflakes, the children quietly run around the room, and the word - ice, "harden", stop and freeze).
Look, our ice has already melted a little. Where is this noticeable? (ice decreased, water flowed). While our hut has not completely melted yet, let's remember the 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 happened to the bunny? Who came to the rescue first, who came next? And who could drive the fox out? At the end of the lesson, we bring the children to our experience. What happened to the ice?
Experience No. 2 "MELTING ICE IN WATER"
Target: Show the relationship between quantity and quality on size.
Experience description: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.
Output: The larger the ice floe, the slower it melts, and vice versa.
Experience No. 3 "Colored ice cubes"
Target : In the process of experimenting, show children how water dissolves substances (paint, how at low temperature (cooling) water freezes, turns into ice. Introduce children to the sign "temperature"; consolidate knowledge of primary colors; educate children in the desire to protect and create beautiful; learn to express your feelings in words.
Experience Description : the teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, at low temperatures. And if you add paint to the water, then the water will turn into colored ice, which can be used to decorate trees on the site
Consider with children the water poured in cups, what color is the water? (transparent, colorless, through it you can see miscellaneous items. Invite the children to take brushes, put them on a 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 color appears in the water? What color is the water? (color, green, red, yellow, blue). Why is the water colored? What have we added? Lead the children to the conclusion that water dissolves substances.
Show the children ready-colored ice cubes, give them a touch. Ask the children: What are the ice cubes made of? (water). Why are they colored? (added paint). What are their temperatures and why? (cold, the water was placed in the cold). And if you put ice cubes in warm place? (they 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.
Experience No. 4 "Colored beads"
Also make beads from a candy box. Pour colored water into the mold box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them away 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 made with their own hands.
March
Theme number 7 "Floats-sinks"
Experience No. 1 "Ball"
Target : introduce children to light and heavy objects (some remain on the surface of the water, others sink)
Experience description: I take a doll and throw the ball into a basin of water.
Oh, Katya, what are you doing? Guys, Katya had fun, began to play with the ball. The ball bounced and fell into a basin of water.
Do not cry Katya, the ball will not sink. Look at you guys, the ball does not sink, it floats.
Vanya, what makes the ball? (floats, does not sink).
Seryozha, you also look at the ball? (floats, does not sink). Etc.
Right. The ball does not sink, it floats in 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 an action).
What happened to the stone? Vanya come and have a look.
Right. The stone lies at the bottom of the pelvis. He is heavy, so 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.
Did Katya understand? (doll says thank you)
Please, Katya. Guys, Katya needs to hurry to 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"
Target: fix the properties of water
Experience Description : Invite the children to become "wizards" and make the water colorful. Ask them how clear water can change its color?
Take several containers with clear water, prepare a brush and gouache. Using paint, work with the children to color the water in the cups as it changes.
You have already conducted the “Transparency of Water” experiment, try lowering a kinder toy or a spoon into a glass of paint, discuss whether it floats or sinks. Conclude: in light paint- the toy is visible, but not completely, and in a dark toy - it is not visible.
Experience number 3 "Floats, sinks or dissolves"
Target: explore how various objects float, sink or dissolve.
Experience progress:
1. Lay an oilcloth on the table, pour warm water into a bowl.
2. Invite the child to take a stone and slowly and carefully, without splashing, lower it into the water.
3. Now let's see if he drowned.
4. With tweezers, the kid takes out a stone, puts it in a box for objects that sink.
5. Now let him repeat the experience for the tree and other objects. The kid takes out each of them with tweezers and puts them in the appropriate boxes for floating, sinking objects. With those that dissolve, we will 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.
Experience number 4 "What is heavier?"
Target: compare the properties of sand, stone, in water.
Equipment: stones, dry sand, water jar, hourglass.
Experience: d The children sit around the teacher's table. Sensory examination of natural objects: looking, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a trickle of sand, the sound of pouring water, and then compare them.
The teacher lowers the stone and sand into a jar of water at the same time, and the children watch the natural objects sink 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 hourglass, toys, etc.
April
Topic number 8 "Let's treat the cockerel and hen with grains"
Experience number 1 "I sow, sow, sift"
Target : develop fine motor skills, observation.
Equipment. Groats, strainers, buckets, bowls, sand.
Experience description: how to separate small groats from the big one? Offer to try to separate by hand. Difficult and long. Show as quickly as possible (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand on their own. Why are the stones left in the strainer? Draw a conclusion.
Experience number 2 "How to quickly sort out cereals"
Target : compare the properties of cereals.
Equipment: a 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 be different shapes, sizes, colors).
Experience description: the educator comes to the experiment corner and says, “Look, what a mess! » Well, of course, children instantly 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 on 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 into the ears, 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: more large fruits beans and peas are on top.
Teacher: transfer the beans and peas into jars (during the transfer, 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 larger ones, tightly adjoin each other. Beans and peas are pushed to the surface.
Experience No. 3 "Miracles from semolina"
Target : introduce children to non-traditional technique drawing with semolina.
Experience Description : to tell about this type of drawing and show, an amazing story will help me.
“Once, seemingly unrelated objects gathered on the table: “Hard 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 and resent more and more:
Here you are, all such necessary and important things! You help people to do serious work!
And I! I'm just cereal, needed for porridge, they will eat me and immediately forget! How embarrassing and embarrassing!
What do you think I should do? Of course, I intervened in this conversation and tried to explain to semolina how good and useful it is not only in semolina.
You won't believe Semolina, but with your help you can draw bright and unforgettable drawings! Look!
1 way . Drawing on a tray (for young children). Spread a layer of semolina about 2-3 mm thick on a tray. Smooth out. Next, you can show simple figures swiping: circle, triangle, flower, sun, etc.
Experience No. 4 "Sprouting beans"
Target : expand children's ideas about plant growth.
Experience Observation Sequence: choose a healthy, undamaged bean seed, and put it on a tray with wet gauze (cotton) - this First stage observations. Children watch on what day the beans will sprout. At the second stage - the children plant the germinated bean seed in a pot with soil, periodically water it. Observe the appearance of the first leaf of the plant. In the future, observe the growth of the plant.
May
Theme number 9 "The grass is green, the sun is shining."
Experience No. 1 "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 conditions are created.
preliminary work: observation of an onion placed in a jar of water and another jar without water.
Description of experience:
Sunny, joyful, warm spring is about to come. But spring hard 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's this? (pointing to an onion) Onions contain C vitamins. These vitamins protect the body from various diseases, especially colds and flu. This is an onion. What color is the onion? What shape is it? Feel it with your finger and tell me, is the onion hard or soft? Now I will cut the 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 does onion taste like? (let the onion taste and eat it with something). Onion is bitter, but it is very useful, it has a lot of vitamins. If you plant an onion, then green leaves, green onions will not grow out of it. Green onions are also rich in vitamins. The onion has a top (show it), this is where the green onion grows. Where do green onions grow from? But the bottom of the bow bottom (show), let's say all together: "bottom". Show me where the bottom of your bow is? Onions should be planted upside down. See how I will plant? "bottom down". I plant with some effort, and so that the bulb breathes and basks in the sun not very close to each other, so that there is no shade. Now take the bulb correctly with the bottom down and plant it in our garden. It remains for us to water abundantly in order to wake the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, grow 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, here the onion begins to grow, green leaves appear on it (the children rise slowly), the onion grows and grows. green onion it’s getting big, big, so our bow has grown (children straighten up), what will we do with our landing so that the bow grows faster? (water, put on light and heat).
Onions grow in the garden
He is a big cunning in nature,
He is dressed in a hundred clothes,
Kids for lunch
They don't want to tear it down
Why shed tears!?
Experience No. 2 "Birch branch"
Target : observe the appearance of leaves on branches placed in water, identify the needs of the plant for warmth.
Observation sequence:in winter, branches are brought in, put in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds open.
Topic number 10 "Sun Bunnies" - let's play with the sun.
Experience No. 1 "Sunny Bunnies"
Target: to give the idea that a "sunny bunny" is a ray of the sun reflecting in a mirror.
Running 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 a source of light. You can let the sun "bunnies" only in a lit room.
The teacher shows the children how to let the sun "bunnies" out.
Catch a beam of light with a mirror and direct it in the right direction.
Children try to let out solar "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”, to play with it (even from a slight movement of the mirror, the solar “bunny” moves on the wall for long distance) .
The teacher invites the children to let the "bunnies" in a room where there is no bright sunlight.
Why don't sunbeams appear? (No bright light) .
Conclusion: The sun "bunny" appears by reflecting light from shiny surfaces.
Experience No. 2 "Light is 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 taking place at different times of the day; pictures with images of light sources; several objects that do not give light; flashlight, chest with a slot.
Description of the game - experiment:
The little cub Curiosity invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in " magic chest(inside the flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light enters and illuminates everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
Experience No. 3 "Flashlight"
Target : Show light value.
Description of the game - experiment:
Bear cub Misha 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 go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines?
Misha puts his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
does a shadow form? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher offers to show with the help of his hand
shadow of a bunny, dogs. Children repeat. Misha gives children
gift.
Organization cognitive research activities of children
2 junior groups
Theme of the week
theme, tasks, materials and equipment
Place in regime moments
Funds for self
activities
Expected Result
Involving parents in educational activities
"Kids about animals"
Topic:"I have a kitten"
Tasks:
to consolidate the concept of "domestic and wild animals"; continue to introduce children to a pet - a kitten, with distinctive features of appearance, what it eats.
Materials and equipment: Toy "Cat".
Demonstration pictures: "Food", "Domestic and wild animals".
Video: "Kitten washes", "Kitten eats", realistic animal toys
Morning Consideration: Thematic albums "Pets"; "Wild animals"; "Zoo"; looking at toy animals illustrations in books about animals;
Conversations:"The cat and the dog are our neighbors"; "Where do pets live?"; "Pets"; "Where do wild animals live?"; "Wild animals";
: "Tell me a word"; « What is common and how are they different? "Guess!"; “Who lives in our barn”;
Individual work: invite Alina, Kirill to collect split pictures depicting animals; laying out from counting sticks according to the model of "Doggy House" with Aidan, Valera; exercise with Ira, Sophia D. “Try buttoning it up”;
Observation walk: ( for the cat; behind the dog) “Guests of our yard. Our cat”, “What does a cat have?”; "How does the cat eat?"; "Where is the cat walking?"; Who is the dog walking with? - observation of the state of the weather; - behind the wind; - for passers-by; - behind the sky; - behind the sun
Experiment game:
- "Which boat is faster?" (from a piece of paper or from paper)
- “Trip of a droplet” (when it rains, the paths become wet, damp, if it rains heavily on the ground, puddles large and small) - “What will we feed the cat with?” (candy, milk, what will she eat)
: "Who lives where"; “Who eats what”, “Who is superfluous? »; "Collect the Pyramid"
Individual work: - with Anya S., Serezha B. winding and drawing a ball for a kitten; - with Bogdan D., Alina K. examining a picture and drawing a rug for a dog; - learning Russian folk song“Like our cat” with Nastya D., Nadia P.; - modeling from dough and plasticine "Sausages for a pussy" with Mila, Madina (what is easier to model from?); - with Arkhip, Alina Z. uploading from geometric shapes on the model of "Doggy House"; - offer Yana, Kolya to collect puzzles depicting animals; - exercise "Collect a pyramid" with Veronica, Vika; - task for Nastya and Yegor "Try to fasten";
Reading: the song “Kisonka-Murysonka”, - nursery rhymes “Like our cat”, “Tili-Bom! ”, - Russian folk tales “Turnip”, “Teremok”; - E. Lavrentyeva "Friendly Kitten"
Experiment Game:-"Such different dishes"
(ware made from various materials fragile, it can break)
- “Secrets of different rings” (to introduce children to rings of various shapes and sizes (car wheel, bagels, drying). Conduct an examination and experiments with dough or plasticine.)
Sets of cards with a variety of images of animals, items for their care, food - A series of pictures about animals
Pyramids
Sets of colored sticks
Has an idea of who domestic and wild animals are.
Knows about animal body parts, what animals eat
Knows distinctive features appearance of a kitten
Repeat the nursery rhyme "Like our cat"
“Golden autumn has come to visit us!”
Topic:"Sorceress Voditsa"
Tasks: to acquaint with the properties of water: liquid, has no color, smell, taste, is painted in different colour; talk about the importance of water in human life.
Materials and equipment:
Morning Consideration: A series of pictures and thematic albums "Autumn", "Vegetables", "Fruits", illustrations in books.
Conversations:“We are talking about autumn”, “Where do vegetables grow?”, “Where do fruits grow?”
Educational and didactic games :
“Merry Garden”, “What is What”, “We Harvest”, “What Autumn Has Brought Us”
Individual work: with Kirill, Seva to conduct a d / and "What does the figure look like?";
Exercise "Put the buttons in boxes" with Anya, Alina K .;
With Mariana and Madina
d / and “Name it right” (on the topics “Clothes”, “Shoes”, “Dishes”, “Domestic and wild animals”).
Walk Observations:- Tree watching
Stump Watching
- Fall observation
Watching the wind
- Observing the signs of golden autumn
- Sun watching
- Water observation
- Observation "Gloomy Autumn"
-
Experiment game:- “How the water went for a walk” - “Find out what kind of water” (properties of water) - “Why is it dirty in autumn?” -
"Gifts of Autumn"
(observation of the movement of air - the wind blows and plucks the leaves from the trees, the leaves spin in the air -
"Let's walk on a carpet of leaves"
( leaves dry up, fall from the trees and rustle underfoot).
- «
Decorate the sandbox with autumn leaves
( To fix in children the name of the primary colors: green, yellow, red. Continue to form the concept of the size of "big-small" leaf)
- "Sinking - not sinking"
( determine the degree of buoyancy of objects of different severity; the leaves are light - they float, and other objects?).
Evening Educational and didactic games: "Find the same leaf." "One, two, three, to the tree ... run", "Collect the leaves, bumps."
Individual work: with Amina and Alina Z. to conduct a d / and " Miraculous Pouch» (classification of vegetables and fruits);
Exercise "Find the same." With Misha P., Vova P.
With Madina, Egor to find out which instrument sounds like
Reading: A.S. Pushkin “Already the sky was breathing in autumn”
E. Trutneva "Autumn"
E. Golovin "Autumn".
And Tokmakova "Trees".
K. Ushinsky "Dispute of trees".
A. Pleshcheev "Spruce".
A. Fet "Autumn".
G. Skrebitsky "Autumn".
N. Sladkov "Forest Tales", "Under the Cap of Invisibility"
“Colorful Land” - N. Nekrasov “Before the Rain”
I. Bunin "It's raining."
Experiment game:“Pour the cereal with a measuring spoon” (from a jar into a glass, from a glass through a funnel into a jar)
Collecting:Collection "Gifts of Autumn"(pictures, dummies)
Water Experiment Kit
Series of pictures and thematic albums "Autumn", "Vegetables", "Fruits",
A wonderful bag with models of vegetables and fruits
Knows the properties of water: liquid, has no color, smell, taste, turns into different colors
Has an idea that water is very important in the life of people, animals and plants
Fix the name of vegetables, fruits and classify them according to common features
"Migratory birds"
Topic:"Migratory birds"
Tasks: introduce children to the concept of "migratory birds";
to give children knowledge about which birds are migratory
Materials and equipment: thematic album "Migratory and wintering birds", handout (pictures from the series "migratory birds")
Morning Consideration: thematic album "Migratory and wintering birds"; - illustrations in books; - encyclopedias
Conversations:"What does a bird have?" (structure); "What birds do you know?"; "What do birds eat?"
Educational and didactic games: “One-many”, “Tell me a word” (The crow croaks, and the sparrow ...),
"Guess",
“What does it smell like?”, “What are we playing with?” (musical instruments)
Individual work:“Fold the picture” (from geometric shapes according to the model) with Anya, Amina; - invite Kolya and Seva to sort the beans and peas into boxes;
Walk Observations:- Watching migratory birds
Watching the rain and wind
- Watching trees without leaves
- Observation of the clothes of passers-by
Experiment game:- "Let's build a hill of loose sand"
- "Sand can run"
- “Footprints in the sand” - “We will see grains of sand”
- "Sculpt from wet sand"
Evening Educational and didactic games: "Find the same bird"
"Find desired color»
"Let's build a pyramid"
Individual work: exercise Yegor and Maryana in comparing objects in size, indicating the results of comparisons with the words: long, short, identical, equal, longer, shorter.
Introduce Alina Z., Ira with a rattle, exercise in comparing the sound of a tambourine, rattle and rattle, distinguish the timbres of these instruments by ear.
Reading: - A. Barto "Do you need a magpie?"
- E. Blaginina "Fly away, fly away"; - E. Trutneva "Jackdaw"; - O. Driz "Own weather".
I. Tokmakova "Doves"
Elgen E. "Bird"
Experiment game:
"Paper" (paper is torn, wrinkled, not smoothed, burns, gets wet in water, etc.);
"The feather sinks or does not sink"
Sounding instruments (bells, drums, rubber tweeters, hammers, rattles, etc.);
Set for experimenting with cereals: cups, jars different size, containers, objects-tools - scoops, spoons;
Sets of pictures for grouping (realistic images), migratory and wintering birds;
Sets of paired pictures about birds;
Sectioned subject pictures depicting poits, divided into 2-4 parts (vertically and horizontally);
Familiar with the concept
"migratory birds".
Knows and can classify migratory and wintering birds
"Pets"
Topic:"In Grandma's Yard"
Tasks:
To give children an idea about pets, their appearance, place of residence, habits, the role of animals in human life.
Materials and equipment: milk for testing
Animal figurines
Layout ""In the barnyard"
Morning Examining thematic album "Pets" of illustrations in books, encyclopedias
Conversations:"My grandmother and my grandfather live in the country"
- "Who lives in the barn?"
- "What animals are called pets?"
- "I have a dog (cat)"
- "How to take care of animals"
- What are the benefits of pets?
Educational and didactic games:
- "Guess what animal it is from the description"
- "Guess who screams how?"
The game "Magic Transformation" - 2 options.
Individual work:
Teach Serezha and Mila to use substitute items in the game;
Lose with Ira and Vika the situation "Feeding animals";
To consolidate with Madina the ability to compare, find similarities and differences between animals.
Walk Observations:
- "Our cat",
- "What does the cat have?";
- "Where and with whom does the cat walk?"
Observation of the state of the weather;
Experiment game:- "What do we feed the cat?" (candy, milk, bread, what will she eat) - "Does the wind blow in our faces?" - "How do different objects fall?" (leaves, pen, paper, stone)
Educational and didactic games: "Who screams like" - audio game; - Presentation "Pets" - Design games "Hole for the dog".
Individual work: - Memorizing with Yegor and Vika the poem “I have a goat”; - invite Alina to collect puzzles depicting animals; - invite Ira and Seva to collect cubes depicting pets; - with Veronica to continue the ability to classify animals; - examine and draw with Kolya a ball for a cat.
Reading:
E. Charushin "Mustachioed striped"
S. Marshak "The Tale of stupid little mouse”, “The Tale of the Smart Mouse” - the nursery rhyme “Goat-Dereza” - I. Vasilyeva-Kurk “The Burenkin Baby” - T. Domaronok “For the Sake of Friendship” (The Tale of Animals for Children)
- riddles, fairy tales about animals.
Experiment game:"Fresh milk is a treat for a cat." Check the milk for freshness with boiling water - the property of milk to curdle.
Consideration: layout "In the yard at the grandmother", figurines of realistic pets
Sets of pictures for grouping (realistic images), up to 4-6 in each group: domestic animals, wild animals, animals with cubs, birds
A set of colored sticks.
Animal figurines
Layout ""In the barnyard"
Constructor "Lego" - farm
Card file with riddles, nursery rhymes, stories.
A selection of finger games on the topic "Pets".
Projector, presentations
Children have formed and enriched their understanding of pets: they recognize by their appearance, know where they live, what they eat, how to take care and take care of them.
Children and parents in their families for a certain time are observing their four-legged friends. Then the next experiment is carried out. All family members should be at home at the same time. The cat (dog) is in another room. At the same time, everyone calls the animal to itself. Who will it run to?
Draw conclusions.
Appendix
Experiences
Water
"How the water went for a walk"
Purpose: to give an idea that water can be collected various items- sponge, pipette, pear, napkin.
Material: foam sponge, plastic syringe without a needle, rubber bulb, water bath.
The course of the game - experiment
They poured water into a basin and forgot about it. After a while, the water got bored: “Here I am sitting here and I don’t see anything, but there are probably so many interesting things around!” She wanted to get out of the basin, but it didn’t work out - the water has no arms and legs. She wanted to call someone, but the voice of the water in the basin was quiet - no one heard her. And then my mother came and thought: “Why is there water here?” took it and poured it into the sink. Water poured through the pipes and fell into a large river, in which there was a lot of other water. And our water was sweating along with the big river through the city, past beautiful houses and green gardens. “How beautiful, how wonderful! thought the vodka. “And I would have sat in my basin and would not have seen this beauty!”
Take a foam rubber or other absorbent sponge, a rubber bulb and a plastic syringe (without a needle). Pour water into a small basin, prepare several empty containers (cups, bowls, etc.). Have your child dip the sponge into the water and show them how to squeeze it into the cup. Then draw water with a rubber pear and pour it into another container. Do the same with a syringe.
"Fishing"
Purpose: to consolidate knowledge about the properties of water - it pours, you can strain it through a net.
Materials: a bowl of water, a net, a strainer, a toy colander, small toys.
Game progress - experiment
art word
Angler, what kind of fish
Did you catch us for lunch?
He answers with a smile:
- It's not a secret at all!
I managed to catch so far
Two holey shoes!
Pour water into a bowl and give the baby a fishing net aquarium fish ok, a small strainer with a handle or a toy colander. Throw a few into the water small toys. They can float on the surface or lie on the bottom. Invite your child to catch these toys with a net. You can ask him to catch some specific toys: “Catch the blue ball, catch the red fish”, etc.
Paper
1. "Tear the paper" Children tear colored paper into small pieces and make an application out of them
2. "Paper lumps" - to introduce children to a new property of paper - rolling. The teacher teaches children to make lumps out of paper, and then out of them collective application
3. " paper strips» The children are given scissors and half of an album sheet, then they show how to get a strip with scissors. The cut out strips can be used to find out if there is wind outside.
Observations:
"Watching the Autumn Tree"
Purpose: to clarify children's ideas about the main parts of a tree (trunk, branches, leaves), exercise in distinguishing leaves by color, size, shape. To consolidate the knowledge that in autumn the leaves turn yellow, fall off.
Progress of observation
It suddenly became twice as bright,
Yard as in sunshine –
This dress is golden
At the birch on the shoulders.
In the morning we go to the yard -
Leaves fall like rain
Rustle underfoot
And fly, fly, fly...
"Puppy Watch"
Purpose: to consolidate the idea of a baby dog: appearance, movements, sounds made, compare with a toy puppy, what are the similarities, what is the difference, the puppy is alive, etc.
No, not just a gift
Very nice puppy
He's still tiny...
He goes funny, funny,
tangled in paws
My puppy will grow up -
he becomes a dog.
Why is the puppy funny? (Short legs and tail, thick body, weak, playful.) Although the puppy is small, weak, he has good hearing, it executes commands.
Games
Tell me a word
Target: develop creative thinking.
The facilitator starts the phrase, and the participants finish it.
The crow croaks, and the sparrow...
The owl flies and the rabbit...
The cow eats hay, and the mouse...
Guess!
Target: develop logical thinking and speech.
The educator lists a number of features characteristic of the intended subject. Children must name this object.
Delicious, scarlet, sugary.
Yellow, red, autumn.
White, fluffy, light.
Branched, green, prickly.
Brown, clumsy, clumsy.
Cunning, redhead, predator.
Grey, angry, hungry.
Who lives in our barn?
Target: develop logical thinking, memory.
Each of the players receives a set of subject pictures on which pets are drawn.
The teacher reads the poem, the children show the guessing pictures and lay them out in the order in which the animals are described in the poem. The one who wins desired sequence laid out pictures of animals and then correctly named them.
Who lives in our barn?
I know them all very well...
These go everywhere together
They doze together on a perch.
Get up early together
Crumbs, grains are pecking.
And from this the sky is hidden -
She looks into the trough
Or, with a hooked tail,
Digs the ground with a patch.
And this one I call
It's very simple, kids.
She eats hay, grass
And mumbles all the time: "Moo-uuu."
Here's the family:
mother and daughters,
All fluffy lumps
Together they will gnaw carrots -
They won't leave each other.
This one is hiding on the roof -
I call, but he does not hear.
Pretends to be asleep
He takes care of the birds.
This one is black and shaggy.
He's our watchman, guys.
I always feed him
Himself for lunch and dinner.
I love him the most
We are very friendly with him.
Fiction.
Safety rules in verse
With sand:
If you throw sand
Next to a broom and a scoop.
With fire:
Remember the rule: fire
Never touch one!
With water:
If we are dealing with water,
Let's roll up our sleeves boldly.
Spilled water - no problem:
A rag is always at hand.
Apron is a friend: he helped us,
And nobody got wet here.
With glass:
Be careful with glass
After all, it can break.
And it crashed - it doesn't matter,
After all, there are true friends:
Nimble broom, Brother-scoop
And a trash can
In a moment, the fragments will be collected,
Our hands will be saved.
Upon completion of work:
Have you completed the work?
Did you put everything in place?
A.S. Pushkin “Already the sky was breathing in autumn”
Already the sky was breathing in autumn,
The sun shone less
The day was getting shorter
Forests mysterious canopy
With a sad noise she was naked,
Fog fell on the fields
Noisy geese caravan
Stretched to the south: approaching
Pretty boring time;
November was already at the yard.
E. Trutneva "Autumn"
It suddenly became twice as bright, the yard as in the sun -
This dress is golden at the birch on the shoulders.
In the morning we go to the yard - the leaves are raining down,
Underfoot they rustle and fly ... fly ... fly ...
Cobwebs fly with spiders in the middle.
And cranes fly high from the ground.
Everything flies! It must be our summer flying away.
A. Barto "Do you need a magpie?"
She has two terms - two months lived.
She was found in June, she was named Dunya.
Jumped like a hare, magpie through the grass,
She liked to sit on the girls' heads.
She once pulled a spoon off the table,
But, after playing a little bit, I gave it to Andryushka.
He was her favorite, Andryusha Chelnokov.
She wore gifts for him - worms.
We got used to it very much, and Dunya in a quiet hour
She repeated in forty: “I miss you ...”
But autumn, autumn is coming soon, a leaf turns yellow in the garden,
Volodya, the accordion player, has already left for the city.
And we will leave ... Autumn ... But how will we leave Dunya?
She lived with us for two terms, two months ...
Don't you need a magpie, a magpie without a wing?
Conversations
"We are talking about autumn"
Purpose: to form a generalized idea of autumn, including knowledge of autumn phenomena in inanimate nature(precipitation, air temperature, soil, water conditions), about the state of plants in autumn and its causes, about the features of animal life. To consolidate knowledge about the dependence of the existence of plants, animals on conditions external environment(temperature, food). To consolidate knowledge about the work of people in the fall. Practice making connections between familiar facts. Develop skills learning activities: the ability to logically answer the questions posed, to prove their point.
Content: The teacher invites the children to remember and read poems about autumn by A.S. Pushkin “Already the sky breathed autumn”, E. Trutneva “Autumn”. Today we will talk with you about autumn and tell you everything we know about it. You can use the calendar of nature.
What was the weather like in September? in October? In November? How did it change (according to the calendar of nature)? What happened to the trees and shrubs in three months? How has the land cover changed? Why? How does this relate to weather change?
Now let's discuss the state of the animal world in the fall. 1. What happened to the insects? When did they disappear? Why? 2. Has the composition of birds changed in the area, in the forest? Where did the starlings, swallows, etc. disappear to? Why did they fly to warmer climes? (cold, nothing to eat).
3. What changes are taking place in the life of forest animals?
4. What kind of work do people do in autumn?
The teacher sums up the conversation: autumn is such a time of the year when everything changes in nature: the day gets shorter, the sun warms weaker, it gets colder every day, it often rains, the sky is cloudy, gloomy. By the end of autumn - frosts, snow falls. Leaves turn yellow and fall, flowers and grass wither. Insects hide in fallen leaves, soil, tree bark, so as not to die from the cold. Migratory birds fly south, wintering - move closer to human habitation, because. it is cold, there is nothing to feed on, the harvest in the fields has been harvested, the insects have disappeared. Animals in the forest prepare for winter, store food, molt, insulate holes, prepare for hibernation. People harvest vegetables and fruits, plow the soil, prepare firewood, and insulate their homes.
Fizkultminutka.
Two sisters, two hands
Left and right (showing hands alternately)
Tear weeds in the garden
And wash each other. (imitation of movements)
Two sisters, two hands
Left and right (alternately show)
Sea and river water
They rake while swimming. (perform swimming movements).
"About Pets"
Purpose: to generalize a specific idea of pets and form the concept of "pets". To teach to establish essential signs for generalization: they live with a person, they are beneficial, a person takes care of them. To form the ability to fill generalized noun signs with specific content. To develop the ability to complement the answers of peers.
Content: the teacher makes a riddle. Shows children pictures of a goat, a sheep, a cow, a horse, a bear. He asks who is superfluous in this group of animals and why. (An extra bear, because the rest of the animals are domestic). Asks the children to name other pets they know and why they are considered pets. Listens to the children's answers, draws their attention to features: pets live with people; they are not afraid of a person, a person creates conditions for their life: feeds, builds housing, heals; released into the wild, pets either look for new owners or die. All domestic animals are useful in the economy (they provide food: milk, meat, wool; they are used in work: a horse, a camel, a donkey.)
Underground, in a closet
She lives in a mink
gray baby,
Who is this? Mouse.
The teacher shows the children a mouse toy. This difficult task, determine the mouse - what animal, domestic or wild? Guides the children's reasoning by asking questions: where is she sitting? Is the person afraid? Does the person care about her? Does it benefit the person? Conclusion: the house mouse is not a domestic animal, but a wild one that has adapted well to live near a person, in his house. The teacher invites the children to play the game "Birds, animals, fish." Children become in a circle. One of the players picks up some object and passes it to the neighbor on the right, saying: “Here is a bird. What kind of bird? the neighbor accepts the item and quickly answers (the name of any bird). Then he passes the thing to another child with the same question. The object is passed around in a circle until the stock of knowledge of the participants in the game is exhausted. They also play, naming fish, animals.
Synopsis of GCD
Topic:"Sorceress Voditsa"
Tasks: to acquaint with the properties of water: liquid, has no color, smell, taste, is painted in different colors;
Materials and equipment: water in cups, empty cups, pebbles, sugar, paints, brush.
Target: Involve children in elementary research activities to study the properties of water.
Tasks:
Tutorials:
To acquaint children with the properties of water (taste, smell, color, fluidity);
Describe the importance of water in human life;
Developing:
Develop speech, thinking and curiosity of children;
Develop the ability to give complete answers to questions, enrich the vocabulary of children;
Develop observation;
To form a holistic picture of the world, expanding the horizons of children.
Educators:
Cultivate respect for water;
Dictionary Enrichment: tasteless, colorless, transparent.
Material and equipment: recording of rain noise, recording of the song “Smile”, disposable cups of water (according to the number of children, empty cups, a glass of milk and a glass of water, spoons, vanilla sugar, a sheet of cardboard, whatman paper (a cloud is drawn on it, paint is gouache of blue color, wet wipes, caps of droplets, a cap of Clouds - for the educator.
(The music of a falling drop is heard and the teacher comes in with an umbrella in a water suit ( blue dress with drops of water glued on it).
Hello my friends! I brought you a riddle, do you want to listen? (children's answers)
If our hands are in wax,
If there are blots on the nose,
Who then is our first friend,
Will it remove dirt from the face and hands?
What Mom Can't Do Without
No cooking, no washing
Without what, we will say directly,
Man to die?
To make it rain from the sky
To grow ears of bread
For ships to sail
We can't live without (water)
Well done boys! Why do we need water, who knows? (children's answers). And how do we use it? (children's answers)
Goodies! Now think about it and tell me where does the tap water come from? We use this water every day, but it keeps flowing and flowing, never ending.
The tap is water from the river. Those droplets with which we wash our hands have done big way. First they swam in the river, then the man sent them into the pipes.
Do you guys know that you need to save water, and when you wash your hands, you need to immediately turn off the tap. There is a lot of water, but for washing, cooking, only purified water is needed. And to get clean water people put in a lot of effort. That's why you need to save water, close the tap tightly.
Good-bad game
Water is good. Why?
Water is bad. Why?
finger game"Vodichka - water"
Water, water (arms extended in front of you, moving up and down)
Rolled up sleeves (with one hand we lead along the other arm from the hand to the elbow up, change the handles)
We will wash our hands (three hands)
soap (soap) circular motions one hand on the other)
And dry (shake hands)
Guys, and you have water on the tables, let's go to them.
Experience: "The taste of water"
Guys, let's taste the water! (children are offered boiled water). What is she? Sweet? Salty? bitter? Sour? (children's answers)
Well done, - Water has no taste, it is tasteless, repeat.
Guys, what do you think, what color is the water? (Answers of children).
What color is milk? (white).
Can we say that water is white? (Answers of children).
Experience: "Transparency of water"
There are two cups in front of the children: one with water, the other with milk. Place spoons in both glasses. In which of the cups are they visible, and in which are they not? Why? We have milk and water in front of us, in a glass of water we see a spoon, but not in a glass of milk.
Conclusion: water is clear, but milk is not.
Experience: "The smell of water"
Guys, do you like how perfume smells or when mom bakes pies? (children's answers).
What do you think about the smell of water?
Take a glass of water and smell the water? (children perform)
And now I will add vanilla sugar to another glass. Then he asks for a glass of plain water to the nose (what it smells like) and a glass of vanilla (there is a pleasant smell). Children conclude that water without additives is odorless.
Conclusion: water has no odor.
Experience: "The fluidity of water"
/conducted by the educator:
Look guys what it is (children's answers). This is thick cardboard. Let's pour some water. What did you notice? (children's answers) - water spreads in different directions.
Smarties, that's right. On a flat surface, water flows in different directions, on an inclined surface it flows at an angle. Take one glass empty, the other with water. Pour water into an empty glass. Water flows from glass to glass.
Now you take two cups and pour the water from one to the other (children do).
What can be said in this case about water, what does it do? (children's answers) - water flows.
That's right, water is a liquid. If it were not liquid, then you and I would not be able to get drunk, this property is called fluidity.
Conclusion: water can overflow from one object to another, water is fluid.
And now I suggest you turn into droplets. I will be Mama Cloud, but do you think she is alone in the sky? (children's answers)
No. She also has daughters and sons, only droplets.
/ the teacher puts on children's hats of droplets, a cloud for himself.
Music "Smile" sounds. / Mama Cloud says what to do to her children droplets.
Droplets flew to the ground. Jumping, dancing. They got bored of jumping alone. They gathered together and flowed in small, cheerful streams (droplets make up streams, holding hands). Brooks met and became a big river (connected into one chain). Droplets float in a big river, travel. The river flowed and flowed and ended up in a big, big ocean (children reorganize into a round dance and move in a circle). They swam and swam in the ocean, and then they remembered that their mother, Cloud, ordered them to return home. And just then the sun came out. The droplets became light, stretched upwards (crouched droplets rise, then stretch their arms up). They evaporated under the rays of the sun, returned to the mother cloud.
Well done, my little kids, they had a lot of fun.
Look at my big gloomy cloud. Can it be called rain? And why? (children's answers). Yes, because it's going to rain.
Guys, what have you learned today? What was difficult for you and what was easy?
What was the most interesting thing? (children's answers). What will you tell your moms and dads tonight? (children's answers)
You, well done! And I have to go, Goodbye my friends!
Preschoolers is the formation of natural-scientific ideas about the world around them. It is recommended to start work in this direction purposefully and systematically already from a young age. preschool age. It was during this period that the foundation was laid. conscious attitude to the surrounding world, vivid emotional impressions accumulate.
The tasks of forming the cognitive and research activities of children of the younger group:
- to form the ability to establish the simplest connections and relationships to objects of the close environment;
- to enrich the knowledge of preschoolers with new impressions;
- promote development cognitive interest to the surrounding world.
Sample Thematic Planning
cognitive research activities
with younger children
The work is carried out in the course of observations on walks, in the process of games-experiments with natural material or in the form role-playing games, in independent activity children.
1. Our square.
Tasks and content: Consider autumn trees: rowan, birch. Reveal characteristics- on a birch they are small and round, on a mountain ash they are large and long, oblong.
2. Gifts of autumn.
Tasks and content: Observation of the movement of air - the wind blows and plucks the leaves from the trees, the leaves swirl in the air. Collect bouquets of colorful leaves. You can offer to throw bouquets up "let's make a salute." Admire the multi-colored carpet that turned out on the ground.
3. Let's walk on a carpet of leaves.
Tasks and content: Continue to form the concept that with the advent of cold weather, the leaves dry up, fall from the trees and rustle underfoot. Walk on a rustling rug of dry leaves. Tell that the wind also knows how to play with dry leaves. Listen to the wind rustle the leaves.
4. Decorate the sandbox with autumn leaves.
Tasks and content: To fix in children the name of the primary colors: green, yellow, red. Continue to form the concept of the size of "big-small" leaf in the process of laying out a pattern of multi-colored leaves.
5. Game-experiment: "Sinking - not sinking."
Tasks and content: Determine the degree of buoyancy of objects of different severity. The leaves are light - they float like boats. Check if the pebbles float? Find out the causal relationship.
6. Gifts of autumn.
Tasks and content: Fix the name of the primary colors autumn leaves. Make a garland of leaves and decorate the group.
7. Experimental game: "Which boat is faster?"
Tasks and content: Observation of the force and work of the wind. Make boats from leaves and paper. Find out together with the children - which boat the wind will carry away - from a piece of paper or from paper?
8. Travel droplets.
Tasks and content: To fix autumn signs in children: when it rains, the paths become wet, damp, puddles on the ground. Pay attention to the size of the puddles: large and small.
9. Let's build a hill of loose sand.
Tasks and content: Introduce the concept of "loose": slowly pour sand in a cone and watch how the grains of sand fall down.
10. Sand can run.
Tasks and content: To acquaint children with the property of dry sand - “runs away” down, “slides” from a height. Pick up dry sand and slowly release it from the fist in a stream, so that the stream of sand falls into one place. A mound is formed. Watch the sand slowly run down from the top.
11. Footprints in the sand.
Tasks and content: Explain to the children that there are footprints in the wet sand. Raw sand does not crumble. Traces of molds remain on the wet sand. And the palm leaves a mark, and shoes, and boots.
12. We will see grains of sand.
Tasks and content: Introduce children to the magnifying glass. To tell that sand consists of individual grains of sand, they can be seen, grains of sand are different in shape and size.
13. We sculpt from wet sand.
Tasks and content: To acquaint children with the peculiarity of wet sand: it is molded, but dry is not. Invite the children to fashion large and small koloboks.
14. Gifts from our forest.
Tasks and content: Introduce the fruits of the forest. Consider the structure of spruce and pine cones. Compare leaves and cones of spruce plants.
15. Gifts from our site. Such different stones.
Tasks and content: To fix the concept: heavy and light. Invite the children to find pebbles in the sandbox, consider them: they are all different large and small, round and oblong. Check which pebble will sink faster: big or small?
16. Gifts from our site. Such different stones.
Tasks and content: To fix the concept: wet - dry. Invite the children to find pebbles in the sandbox, put them in a bucket of water. Find out what happened to them. What are the pebbles?
17. Colored droplets.
Tasks and content: Find out with the children the properties of water. Show the children that water can have color. Using a brush or pipette, tint the water, different colors are obtained.
18. Such different dishes.
Tasks and content: Show the children that the dishes are made of various materials: metal, clay, wood, plastic, glass. Consider different types of utensils. Prove that the dishes are fragile, they can break.
19. Secrets of different rings.
Tasks and content: To acquaint children with rings of various shapes and sizes (car wheel, bagels, drying). Conduct a survey and experiments with dough or plasticine.
20. Such different patterns.
Tasks and content: Consider frost patterns on glass with children. Offer to breathe on the glass, put your hand on the glass.
21. Gifts of winter. Footprints in the snow.
Tasks and content: Monitor freshly fallen snow. Consider the tracks in the snow, offer to guess who came to the site? Who left the track? (bird, dog, person).
22. Such different koloboks.
Tasks and content: Draw the children's attention to the fact that the snow melts in the heat. Add 2 lumps-koloboks: from dough and snow, put in heat. After the walk, check what happened to them? Where did the snowball go?
23. Gifts of winter. Magic ice cubes.
Tasks and content: Conduct water monitoring in the cold. Find out what water turns into cold weather into ice. Take the molds to the site, fill them with colored water. Watch what happens? Decorate the site with multi-colored ice floes.
24. Gifts of spring. Funny icicles.
Tasks and content: Prove that when the snow melts, icicles form under the roofs. Consider them: transparent, slippery, like glass. Hold the pieces of icicles in your palms. Find out that the icicle will melt from a warm palm.
25. Gifts of spring. Happy streams.
Tasks and content: Introduce children to the signs of spring. From the warm sun, the snow melted, turned into streams. Play a game - put a paper boat into a stream.
26. Big wash.
Tasks and content: Find out with your children that not everything can be washed in water. Offer to wash the dress of the Katya doll. First a dress made of fabric, and then a dress made of paper. Analyze the result.
27. Games with soap foam.
Tasks and content: Show the children that soap lathers. Learn how to foam. Hold a competition: who will get the foam higher and more magnificent.
28. Guests of our court.
Tasks and content: Monitor your dog. Find out what food she eats, how she runs, wags her tail.
29. Guests of our yard: Who flew to the site?
Tasks and content: Conduct bird watching. Find out the characteristic features of pigeons, sparrows.
30. Guests of our court. Our cat.
Tasks and content: Observation of the habits and behavior of the cat. What can a cat do? (Play, walk, run, purr, sleep, squint from the sun). What food does she eat?
31. Gifts of spring. Sunny Bunnies.
Tasks and content: Play a game with a mirror. "To catch" sunbeam to give pleasure to children, to evoke positive emotions.
32. Our aquarium.
Tasks and content: Learn about the habitat of aquarium fish. Consider the appearance of the fish. Explain how to take care of the fish.
33. Our garden.
Tasks and content: Plant vegetables and herbs with children. See what grows faster? To find out the necessary conditions for growing vegetables.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to