Experimentation in the preparatory group file cabinet with goals. Card file on the experimental activities of children in the preparatory group
Interesting experiences for children
In the preparatory group, experiments should become the norm of life, they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way to develop thought processes. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality.
A few important tips:
1. It is better to conduct experiments in the morning, when the child is full of strength and energy;
2. It is important for us not only to teach, but also to interest the child, to arouse in him a desire to acquire knowledge and make new experiments himself.
3. Explain to the child that unknown substances should not be tasted, no matter how beautiful and appetizing they look;
4. Do not just show the child an interesting experience, but also explain in a language that is accessible to him why this happens;
5. Do not ignore the child's questions - look for answers to them in books, reference books, the Internet;
6. Where there is no danger, give the child more independence;
7. Invite the child to show the most liked experiences to friends;
8. And most importantly: rejoice in the success of the child, praise him and encourage the desire to learn. Only positive emotions can instill love for new knowledge.
Experience number 1. "Disappearing Chalk"
For a spectacular experience, we need a small piece of chalk. Dip the chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely.
Chalk is limestone, in contact with acetic acid it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.
Experience number 2. "Erupting Volcano"
Required inventory:
Volcano:
- Make a cone from plasticine (you can take plasticine that has already been used once)
- Soda, 2 tbsp. spoons
Lava:
1. Vinegar 1/3 cup
2. Red paint, drop
3. A drop of liquid detergent to make the volcano foam better;
Experience number 3. "Lava - lamp"
Needed: Salt, water, a glass of vegetable oil, several food colors, a large transparent glass.
Experience: Fill a glass 2/3 with water, pour vegetable oil into the water. The oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.
Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil, along with the salt, begins to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular.
Experience number 4. "Rain Clouds"
Children will love this simple game of explaining how it rains (schematically, of course): first the water accumulates in the clouds and then falls on the ground. This "experiment" can be done in a lesson in nature studies, and in kindergarten in the older group and at home with children of all ages - it enchants everyone, and the children ask to repeat it again and again. So stock up on shaving foam.
Fill the jar about 2/3 full of water. Squeeze the foam right on top of the water to make it look like a cumulus cloud. Now drop the colored water onto the foam with a pipette (or rather entrust it to the child). And now it remains only to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.
Experience number 5. "Red Chemistry"
Put the finely chopped cabbage in a glass and pour boiling water for 5 minutes. We filter the infusion of cabbage through a rag.
Pour cold water into the other three glasses. In one glass, add a little vinegar, in another, a little soda. Add cabbage solution to a glass of vinegar - the water will turn red, add to a glass of soda - the water will turn blue. Add the solution to a glass of clean water - the water will remain dark blue.
Experience number 6. "Inflate the balloon"
Pour water into a bottle and dissolve a teaspoon of baking soda in it.
2. In a separate glass, mix lemon juice with vinegar and pour into a bottle.
3. Quickly put the ball on the neck of the bottle, securing it with tape. The balloon will inflate. Baking soda and lemon juice mixed with vinegar react to release carbon dioxide, which inflates the balloon.
Experience number 7. "Colored milk"
Needed: Whole milk, food coloring, liquid detergent, cotton swabs, plate.
Experience: Pour milk into a bowl, add a few drops of different food colors. Then you need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. The milk will move and the colors will mix.
Explanation: The detergent reacts with the fat molecules in the milk and sets them in motion. That is why skimmed milk is not suitable for the experiment.
Synopsis of GCD on experimentation in the senior - preparatory group of the preschool educational institution
Goals and objectives:To draw the attention of children to such an activity as experimentation; To acquaint children with some properties of water, teach them to conduct simple experiments using simple tools and objects;
Learn to reason, analyze, draw conclusions and explain "miracles" from a scientific point of view; Learn to negotiate with each other; Let children feel the joy of discovery, develop curiosity, thinking, cognitive interest.
Equipment and materials:
tables covered with oilcloth, salt, soda, potassium permanganate, disposable transparent cups, 2 jars of yellow and blue watercolors, 2 raw eggs, measuring spoons, pipettes, a column with calm music.
Recommendations for carrying out: before starting experimentation, it is necessary to conduct a safety briefing; it is necessary to involve as many children as possible in conducting experiments and experiments, therefore, an assistant who has not previously participated from among those who wish is called for each stage of the experiment; it is necessary to try to get independent answers from children, giving hints and asking leading questions, it is important to avoid long hitches. Educator: Hello guys. Today we will work with you in the laboratory, conduct experiments. And with what, we now find out. Close your eyes and listen...What is that noise? (the sound of a stream sounds, when the children guess, a picture appears on the board). Right. It is about water that we will talk with you today.
Educator: Water is one of the most amazing substances on the planet.
Why do people need water? (children's answers.) Do you think animals need water? (children's answers). Without water, a living organism will not live long, because we are more than half of the water. You can drink only clean water, always wash vegetables and fruits before eating. Water must be conserved, but how can we conserve water? (children's answers) Water can bring us both good and bad. You can not drink cold water, in the rain you can get wet and get sick. Swimming in the water should not forget about safety. Guys, you already know a lot about water, and today we will get acquainted with its states and some properties. Go to the laboratory.
A laboratory is a place where scientists conduct experiments and set up experiments. Let me be a scientist today, and you will be my laboratory assistants and we will conduct experiments on the study of water.
(Teacher puts on a bathrobe)
But before we start the experiments, I will tell you the safety rules in the laboratory:
You need to clearly follow my instructions, listen carefully and remember. We take only those items that I name.
Experience No. 1 “Water is a liquid that has no taste, color, smell”
Educator: Water is a liquid. A liquid is a substance that has mobility, fluidity. How can you prove that water is a liquid? (children's answers) Take an empty glass and a glass of water. Now try pouring from one glass to another glass. What kind of water? (liquid). Now take a sip. Is the water sweet? Is the water bitter? Is the water acidic? Is the water salty? (no) Does water have a taste? (means the water is tasteless). Now take a sniff. Does the water have an odor? So the water is odorless. Let's now dip the bead into our glass of water. Do we see this bead? (yes) So what kind of water? (transparent, colorless) Well done, now put the glass in place.
Conclusion of children: Water is liquid, transparent, odorless and tasteless.
Experience No. 2 "Water has a solid property"
Educator: Guys, take a small glass now. What lies there? (ice) Take it in your hand, what is it? (children's answers) Look, it's melting. What does ice become? (into the water) So ice is water. Water may be solid. We put ice in a glass, wipe our hands with a napkin.
Conclusion of children: Water has a solid property.
Educator: Making scientific discoveries is not easy, so there are breaks in the laboratories for rest. It would be nice for us to get some rest. Let's leave the laboratory for a while and stand in a circle.
Physical education: the teacher asks questions, and the children answer - if “Yes”, then they clap their hands, if “NO”, then shake their heads.
The game "It happens - it doesn't happen."
Is the air warm? (Happens).
Is the air clean? (Happens).
Is the air fluffy? (Can not be).
Is air light? (Happens).
Is the air dirty? (Happens).
Is the air angry? (Can not be).
Is the air cold? (Happens).
Is the air streaked? (Can not be).
Experience No. 3 "Water has buoyancy"
- I know another very interesting experiment on buoyancy. Raise your hands who loves to swim. (Children raise their hands). Tell me, where do you swim? (Children: in the pool, on the river, in the sea, in the lake, on the pond). Where is the easiest place to swim? (Children: at sea). And why? (Children: the water in the sea is salty, it holds better), absolutely true, my friends, and we will confirm this with you with the next experiment.
In one jar - plain water, and in another - salt is added. In fresh water, the egg sinks, and in salt water, it floats. By adding either salty or fresh water to the jar, it causes the egg to either float or sink to the bottom of the jar, and ensures that the egg hangs in its middle.
Conclusion: buoyancy is easier in salt water.
Experience No. 4 "Palette of colors"
- And now we begin experiments on coloring water. In the art classes, you learned how to mix paints and get new colors. What kind of paint loves water, dissolves well in it? (Children: watercolor). I have two cans of yellow and blue paint here. What color will you get if you mix them? (Children: blue). Let's check! (Two children go on stage and use a pipette in transparent cups to make a solution of yellow and blue; at the same time they pour their solutions into a third glass, and it instantly turns green).
Experience No. 5 "Coloring water"
- But not always in the water the color we expect to see is obtained. Some substances, when combined in water, react in a special way.
(I dissolve potassium permanganate crystals in water, the children admire, fascinated by this spectacle).
What color is the solution? (Children: crimson). What happens if you add a clear liquid to it? (Children: nothing, the color will turn slightly pale. I add a little hydrogen peroxide to the solution with a pipette and the liquid becomes transparent).
And now we need to rest again. (We stand in a circle)
Physical education "Brook".
There lived and there was a brook,
(wave-like movements of the hands.)
Rumbled and ran.
(Walking in circles)
Turned into a cloud
(draw a circle in the air)
Droplet went down
(Sit down.)
Here is the circuit
(Whirl around yourself)
Observant will understand
(Hands to the side) .
Educator: Well done! Have a rest? We return to our laboratory again.
Experience No. 6 "Vaporous water - steam"
Educator: And now I will show you the most amazing trick! (water is poured into the flask, then a small amount of manganese and soda is added, and steam is obtained). Guys what is it? (couples) Where have you met couples in your life? (children's answers)
Conclusion: water can be in a vapor state.
Educator: Also, guys, I would like to tell you one very interesting story about the “Water Cycle in Nature”. Take a pot of hot water and cover with a lid. When it opens, droplets appear and the water cycle in nature is explained to the children.
Summary of NOD.
Educator: We have learned that water is one of the most amazing substances. Water can be in three states (which ones): liquid, solid, vapor. It has many properties: (what) transparent, no smell, no taste. Water is in constant motion.
Water is very important for human life. Water gives us life. Guys, did you like working in the lab? Let's talk about the amazing properties of water.
Educator: Water is a good friend and helper of man. I suggest listening to Natalia Ryzhova's poem "Magic Water".
Have you heard of water? They say she's everywhere! You will find it in a pond, And in a damp forest swamp. In a puddle, in the sea, in the ocean, And in a faucet. Like an icicle freezes, It creeps into the forest with fog, It boils on your stove, The steam of the kettle hisses, We can’t wash without it, Don’t eat, don’t get drunk! I dare to report to you: We cannot live without it!
Educator: Indeed, without water, it is impossible to live on earth, so water must be protected and protected. Turn off the tap in time, do not spend too much, do not throw garbage into the river yourself, prohibit others.
Educator: Well done boys! Our experiments are over. Thank you for your work, you were real laboratory assistants.
Card file
"EXPERIMENTAL - EXPERIMENTAL STUDIES"
preparatory group
Why does everything sound?
Target: bring children to an understanding of the causes of sound: the vibration of an object.
Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel.
Description.
Game "What does it sound like?" - the educator offers the children for
cover his eyes, and he himself makes sounds with the help of known to them
items. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to voice: how does a mosquito sound?(Z-z-z.) How does a fly buzz?(W-w-w.) How does a bumblebee buzz?(Woo.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.
Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line?(trembling, hesitating) How to stop sound?(Stop the ruler from shaking with your hand)
We extract sound from a glass cup with a stick, stop. When does sound occur? The sound is produced when there is a very rapid back and forth movement of air. This is called oscillation. Why does everything sound? What else can you name the items that will sound?
Clear water
Target: identify the properties of water (transparent, odorless flows, has weight).
Materials: two opaque jars (one filled with water), a wide-mouth glass jar, spoons, small dippers, a basin of water, a tray, object pictures
Description.
IN guests came droplet. Who is Droplet? What is she with
likes to play?
On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is she? What does water smell like?
An adult invites children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing?(Pour, pour water.) What does the vodka do?(It pours.) Let's hear how she pours. What sound do we hear?
When the jar is filled with water, the children are invited to play the game "Find out and name" (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water?(Transparent.) What have we learned about water?
3. We make soap bubbles.
Target: to acquaint children with the method of making soap bubbles, with the property of liquid soap: it can stretch, forms a film.
Materials: liquid soap, soap bars, loop with a wire handle, cups, water, spoons, trays.
Description. Bear cub Misha brings a picture "A girl plays with soap bubbles." Children look at the picture. What is the girl doing? How are soap bubbles made? Can we make them? What is needed for this?
Children try to make soap bubbles by mixing a bar of soap and water. They observe what happens: they lower the loop into the liquid, take it out, blow into the loop.
Take another glass, mix liquid soap with water (1 tablespoon of water and 3 tablespoons of liquid soap). Dip a loop into the mixture. What do we see when we take out the loop? Slowly we blow into the loop. What's happening? How did the soap bubble come about? Why is a soap bubble made only from liquid soap? Liquid soap can be stretched into a very thin film. She stays in the loop. We blow out the air, the film envelops it, and a bubble is obtained.
4. Air is everywhere
Tasks: to detect air in the surrounding space and to reveal its property - invisibility.
Materials: balloons, a basin of water, an empty plastic bulk bottle, sheets of paper.
Description. Curious Little Gal makes a riddle to the children about the air.
Passes through the nose to the chest
And it's on its way back.
He's invisible and yet
We cannot live without it.
(Air)
What do we breathe in through our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?
Game exercise "Feel the air" - children wave a piece of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.
Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with? Air fills any space, so nothing is empty.
5. Light is everywhere
Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, bonfire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not give light; a flashlight, a candle, a table lamp, a chest with a slot.
Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now?(Sun.) What else can illuminate objects when it is dark in nature?(Moon, fire.) Invites the children to find out what is in the "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 will hit and illuminate everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
L if we do not open the chest, how to make it light? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
The game “Light is different” - grandfather Know invites children to decompose pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these objects, compare, arrange pictures with the image of these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare the pictures and sort them according to the degree of brightness of the light (from the brightest).
6. Light and shadow
Tasks: introduce the formation of shadows from objects, establish the similarity of the shadow and the object, create images using shadows.
Materials: shadow theater equipment, lantern.
Description. 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 are we all good see when the flashlight shines?
Misha puts his paw in front of the flashlight. What do we see on the wall?(Shadow.) Offers the children to do the same. Why is there a shadow?(The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny, a dog. Children repeat. Misha gives the children a gift.
Game "Shadow theater". The teacher takes out a shadow theater from the box. Children are considering equipment for the shadow theater. What is special about this theatre? Why are all the figurines black? What is a flashlight for? Why is this theater called shadow? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, such as "Kolobok", or any other.
7. Frozen water
Task: reveal that ice is a solid, floats, melts, consists of water.
Materials: pieces of ice, cold water, plates, a picture of an iceberg.
Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid.
Can water be hard? What happens to water if it is very cold?(The water will turn to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? Children are trying to do it. What shape is the ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl, and
children are watching. What part of the ice is floating?(Upper.)
Huge blocks of ice float in the cold seas. They are called icebergs (image display). above the surface
only the tip of the iceberg is visible. And if the captain of the ship
does not notice and stumbles upon the underwater part of the iceberg, then
the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt?(The room is warm.) What has the ice become? What is ice made of?
"Playing with ice cubes" - free activities for children:
they choose plates, examine and observe that
happens with ice.
8. Multi-colored balls
Task: get new shades by mixing primary colors: orange, green, purple, blue.
Materials: palette, gouache paints: blue, red, white, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), flannelgraph, models - colored circles and halves of circles (corresponding to the colors of the paints), worksheets.
Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we do not have blue, orange, green and purple colors? How can we make them?
Children together with a bunny mix two paints. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children paint the ball with the resulting paint. So children experiment until they get all the necessary colors.
Conclusion: mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. The results of the experiment are recorded in the worksheet (Fig. 5).
9. Sand country
Tasks: highlight the properties of sand: flowability, friability, wet can be sculpted; Learn how to make a sand painting.
Materials: sand, water, magnifiers, sheets of thick colored paper, glue sticks.
Description. Grandfather Know invites children to consider the sand: what color, try to touch (loose, dry). What is sand made of? What do sand grains look like? How can we see grains of sand?(With the help of a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Can you sculpt with sand? Why can't we mold anything out of dry sand? We try to blind from the wet. How can you play with dry sand? Can you paint with dry sand?
On thick paper with a glue stick, children are invited to draw something (or circle the finished drawing),
and then pour sand on the glue. Shake off excess sand
and see what happened.
Everyone looks at the children's drawings together.
10. Ringing water
Task: Show the children that the amount of water in a glass affects the sound they make.
Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” sticks with a thread, at the end of which a plastic ball is fixed.
Description. There are two glasses filled with water in front of the children. How to make glasses sound? All options for children are checked (knock with a finger, objects that the children will offer). How to make sound louder?
A stick with a ball on the end is offered. Everyone listens to the clink of glasses of water. Do we hear the same sounds? Then grandfather Know pours and adds water to the glasses. What affects ringing?(The amount of water affects the ringing, the sounds are different.)
Children try to compose a melody.
11. Sunny Bunnies
Tasks: understand the cause of the appearance of sunbeams, teach how to let sunbeams (reflect light with a mirror).
Material: mirrors.
Description. Grandfather Know helps children remember a poem about a sunny bunny. When is it available?(In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and becomes a source of light itself.) Invites children to let out sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with a sunny bunny: catch up, catch, hide it.
Children find out that playing with a bunny is difficult: from a small movement of the mirror, it moves a long distance.
Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear?(No bright light.)
12. What is reflected in the mirror?
Tasks: introduce children to the concept of "reflection", find objects that can reflect.
Materials: mirrors, spoons, a glass vase, aluminum foil, a new balloon, a frying pan, workers
Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me if they are different from what you saw in the mirror?(No, they are the same.) The image in a mirror is called a reflection. The mirror reflects the object as it really is.
There are various objects in front of the children (spoons, foil, frying pan, vases, balloon). The monkey asks them to find all the objects in which you can see your face. What did you pay attention to when choosing a subject? Try every
Does the object feel smooth or rough to the touch? Are all items shiny? See if your reflection is the same in
all these items? Is it always the same shape? Where
get the best reflection? The best reflection is obtained
in flat, shiny and smooth objects, they make good mirrors. Next, the children are asked to remember where
you can see your reflection on the street. (In a puddle, in a river in
shop window.)
In the worksheets, the children complete the task “Find and circle all the objects in which you can see the reflection” (Fig. 9).
13. Playing with sand
Tasks: to consolidate children's ideas about the properties of sand, develop curiosity, observation, activate children's speech, develop constructive skills.
Materials: a large children's sandbox, in which there are traces of plastic animals, animal toys, scoops, children's rakes, watering cans, a plan of a site for walks of this group.
Description. Children go outside and inspect the playground. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose footprints are these? Why do you think so?
Children find plastic animals and test their assumptions: they take toys, put their paws on the sand and look for the same print. And what trace will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose less? Check by applying.
The teacher in the paws of a bear cub discovers a letter, takes out a site plan from it. What is shown? What place is circled in red?(Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, immersing their hands in the sand, look for toys. Who is this?
Each animal has its own home. At the fox ... (burrow), at the bear ... (den), at the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build with? How to make it wet?
Children take watering cans, pour sand. Where does the water go? Why did the sand get wet? Children build houses and
play with animals.
14. What is water like?
Tasks: clarify children's ideas about the properties of water: transparent, odorless, has weight, does not have its own shape; introduce the principle of the pipette, develop the ability to act according to the algorithm, solve an elementary crossword puzzle.
Materials and equipment: a basin with water, glasses, bottles, vessels of various shapes; funnels, cocktail straw, glass tubes, hourglass (1.3 min); algorithm for performing the experiment "Straw - pipette", oilcloth aprons, oilcloth, small buckets.
Description. Droplet came to visit the children and brought a crossword puzzle (Fig. 10). A droplet invites the children to solve it in order to find out from the answer what she will tell about today.
The letter lives in the first cell, which is hidden in the word "scoop" and is in third place in it. In the second cell, you need to write down the letter that is hidden in the word "thunder" also in third place. In the third cell lives the letter with which the word "road" begins. And in the fourth cell is the letter that is in second place in the word "mother".
Children read the word "water". The droplet invites the children to pour water into glasses, to examine it. What kind of water? Children are offered tips-schemes of examination methods (on the cards they are drawn: nose, eye, hand, tongue). The water is clear and has no odor. We will not taste it, as the water is not boiled. Rule: don't try anything if it's not allowed.
Does water have weight? How to check it? Children compare an empty glass and a glass of water. Water has weight. Does water have a shape? Children they take different vessels and pour one jar of water into them from a bucket (0.2 or 0.5 l jars). What can you do to avoid spilling water?(Funnel.) Children first pour water from the basin into buckets, and from it into vessels.
What shape is the water? Water takes the shape of the vessel in which it is poured. In each vessel, it has a different shape. Children draw vessels with water.
Which container has the most water? How can you prove that all vessels have the same amount of water? Children take turns pouring water from each vessel into a bucket. So they make sure that in each vessel there was the same amount of water, one jar.
How can you be sure the water is clear? Children are invited to look through the water in cups at toys, pictures. Children come to the conclusion that water distorts objects a little, but they can be seen well. The water is clean and transparent.
A droplet invites children to find out if it is possible to pour water from one vessel to another using a straw for a cocktail. Pictures are provided as hints. Children independently consider the task and perform it according to the algorithm (Fig. 11):
Place two glasses next to each other - one with water, the other empty.
Dip the straw into the water.
Pinch the straw on top with your index finger and transfer to an empty glass.
Remove your finger from the straw - water will flow into an empty glass.
Children do this several times, transferring water from one glass to another. It can be proposed to perform this experiment with glass tubes. What does the work of our straw remind you of? What device from the home first aid kit? The pipette works according to this principle.
The game "Who will transfer the most water in 1 (3) minutes with a pipette and a straw." The results are recorded in the worksheet (Fig. 12).
15. Why do objects move?
Tasks: to acquaint children with physical concepts: -force, "friction"; show the benefits of friction; consolidate the ability to work with a microscope.
Materials: small cars, plastic or wooden balls, books, roly-poly, rubber, plastic toys, soap bars, glasses, microscopes, sheets of paper, pencils; pictures with images confirming the benefits of friction.
Description. Vintik and Shpuntik came to visit the children - they are Dunno's friends, they are mechanics. Something they are concerned about today. Vintik and Shpuntik tell the children that for several days now they have been haunted by the question, why do objects move? For example, a car (showing a toy car) is now standing, but it can move. What makes her move?
The teacher offers to help Vintik and Shpuntik figure it out: "Our cars are standing, let's make them move."
Children push cars, pull the rope.
What made the car start moving?(We pulled, we pushed.) How to make the ball move?(You need to push it.) Children push the ball, watch the movement.
The roly-poly toy stands motionless, how can it move? (Push and it will swing.) What made all these toys move? (We pushed, we pulled.)
Nothing in the world moves by itself. Objects can only move when they are pulled or pushed. That which pulls or pushes them is called force.
Who made the car move now, the tumbler, the ball? (We.) We used our power to move objects by pushing them.
Vintik and Shpuntik thank the children, saying that they understood: force is what makes objects move. Then why, when we want to make things move that don't have wheels, like a chair, does it resist and scratch the floor?
Let's try to push the chair a little. What are we seeing!(Hard
moves.) Let's try to move, without lifting, any toy. Why is it hard to move? Try to lightly move the book on the table. Why didn't she at first
moved out of place?
Table and floor, chair and floor, toys and table, book and table, when we push them, they rub against each other. There is another force - the force of resistance. It's called friction. Scratches on the floor from a chair are caused by friction. No surface is perfectly flat.
Screw. And the surfaces of soap and glass are even and smooth.
Educator. This must be checked. What can help us to examine the surface of soap, glass? (Magnifying glass) Look at the surface of the soap. What does she look like? Sketch what the surface of the soap looks like under a magnifying glass. Examine the surface of the glass and also sketch. Show Vintik and Shpuntik your pictures.
Children draw.
Shpuntik. You have convinced us that no surface is perfectly flat. Why are pencil marks clearly visible on a sheet of paper, but almost no marks on glass?
Let's try to write on glass. The teacher draws with a pencil on the glass, and then on paper. Where is the trail best seen?
from a pencil- on glass or paper? Why? (Friction stronger on rough surfaces than on smooth ones. The friction on the glass is less, so the pencil leaves almost no marks on the glass.) Do you think friction can be beneficial? What is its use? (The rough rubber soles of climbers' shoes allow them to move over rocks without sliding down; roads and car tires have a rough surface - this prevents the car from skidding, etc.) Children look at pictures about the benefits of friction. If children find it difficult to answer, you can ask the question: “What would happen if there were no friction force?”
Vintik and Shpuntik. Thanks guys, we learned a lot from you. We understood that force makes objects move, that friction arises between objects. We will tell our friends in the Flower City about this.
Children say goodbye to Vintik and Shpuntik and give them pictures about the benefits of friction.
16. Why is it blowing wind?
Tasks, to acquaint children with the cause of the occurrence of wind - the movement of air masses; clarify children's ideas about the properties of air: hot rises - it is light, cold falls down - it is heavy.
materials, drawing "Movement of air masses", a scheme for manufacturing a turntable, a candle.
Description. Grandfather Know, to whom the children came to the laboratory, invites them to listen to the riddle and, having guessed it, find out what he will talk about today.
It flies without wings and sings, Passers-by lifts. He does not give one passage, He drives others.
(Wind)
How did you guess it was the wind? What is wind? Why is he blowing?
The teacher shows the scheme of experience (Fig. 18).
Grandfather Know. I made this drawing for them. This is a little tip for you. What are you 'go?(An open window, a lit candle at the top of the window and at the bottom.) Let's try this experiment.
The teacher lights a candle, brings it to the top
transoms. Where is the flame directed?(Towards the street.) What
this means?(The warm air from the room goes outside.)
He brings the candle to the bottom of the transom. Where directed
candle flame?(Toward the room.) What kind of air comes in
into the room?(Cold.) Cold air entered our room, but we did not freeze. Why?(He warmed up, the room is warm, the heating is on.) That's right, after a while the cold air heats up in the room, rises. And if we open the transom again, he will go out into the street, and cold air will flow in his place. This is how wind occurs in nature. Air movement creates wind. Grandfather Know. Who wants to explain from the picture how this happens?
Child. The sun warmed the air above the earth. It becomes lighter and rises up. Over the mountains, the air is colder, heavier, it sinks down. Then, warming up
rises up. And the one that has cooled down from the mountains again descends, to where the warm air, as it were, has made room for them. This is where the wind comes in.
Grandfather Know. How can we determine if there is wind outside?(Through the trees, with the help of a turntable, flax point, weather vane on the house.) What is the wind like?(Strong, weak, hurricane, south, north.)
17. Why don't ships sink?
Task: to identify with children the dependence of the buoyancy of objects on the balance of forces: the correspondence of the size and shape of the object with weight.
Materials: basin with water; objects: wooden, metal, plastic, rubber, cork, a piece of plasticine, feathers; matchboxes, egg packaging, foil, glass balls, beads.
Description. Pochemuchka came to visit the children and brought many different items.
Why. I threw these items into the water. Some of them swim, others sink. And why this happens, I do not understand. Explain to me please.
Educator. Why, what items did you drown zero?
Why. I don't know anymore. When I came to you, I put all the items together in one box.
Educator. Guys, let's check the buoyancy of objects. What items do you think won't sink?
The children make their suggestions.
Educator. Now check your assumptions and draw the results.
Children enter the results in the table: put any sign in the appropriate column.
What items are floating? Are they all light? Is it the same size? Does everyone float the same way?
What happens when you combine an object that floats with one that sinks?
Attach a small piece of plasticine to a cocktail straw so that it floats while standing up. Gradually add plasticine until the tube sinks. Now, on the contrary, gradually remove the plasticine. Can you make the tube float near the surface?(The tube floats near the surface if the plasticine is evenly distributed along its entire length.)
Does a plasticine ball float in water?(Checking, they find out that it is sinking.) Will plasticine float if you mold a boat out of it? Why is this happening? Educator. A piece of plasticine sinks because it weighs more than the water it displaces. The boat floats because the weight is distributed over a large surface of the water. And on standing boats they keep so well on the surface of the water that they carry not only people, but also various heavy loads. Try making a boat out of different materials: a matchbox, foil, a melted cheese box, an egg carton, a plastic tray or saucer. What cargo can your boat carry? How should the load be distributed on the surface of the boat so that it does not sink?(Evenly evenly over the entire surface.)
Why. And what is easier: to drag a boat with cargo on land or to carry on water?
Children check and give an answer to Why.
Why. Why don't ships sink? They are bigger, heavier than boats.
Educator. An object floats on the surface of water due to the balance of forces. If the weight of an object corresponds to its size, then the water pressure balances its weight and the object floats. The shape of the object is also of great importance. The shape of the ship keeps it on the water. This is because there is a lot of air inside it, thanks to which it is light, despite its huge size. It displaces more water than it weighs.
Children give Pochemuchka their boats.
18. Droplet's Journey
Tasks: to acquaint children with the water cycle in nature, explain the cause of precipitation in the form of rain and snow; expand children's ideas about the importance of water for human life; develop social skills in children: the ability to work in a group, negotiate, take into account the opinion of a partner, prove the correctness of one's opinion.
Materials: electric kettle, cold glass, illustrations on the topic “Water”, diagram “The water cycle in nature”, a geographical map or globe, mnemonic table.
Description. The teacher talks to the children and asks them a riddle:
It lives in the seas and rivers, but often flies across the sky. And when she gets bored of flying, she falls to the ground again.
(Water)
Educator. Guess what we are going to talk about today? We will continue to talk about water. On Earth, water is contained in many bodies of water. Name them. (Sea, oceans, rivers, streams, lakes, springs, swamps, ponds.)
The children look at the illustrations.
Educator. How does water in the seas and oceans differ from water in lakes, rivers, springs, swamps? In the seas and oceans, the water is salty, it is not suitable for drinking. In rivers, lakes, ponds, fresh water is used for drinking after purification. Where does water get into our apartments?(From water treatment plants.)
Our city is large, it needs a lot of clean water, so we also take a lot of water from the rivers. Why, then, does the river run out of water? How does the river replenish its reserves? Let's boil water in an electric kettle.
Children help pour water into the kettle, the teacher turns on the kettle, everyone watches it together, being at a safe distance.
What comes out of the kettle spout when water boils? Where did the steam come from in the kettle?- did we pour water?(Water turns into steam when heated.)
The teacher brings cold glass to the stream of steam. By holding some time over the steam, turns off the kettle.
Educator. Look what happened to the glass. Where did the water droplets on the glass come from? Before the experiment, the glass was clean and dry. (When the steam hit the cold glass, it turned back into water.)
You can give the children the opportunity to repeat this experience, but under the supervision of the teacher.
Educator. This is how it happens in nature (shows the diagram “The water cycle in nature” (Fig. 22)). Every day the Sun heats the water in the seas and rivers, as soon as it warms up in our kettle. Water turns into steam. In the form of vapor, tiny, invisible droplets of moisture rise into the air. At the surface of the water, the air is always warmer. The higher the steam rises, the colder the air becomes. The steam turns back into water. The droplets all come together to form a cloud. When there are a lot of water droplets, they become very heavy for the cloud and rain down on the ground.
And who can tell how snowflakes are formed?
Snowflakes form in the same way as raindrops. When it is very cold, water drops turn into ice crystals - snowflakes and fall to the ground in the form of snow. Rain and melted snow flow into streams and rivers that carry their waters to lakes, seas and oceans. They nourish the earth and give life to plants. Then the water repeats its path. This whole process is called the water cycle.
19. How can you measure length?
Tasks: expand children's ideas about measures of length: conditional measure, unit of measurement; introduce measuring instruments: ruler, centimeter tape; to develop the cognitive activity of children by getting acquainted with the measures of length in antiquity (elbow, foot, pass, palm, finger, yard).
Materials: centimeter tapes, rulers, simple pencils, paper, a piece of fabric 2-3 m long, braid or cord 1 m long, worksheets.
Description. Worksheets “Measuring the height of a chair” are laid out on the table (Fig. 24).
Educator. What task did grandfather leave us Know?(Measure the chair.) What does he propose to measure?(Slippers, pencil dashes, handkerchiefs.) Start measuring, but do not forget to write down the results.
Children take measurements.
Educator. What is the height of the chair? The results of measuring with a pencil are the same for everyone, but with a slipper and a handkerchief are different. Why? At all different leg length, different scarves. Look, Grandfather Knowing has a picture “Measurement in Ancient Egypt”. How did the ancient Egyptians measure?(Finger, palm, elbows.) Measure the chair in ancient Egyptian.
Children measure and write.
Educator. Why are there different results? Everyone has a different length of arms, the size of the palms, fingers. And in ancient Rome (referring to the picture) there was a system of measurement. What did the Romans measure?(Feet, ounces, passes, yards.) How can we measure fabric in the ancient Roman way?(Yar ladies.)
Children measure tissue, write down the result.
Educator. How many yards are in a piece of fabric? Why does everyone have different results? What if the results are different? Imagine that you decide to make a suit, measure yourself and determine that you need to buy three yards of fabric. And so you came to the store, the seller measured three yards for you. But suddenly, while sewing, you see that there is not enough fabric. You are upset. What to do to avoid such troubles? And what will Grandfather Know us?
Grandfather Know. People have long understood that the same measures are needed for all. The world's first unit of measurement is called the meter. Here is a length of one meter. (Showing a cord 1 meter long.) The meter was created two hundred years ago in France. Today, many countries use the meter. Trade between countries has become much easier and more convenient. The meter is divided into centimeters. There are one hundred centimeters in one meter (a centimeter tape is shown). What instruments for measuring length do you know?(Ruler, centimeter tape.) Look at the picture (Fig. 25). Are these the same lines?
Children's responses are heard.
Grandfather Know. You can't always trust your eyes. Check now with the HELP of the ruler. Same lines?(Yes.) Now measure a chair, a piece of fabric with a ruler, centimeter tape.
Children take measurements.
Grandfather Know. Why is everyone getting the same results now? What did you measure? Measure whatever you want. Why are measuring instruments needed?
Today we made sure that measuring instruments help us to accurately perform measurements.
20. Solid water. Why don't icebergs sink?
Tasks: clarify children's ideas about the properties of ice: transparent, solid, has a shape, melts when heated And turns into water to give an idea about icebergs, their danger to navigation.
Materials: a basin of water, a plastic fish, pieces of ice of various sizes, containers of various shapes and sizes, boats, a bathtub, pictures of icebergs.
Description. There is a bowl of water on the table, a goldfish (toy) swims in it, a postcard with a riddle is attached to it.
Educator. Children, a goldfish swam to us. What did she bring?(Is reading.)
Pisces live warmly in winter:
The roof is thick glass.
(Ice)
What is this riddle about? That's right, "the roof is thick glass" - this is ice on the river. How do fish winter?
Illustration "Properties of water"
Look, a refrigerator is also drawn on the postcard and there is a conditional “eye” icon. What does this mean?(You have to look in the refrigerator.)
We take out the ice, we consider.
Educator. Why is ice compared to glass? Why can't you put it in a window? Remember the fairy tale "Zayushkin's hut". What was good about the fox's hut? What was wrong with her when spring came?(She melted.)
Educator. How can we make sure the ice is melting?(You can leave it on a saucer, and it will gradually melt.) How to speed up this process?
We put ice in a saucer on the battery.
Educator. The process of turning solid ice into
liquid is called melting. Does water have a shape? Does ice have a shape? Each of us has different pieces of ice both in shape and size. Let's put them in different containers.
Children lay out pieces of ice in containers, and the teacher continues the discussion by asking questions: Does ice change shape?(No.) How did you lay it out?(They took it by hand.) Ice does not change its shape wherever it is placed, and ice can be taken by hand and carried from place to place. What is ice?(Ice is water, only in the solid state.) Where is the most ice on Earth?
The teacher draws the attention of the children to a map or a globe and continues to talk about the fact that there is a lot of ice in the Arctic,
Antarctica. The largest glacier in the world is the Lambert Glacier in Antarctica. How do you think glaciers behave under the rays of the sun? They also melt, but they cannot melt completely. The Arctic summer is short and not hot. Have you heard of icebergs? Icebergs are huge mountains of ice that have broken away from icy shores in the Arctic or Antarctic and have been swept out to sea by the current. What happens to these pieces of ice? Do they swim or sink?
Let's check. Take ice and dip it into the water. What
happening? Why doesn't ice sink? Buoyancy force
water is more than the weight of ice. Why don't icebergs sink?(Show
iceberg pictures.
Educator. Most of the iceberg is hidden under water. They swim in the sea for 6-12 years, gradually melt, break up into smaller pieces. Are icebergs dangerous? For whom?
Icebergs pose a great danger to ships. So, in 1912, colliding with an iceberg, the passenger ship Titanic sank. You must have heard of him? Many people died. Since then, the International Ice Patrol has monitored the movement of icebergs and warned ships of danger.
The game "Arctic sea voyage" (help in under
cooking and distribution of roles: sea patrol, ship captains). Together with the children, pour water into the bath, put pieces of ice into the water, and prepare the boats. To sum up the game: Have there been iceberg collisions? Why was the Marine Ice Patrol necessary?
Daria Tolstukhina
Card file of experiments of the preparatory group.
Experience air and water -"What does the water smell like?"
Target: Find out if the water has an odor.
Before the beginning experience ask a question: "What does the water smell like?" Give the children three glasses from the previous experiments(pure, with salt, with sugar). Offer to sniff. Then drop into one of them (children should not see this - let them close their eyes, for example, a solution of valerian. Let them smell it. What does this mean? Tell the child that the water begins to smell of the substances that are put in it, for example, an apple or a currant in compote, meat in broth.
Experience with waterWhat shape will the water take?
Target: To fix the properties of water in children (takes shape, has no smell, taste, color).
Water has no form and takes the form of the vessel in which it is poured. Have the children pour it into a container of different shapes and sizes. Recall with the children where and how the puddles spill.
Experience with sand. "Hourglass".
Target: to fix the properties of sand with children.
Take two identical plastic bottles. Tape the lids flat with tape. Punch the middle of both plugs with a thin nail to make a small through hole. I'm doing it So: I take a nail with pliers, heat it up and melt the desired hole quickly and evenly.
Then pour dry, preferably sifted sand into a bottle. Connect the bottles with corks. The clock is ready. It remains only to determine by the wrist hours how long the sand will pour from one bottle to another. Add or pour sand in such an amount that the clock shows what is convenient for you. time: 5 minutes or 15. This watch can be very helpful when you "bargaining" with his child: how much time to read at night or how many minutes you can still play.
Experience with sand"Vaults and Tunnels".
Glue a thin paper tube slightly larger in diameter than a pencil. Insert a pencil into it. Then carefully fill the tube with the pencil so that the ends of the tube come out. Pull out the pencil - and you will see that the tube is not crumpled. Sand grains form protective vaults. Insects caught in the sand come out from under the thick layer unharmed.
Experience with water and paper"Is it possible to glue paper with water".
Target: To fix the properties of water in children.
Take two sheets of paper, put them one on top of the other and try to move them So: one in one direction, and the other in the other direction.
Now moisten the sheets with water, attach them to each other and press lightly to squeeze out excess water.
Try to move the sheets relative to each other, as in the previous experience.
Explain to your grandson that water has "gluing" action. Wet sand has the same effect, unlike dry sand.
Experience with water. "Frozen Water".
Target: reveal that ice is a solid, floats, melts, consists of water. materials: ice cubes, cold water, plates, picture with the image of an iceberg. Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be hard? What happens to water if it is very cold? (The water will turn to ice.) Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is the ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid. Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.)
Huge blocks of ice float in the cold seas. They are called icebergs (display Pictures) . Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink. The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice become? What is ice made of?
Experience with clay and sand. Why is there little water in the desert?. Target: Explain some features of the natural and climatic zones of the Earth.
Materials and equipment: Layout "Sun - Earth", two funnels, transparent containers, measuring containers, sand, clay.
move: An adult invites children to answer what kind of soils exist in the desert (sandy and clay). Children examine the landscapes of sandy and clay soils of the desert. They find out what happens to moisture in the desert (it quickly goes down through the sand; on clay soils, without having time to penetrate inside, it evaporates). prove experience, choosing the appropriate algorithm action: fill the funnels with sand and wet clay, compact, pour water, place in a warm place. They make a conclusion in the form of a model of the interdependence of factors of inanimate nature.
Experience with air. "Can You Catch Air".
Target: Continue to acquaint children with the properties of air.
Invite the children "catch" air with a gas handkerchief. Take the scarf by the four ends (this is convenient to do together, simultaneously lift it up and lower the ends down: you get a dome filled with air.
Experience with air. "Air compresses".
Target. Continue to acquaint children with the properties of air. Materials. Plastic bottle, non-inflated balloon, refrigerator, hot water bowl.
Process. Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend, as the air contracts when it cools.
Outcome. When heated, air expands, and when cooled, it contracts.
Experience with a magnet. "Which magnet is stronger?"
Target: Compare the strengths of magnets made in different ways.
Material: Three magnets of different shapes and sizes, steel paper clips and other metals.
Have the children compare the properties of three magnets (using "merok" to measure the strength of magnets paper clips or other steel objects):
The magnet resulting from this experience;
A magnet made by rubbing a steel strip;
Factory made magnet.
Experience with water. "Like the jungle".
Target: Identify the causes of high humidity in the jungle. Materials and equipment: Layout "Earth - Sun", climate zone map, globe, baking sheet, sponge, pipette, transparent container, device for monitoring changes in humidity.
move: Children discuss the temperature features of the jungle, using the layout of the annual rotation of the Earth around the Sun. Trying to find out the cause of frequent rains by looking at the globe and climate zone map(abundance of seas and oceans). They put experience by air saturation moisture: dropping water from a pipette onto a sponge (water stays in the sponge); put the sponge into the water, turning it several times in the water; lift the sponge, watch the water flow. Children use their activities to figure out why it can rain without clouds in the jungle (air, like a sponge, is saturated with moisture and can no longer hold it).
Children check the appearance of rain without clouds: water is poured into a transparent container, covered with a lid, put in a hot place, the appearance of "fog", dripping on the lid (water evaporates, moisture accumulates in the air, when it becomes too much, it rains).
Experiments with objects. "How does a thermometer work".
Target. See how the thermometer works.
Materials. Outdoor thermometer or bath thermometer, ice cube, cup.
Process. Pinch the ball of liquid on the thermometer with your fingers. Pour water into a cup and put ice in it. Intervene. Place the thermometer in the water with the part where the ball of liquid is located. Again, look at how the column of liquid behaves on the thermometer.
Results. When you hold the balloon with your fingers, the thermometer starts to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers heats up the liquid in the thermometer. As the liquid heats up, it expands and rises from the balloon up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and descends down the tube. Outdoor thermometers usually measure air temperature. Any change in its temperature leads to the fact that the column of liquid either rises or falls, thereby showing the temperature of the air.
Experience with bread. "Moldy Bread".
Target: Establish that for the growth of the smallest living organisms (fungi) certain conditions are required.
Materials and equipment: Plastic bag, slices of bread, pipette, magnifier.
move: Children know that bread can spoil - the smallest organisms begin to grow on it (molds). Make up an algorithm experience, place the bread in different conditions: a) in a warm dark place, in a plastic bag; b) in a cold place; c) in a warm, dry place, without a plastic bag. Conduct observations for several days, consider the results through a magnifying glass, sketch (in humid warm conditions - the first option - mold appeared; in dry or cold conditions, mold does not form).
Children tell how people have learned to preserve bread products at home (they store them in the refrigerator, dry crackers from bread).
Experiments with plantsDo plants have respiratory organs?
Target. Determine that all parts of the plant are involved in respiration.
Materials. A transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass.
Process. An adult offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes, immerse the stem in water (observe the release of bubbles from the stem). An adult with children spends experience"Through the Leaf" next sequences: a) pour into a bottle of water, leaving it 2-3 cm unfilled; b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the submerged end of the stem.
Results. Air passes through the leaf into the stem, as the release of air bubbles into the water is visible.
Experiments with light"How a shadow is formed".
Target: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position.
move: 1) Show children the shadow theater. Find out if all objects cast a shadow. Transparent objects do not give a shadow, as they pass light through themselves, dark objects give a shadow, since light rays are less reflected.
2) Street shadows. Consider the shadow street: in the afternoon from the sun, in the evening from lanterns and in the morning from various objects; indoors from objects of varying degrees of transparency.
Conclusion: Shadow appears when there is a light source. A shadow is a dark spot. Light rays cannot pass through an object. There can be several shadows from itself if there are several light sources nearby. Rays of light meet an obstacle - a tree, so there is a shadow from the tree. The more transparent the object, the lighter the shadow. Cooler in the shade than in the sun.
Experiments with air"How to Detect Air".
Target: Find out if there is air around us and how to detect it. Determine the air flow in the room.
move A: 1) Suggest to fill the polyethylene pouches A: one with small items, the other with air. Compare bags. The pouch with objects is heavier, objects are felt to the touch. The air sac is light, convex, smooth.
2) Light a candle and blow on it. The flame is deflected, it is affected by the air flow.
hold the snake (cut out of the circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as warm air raises it.
3) Determine the movement of air from top to bottom from the doorway (transoms). Warm air rises and goes up from the bottom (since it is warm, and cold is heavier - it enters the room from below. Then the air warms up and rises again, this is how the wind in nature turns out.
Experiments with objects. "Compass".
Target: To introduce the device, operation of the compass and its functions. Material: Compass.
1. Each child puts the compass in the palm of their hand and "opening" him (how to do this, an adult shows, watches the movement of the arrow. As a result, the children once again find out where the north is, where the south (this time with a compass).
A game "Teams".
Children stand up, put the compasses in their palms, open them and follow the commands. For example: take two steps north, then two steps south, three more steps north, one step south, etc.
Teach children to find east and west with a compass. To do this, find out what the letters mean - C, Yu, Z, B - which are written inside the compass.
Then let the children turn the compass in their palm so that the blue end of its arrow “looks” at the letter C, that is, north. Then the arrow (or match, which (mentally) connects the letters Z and B, will show the direction "West East" (actions with cardboard arrow or match). Thus the children
find west and east. game in "Teams" With "using" all sides of the horizon.
Experiments with objects. "When a magnet is harmful".
Target: Introduce how a magnet acts on the environment.
Material: Compass, magnet.
Let the children make their guesses about what will happen if you put a magnet near the compass? What will happen to the arrow? Will she change her position? Test the children's assumptions experimentally. By bringing the magnet to the compass, the children will see that the compass needle moves with the magnet.
Explain the observed: a magnet that has approached a magnetic needle affects it more than terrestrial magnetism; the arrow-magnet is attracted to the magnet, which has a stronger effect on it compared to the Earth. Remove the magnet and compare the readings of the compass with which all these experiments were carried out with the readings others: it began to show the sides of the horizon incorrectly.
Find out with the children what "tricks" with a magnet are harmful to the compass - its readings "go astray" (therefore it is better to take only one compass for this experiment).
Tell the kids (you can do it on behalf of Pochemuchki) that a magnet is also harmful to many devices, the iron or steel of which can become magnetized and begin to attract various iron objects. Because of this, the readings of such devices become incorrect.
The magnet is harmful to audio and video cassette: both the sound and the image on them may deteriorate, be distorted. It turns out that a very strong magnet is also harmful to humans, since both humans and animals have iron in their blood, which the magnet acts on, although this is not felt.
Find out with your children if a magnet is harmful to the TV. If you bring a strong magnet to the screen of a TV that is on, the image will be distorted, and the color may disappear. after the magnet is removed, both should be restored.
Please note that such experiments are dangerous for "health" TV also because a magnet can inadvertently scratch the screen or even break it.
Let the children remember and tell Pochemuchka about how "defend" from a magnet (using steel screen, magnetic anchor).
Experiments with plants. What is needed to feed a plant?
Target. Set how the plant seeks light.
Materials. Indoor plants with hard leaves (ficus, sansevera, adhesive tape.
Process. An adult offers children a letter riddle: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's guesses are tested experience; part of the leaf is sealed with a plaster, the plant is placed to a light source for a week. After a week, the patch is removed.
Results. Without light, plant nutrition is not formed.
Experiments with plants. "How does the sun affect the plant"
Target: Set the need for sunlight for plant growth. How does the sun affect the plant.
move: 1) Plant the onion in a container. Put in the sun, under a cap and in the shade. What will happen to the plants?
2) Remove the cap from the plants. What bow? Why light? Put in the sun, the onion will turn green in a few days.
3) A bow in the shade stretches towards the sun, it stretches in the direction where the sun is. Why?
Conclusion: Plants need sunlight to grow, keep their green color, since sunlight accumulates chlorophytum, which gives green color to plants and for the formation of nutrition.
Experiments with objects. "Electric Comb"
Target: introduce children to the manifestation of one type of electricity.
Material: comb.
Holding experience. A child comes to visit from another groups and show the kids focus: takes a comb out of his pocket, rubs it on his woolen shirt, touches his hair. Hair "come alive", become "on end".
Question for children: "Why is this happening?" Hair "come alive" by static electricity due to friction
combs with wool fabric shirts.
Experience with water. "Rain Clouds" .
Kids will love this simple game that teaches them how it rains. (schematic, of course): At first, water accumulates in the clouds, and then spills onto the ground. This " experience"can be carried out both in the lesson of natural history, and in kindergarten in the senior group and at home with children of all ages - it enchants everyone, and the children ask to repeat it again and again. So stock up on shaving foam.
Fill the jar about 2/3 full of water. Squeeze the foam right on top of the water to make it look like a cumulus cloud. Now pipette onto the foam (better entrust it to the child) colored water. And now it remains only to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.
Experience with chalk. "Disappearing Chalk".
Target: to introduce children to the properties of chalk - this is limestone, when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.
For the spectacular experience we need a small piece of chalk. Dip the chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely.
Chalk is limestone, in contact with acetic acid it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.
"Polar Lights"
Target: Understand that the aurora is a manifestation of the magnetic forces of the Earth.
Material: Magnet, metal filings, two sheets of paper, cocktail straw, balloon, small pieces of paper.
Holding experience. Children put a magnet under a sheet of paper. Metal filings are blown from another sheet at a distance of 15 cm through a tube onto paper. Figure out what's going on (sawdust are arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with particles of air and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction against the hair. (pieces of paper are particles of the solar wind, the ball is the Earth).
"Unusual painting»
Target: Explain the action of magnetic forces, use knowledge to create paintings.
Material: Magnets of various shapes, metal filings, paraffin, strainer, candle, two glass plates.
Holding experience. Children are considering picture made using magnets and metal filings on a paraffin plate. An adult invites children to find out how it was created. They check the effect of magnets of various shapes on sawdust, pouring them out onto paper, under which a magnet is placed. Consider an algorithm for making an unusual paintings, perform sequentially all actions: cover a glass plate with paraffin, install it on magnets, pour sawdust through a sieve; lifting, heat the plate over the candle, cover with a second plate, make a frame.
"A magnet draws the Milky Way"
Target: to introduce children to the property of a magnet to attract metal, to develop interest in experimental activities.
Material: magnet, metal filings, a sheet of paper with the image of the night sky.
Holding experience. Observation with adults of the night sky, where the Milky Way is clearly visible. On map the sky with a wide strip we pour out sawdust imitating the Milky Way. On the reverse side we bring the magnet and slowly move it. The sawdust depicting the constellations begin to move across the starry sky. Where the magnet has a positive pole, the filings are attracted to each other, creating unusual planets. Where the magnet has a negative pole, the sawdust repel each other, depicting separate night luminaries.
Experiments with liquids. "Colored milk" .
materials: Whole milk, food coloring, liquid detergent, cotton buds, plate.
Experience: Pour milk into a plate, add a few drops of different food colors. Then you need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. The milk will move and the colors will mix.
Explanation: Detergent reacts with fat molecules in milk and sets them in motion. That is why for experience Skimmed milk is not suitable.
Experiments with liquids. "Erupting Volcano"
Required inventory:
Volcano:
Blind cone from plasticine (you can take plasticine that has already been used once)
Soda, 2 tbsp. spoons.
Lava:
1. Vinegar 1/3 cup
2. Red paint, drop
3. A drop of liquid detergent to make the volcano foam better;
Experience held on a tray. Children can do it themselves, under the guidance of a teacher. First, soda is poured into the cone, and then lava is poured, only very carefully.
Experiments with light.
Multicolored lights.
Target: Find out what colors the sun is made of
game material: Baking tray, flat mirror, sheet of white paper, drawing showing the location of the equipment.
Game progress: Children spend experience on a clear sunny day. Fill a baking sheet with water. They put it on the table near the window so that the morning light of the sun falls on it. Place the mirror inside the baking sheet, with the top side on the edge of the baking sheet and the bottom side in the water at such an angle that it catches the sunlight. With one hand and the base, they hold a sheet of paper in front of the mirror, with the other they slightly bring the mirror closer. Adjust the position of the mirror and paper until a colorful rainbow appears on it. Produce light vibrating movements with a mirror. Children watch how sparkling multi-colored lights appear on white paper. Discuss the results. Water from the top layer to the surface of the mirror acts as a prism. (A prism is a triangular glass that refracts the rays of light passing through it so that the light is broken into different colors - the spectrum. The prism can divide sunlight into seven colors, which are located in such okay: red, orange, yellow, green, blue, indigo and violet.) An adult suggests memorizing the colors of the rainbow by learning phrase: "Every hunter wants to know where the pheasant sits". The children figure out that each word starts with the same letter as the corresponding color of the rainbow and they are in the same order. Children clarify that water splashes and changes the direction of light, which makes the colors resemble fire.
Nadezhda Osaulenko
Target: Familiarize yourself with various liquids(water, sunflower oil, milk, dishwashing liquid). Identify their density and what happens to them when mixed.
Tasks:
Development of search and cognitive activity, motivation for an independent search for causes, oriented interaction between an adult and a child;
Formation in children preparatory group the ability to see the diversity of the world in a system of interconnections and interdependencies;
Development of one's own cognitive experience in a generalized form with the help of visual means;
Expanding the prospects for the development of search and cognitive activity of children by including them in mental, modeling and transforming actions;
Maintaining initiative, ingenuity, inquisitiveness, criticality, independence in children.
Lesson progress:
Edit: Guys, come in. group sit down on the chairs. Today our group turns into a real laboratory. We will spend with you experiments. And therefore, now I will put on a magic robe and turn from a teacher into a professor Nadezhda Vladimirovna. And you will be my assistants. Do you agree?
In life, we are surrounded by many different liquids. Who knows what liquid most important on earth? (children's answers)
That's right, it's water. What happens if you put sugar in water and stir it? (children's answers)
Yes, it will dissolve. If you put salt in water, it will also dissolve. But there are some products that will not dissolve in water. This is vegetable oil. Want to check it out?
An experiment called"Lava lamp" starts!
We will need salt, water, a glass of vegetable oil, a few food colors, a large transparent glass.
Fill the glass halfway with water. Add vegetable oil to the water. Look, the oil floats on the surface and doesn't mix with the water. Then add food coloring to the water and oil. Then we add salt. Notice how the colored bubbles rise into the oil layer. Let's watch the beautiful effect of how colored water droplets rise and descend again to the bottom layer.
Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when we put the salt into the glass, the oil, along with the salt, began to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. And food coloring helped us make the experience more visual and spectacular.
Are we continuing? (children's answers).
But I want to invite you to stretch a little.
Fizminutka "All the guys stood up together"
All the guys got up together. Straighten up.
And they walked in place. Walking in place.
Stretched on toes, Raise your hands up.
And now they've leaned back. Bend back, put your hands behind your head.
Like springs we sat down Sit down.
And they sat down quietly. Straighten up and sit down.
Next the experiment is called"Colored milk"
We will need: whole milk, food coloring, liquid detergent(for example, dishwashing detergent, cotton swabs and an ordinary plate.
Pour milk into a plate, add a few drops of paint. Attention! You need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. Now the fun begins! Look, the milk starts to move and the colors start to mix. If you remove the wand - the paints still continue "dance", move. What a beautiful pattern we have! The dishwashing detergent breaks down the fat in the milk and thereby causes the food coloring to "dance" in milk. Put on your robes, come to the table. Let's do it together "Colored milk".
Did you like our activity? What did you like the most? What new did you learn today?
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