Long-term plan for educational and experimental activities in the senior group

Long-term plan for educational and experimental activities in the senior group

Create a holistic idea of ​​water as a natural phenomenon; Introduce the properties of water (liquid, transparent, odorless, tasteless) Give an idea of ​​the importance of water in human life; Foster respect for water.

Have you heard about water? They say she is everywhere! In a puddle, in the sea. in the ocean And in the tap Is this true? How do you think? (children's answers) Educator: Where did the droplet come from, where could it be? Let's look at the pictures where our Droplet traveled. Name them (lake, sea, ocean, puddle, river, stream, stream, swamp) Educator: So, a droplet is a particle of what? (Water) Educator: Who needs water? (Children’s answers) (the panel “Who Needs Water” is hung) Educator: Can a person live without water? (Children's answers) Educator: Without water there would be no life on our Earth. Water is the basis of life. Educator: What do you guys think, what can water do? (run, flow, pour, drip, gurgle) Educator: Guys, do we have water in our group, where is it? (in a water tap) Experiment N1. “Water is a liquid” (there are glasses of water on the table, an empty cup, measuring cups, children are pouring water from one container to another) Educator: Guys, what can we say about water? Let's draw a conclusion. (Water is a liquid. It can be poured into anything: into a glass, into a bucket, into a vase. It can be poured out, poured from one vessel to another) Experiment N2. “Colorless water” On the teacher’s table there is a glass of water, a glass of milk, and a spoon. Teacher: (dips spoon into milk) Guys, can you see the spoon? (No). (puts the spoon in the water) Can you see the spoon now? (yes) Educator: Milk, what color? (white) And what color is the water? (water has no color, it is colorless). Educator: Guys, do you think water can change its color? Want to make sure of this? On the teacher’s table there are two glasses of water, brilliant green, and potassium permanganate. Educator: I’ll now add a magic crystal (potassium permanganate) to the water and we’ll see what happens to the water. Has the water changed its color? (yes) And now I’ll add a magic drop (green stuff) to the water. Let's see what happens to the water. The water changed its color. Educator: So what conclusion do we draw? (water may change color depending on what is added to it)

Experience N3. “Water has no smell” Educator: And now I invite you to smell the water. Does the water smell anything? (children's answers) Educator: What conclusion can we draw? (water does not smell of anything, it has no odor) Experiment N4. “Water without taste” Educator: And now I invite you guys to taste the water. What is she like? Sweet? Salty? Sour? (Children's answers) Educator: Therefore, we draw a conclusion. (Water has no taste, it is tasteless) Educator: Today you learned a lot about water and its properties. And so that you don’t forget, I have prepared these symbols. Let's remember once again what kind of water there is? Water is a liquid; Water is colorless; Water has no odor; The water is tasteless. Educator: Guys, do you need to save water? Why? (children's answers) Educator: For washing and cooking, only purified water is needed. And to get clean water, people spend a lot of work and effort. This is why you need to conserve water and close the tap tightly.

Card index of games for research activities

WATER GAMES

"Smart Jackdaw"

Purpose: to determine that the water level rises if objects are placed in the water.

Content:

1. Reading the story by L.N. Tolstoy "Smart Jackdaw".

2. Children pour a partial container of water and drop pebbles or coins into it, bringing the water level to the edge.

"Water Mill"

Goal: To consolidate children's knowledge about the properties of water (the power of water).

Contents: Children pour water onto the turntable or place it under running water under the tap and watch the turntable rotate.

"Colored Ice"

Goal: To generalize children's knowledge about the two aggregated states of water - liquid and solid, about the properties of water (the ability to freeze to take the shape of the container in which it is located; cold water freezes faster than warm water).

Contents: Children pour warm and cold water into molds and freeze it.

"Water Filtration"

Goal: To consolidate the ability to filter water in various ways (cotton wool, sand, starch, filter paper).

Contents: Children filter water using various techniques.

AIR GAMES

"Dry out of the water"

Purpose: To consolidate children's knowledge about the properties of air (air takes up space)

Contents: Children place a dry cloth in a glass and directly lower it into a jar of water. Remove from the water - the napkin is dry. Children lower the glass with a napkin at an angle - the napkin gets wet.

“Which is faster?”

Purpose: Detect atmospheric pressure.

Contents: Children simultaneously lower 2 sheets of paper (vertically and horizontally; and watch which one lands faster)

"Stubborn Air"

Objective: To discover that compressed air takes up less space and that compressed air has power.

Contents: Children draw water using a syringe (without a needle) and try to squeeze the piston by holding the hole with their finger.

"Let's blow up the balloon"

Goal: To consolidate with children knowledge about the work of the lungs.

Contents: Children inflate and deflate balloons, reinforcing knowledge about how the lungs work. The balloon is inflated - inhale. We release the air - exhale.

GAMES WITH SAND.

«Guess by touch"

Goal: To consolidate children's knowledge about the properties of sand (flowability, opacity).

Content: Children find objects in the sand by touch and recognize them.

"Rescuer"

Goal: To develop in children the ability to generalize, to continue to introduce the qualities of sand (opacity, roughness).

Contents: Children solve riddles and find clues in the sand.

“Who can fill the bottle with sand faster?”

Goal: To consolidate children's knowledge that wet and dry sand have different properties.

Contents: Children fill bottles with dry and wet sand using various techniques (using a spatula, funnel, paper bag).

“Where is the water?”

Goal: Determine that clay and sand absorb water differently.

Contents: Children pour water into transparent containers filled with clay and sand.

GAMES WITH TREE

“Which tree is the bark from?”

Goal: To develop in children the ability to find a tree using a piece of bark.

Contents: The game is played both on the street and in a group. Children use a piece of bark to find the desired tree or tree branch.

“What is made of wood?”

Goal: To strengthen in children the ability to generalize and find objects made of wood among surrounding objects.

Content: Children find wooden objects and group them (created by nature and man-made).

“Name the tree based on its description

«

Goal: To generalize children’s knowledge about trees and their distinctive features.

Contents: Children name the tree by description, find the tree in pictures or on the site.

"Drowning - not drowning"

Goal: To consolidate children's knowledge about the properties of wood (does not sink in water).

Content: Children choose objects made of wood from the proposed objects and immerse them in water.

GAMES WITH PAPER

"Paper Snowballs"

Goal: We consolidate children’s knowledge about the properties of paper (easily wrinkles) and qualities (lightness)

Contents: Children make snowballs out of paper and try to get them into the basket.

"Spinner"

Goal: To develop the desire to transform the object

Contents: Children make a pinwheel out of paper, try to make it rotate in various ways (standing still, blowing on the pinwheel, while running, holding the pinwheel in front of them).

"Magic Paper"

Goal: To promote children’s assimilation of the properties of carbon paper (exact copying of a drawing).

Contents: Children draw using carbon paper, alternately placing matte and glossy sides on the drawing.

"Leaf in the Water"

Goal: To consolidate with children knowledge about the properties of paper (different types of paper get wet in different ways).

Contents: Children place pieces of paper (wallpaper, newspaper, toilet paper, Whatman paper, napkin, etc.) into a transparent container with water of different types, but of the same size.

GAMES WITH METAL

“What does it sound like?”

Goal: To consolidate the ability to identify metal objects by the sound they make.

Content: Children play metal and non-metal musical instruments, compare where the sound was louder.

"Don't get your hands wet."

Goal: To develop in children the ability to identify the properties of metal objects (metal sinks, is attracted by a magnet).

Properties: Children immerse metal and non-metallic objects into a transparent container and remove them using a magnet.

"Metal - non-metal"

Goal: Identify metallic and non-metallic objects by their qualitative characteristics (brilliance, smoothness, opacity)

Contents: Children place objects made from different materials on different trays.

“Find and name.”

Goal: To consolidate the ability to find metal objects in the surrounding space.

Contents: Children look for objects made of metal in the group room.

GAMES WITH MAGNETS

“We draw with magnets”

Goal: consolidate knowledge about the interaction of a magnet and metal shavings

Contents: Children scatter metal shavings on cardboard and use a magnet to create various patterns and designs.

"Magic Mitten"

Purpose: To develop children's knowledge about the ability of a magnet to attract objects.

Contents: Children put on a mitten, place a magnet inside and try to attract metal and non-metal objects.

"Jolly Fishermen"

Purpose: To generalize knowledge about the properties of a magnet (the ability of magnetic forces to pass through water).

Contents: Children lower a magnet into water on a string and take out objects lying at the bottom.

"An unusual nail."

Purpose: Determine the ability of metal objects to be magnetized.

Contents: children attract a nail with a magnet (magnetize it), connect it from the magnet, magnetizing smaller objects to the nail.

GAMES WITH MIRROR AND MAGNIFYING GLASSES

"Scouts"

Goal: To develop in children an understanding of how many times light and the image of an object can be reflected, that is, to see it where it should not be visible.

Contents: “Scout” stands around the corner, and with the help of a mirror, by repeated reflection, without showing himself, he looks at what is happening.

"Magic Circle"

Goal: to consolidate children’s knowledge about the formation of white color from the fusion of seven colors of the spectrum. Contents: Children rotate the top (there are 7 colors of the spectrum on the top), look at it, find out what color they see.

"Double Reflection"

Purpose: Determine the features of mirror reflection (reverse orientation)

Content: children draw while looking in the mirror.

“Look through a magnifying glass.”

Goal: To consolidate children’s knowledge that simple glass cannot magnify objects, only the concave glass of a magnifying glass.

Contents: Children examine small drawings through a simple glass and through a magnifying glass.

HUMAN

"Eyesight check"

Goal: To identify the dependence of the vision of an object on distance.

Content: Children look at pictures depicting objects from different distances.

"Sounds in the water."

Purpose: To identify the features of the propagation of sounds through solid and liquid bodies.

Contents: Children lower pebbles into water, listen to them sink to the bottom, watching from the side and putting their ear to a container of water

"Guess by the smell"

Goal: To strengthen with children the ability to recognize familiar smells.

Contents: Children sniff pieces of foam rubber impregnated with various compounds and determine the smell of the substance.

"Edible-inedible."

Goal: To consolidate the ability to find, name and classify edible and inedible.

Content: children learn to find edible and inedible things from pictures and divide them into groups (food, tools, clothes, etc.)

Progress of the lesson.

Playback The next experiment is called “Birds and Oil”

.

There is a bird feather in front of you.

You need to throw a feather, blow on it and carefully follow it. What's happening? That's right, it floats in the air. Now dip it in the rast. Oil (oil also has an oily structure)

and throw it up again.
What's happening to him? That's right, it falls down quickly. The structure of feathers allows birds to fly by “pushing” the air down with their wings, while they themselves rise up. When a waterfowl (duck, gull, loon, swan)
lands on water covered with an oil film, its feathers become dirty. They stick together and lose the ability to “repel” air, which means the bird cannot take off and may die or become easy prey for predators. From this we can conclude that we need to help birds and other animals and not pollute the environment.