Research activities in the middle group. card index (secondary group) on the topic
CARD FILE OF EXPERIENCES WITH MIDDLE PRESCHOOL CHILDREN
Experiments with water
Experience No. 1 Topic. “How does water reflect objects?” Target. Reveal with children the property of water to reflect various objects. Develop fine motor skills and the ability to establish logical connections. Maintain a desire to maintain a neat appearance.
Equipment. Mirror, bowl of water, doll in a dress.
Move. Kuzya comes to visit the guys with a dirty face. The adult invites the children to look for changes in the appearance of the brownie Kuzya: “Guys, what happened to Kuzya? How can I help him? What item helps us take care of our appearance? (Mirror). How does water help?
Educator: “Water washes away dirt. Water also has the properties of a mirror. Let's play with water. What kind of water? (Transparent, clean). Let Vanya lean over the basin a little and look at the water. What can you see in a bowl of water? (Your reflection). What does it look like? (On a dark spot). If Vanya moves to the side, how will the reflection change? (The reflection will move in the water.) Why do we see our reflection in water? (The water is clear).
Game exercise “Break the mirror”. Questions: “You threw pebbles into the water. What happened to the water? (The reflection has disappeared.) When can you see your reflection again? When the circles from the object disperse, the water will become calm and you can see again
Game “Show the fairy-tale animal” - using finger movements, children come up with various figures and find them through reflections in the water.
Conclusion. “Water, like a mirror, reflects objects in itself.”
Experience No. 2 Topic. “How to push the water out?” Target. Form the idea that the water level rises if objects are immersed in water. Develop thought processes, fine motor skills, activate vocabulary (edge, rises, falls, higher, lower). Maintain a positive attitude towards your work and the work of your colleagues.
Equipment. Measuring container with water, pebbles, spoons.
Move. Brownie Kuzya comes to the guys in a sad mood: “I’m sad because I have no toys at all; only pebbles. How to play with them?
Educator: “Let's cheer up Kuzya with a new game. For this game you only need water and pebbles.”
Questions: “How much water did I pour into the jar? Is the jar completely filled with water? (No, the jar is half full). How to make the water reach the edges of the jar? (children's answers).
The teacher suggests putting pebbles of different sizes into the jar. Questions: “What happens to the water?” (She gets up). Why does the water rise? (Because we put pebbles in the water).
Game exercise “Catch the pebbles” - children remove pebbles from a jar using spoons.
Conclusion. “Water in a container rises when objects are immersed in it.”
Experience No. 3 Topic. “How to color water?” Target. To form children's ideas about the dependence of the color intensity of water on the amount of food coloring. Develop the ability to distinguish between dark and light shades and establish cause-and-effect relationships. Promote the manifestation of a humane attitude towards the game character.
Equipment. Food colors of different shades, transparent cups, measuring spoons, a container with water, colored paper squares.
Move. Brownie Kuzya turns to the children asking for help: “Guys, in the summer I saw a very beautiful rainbow. And I wanted to draw it. The only problem is that I don’t know any flowers. Maybe you can teach me to distinguish and correctly name color shades?
Educator: “Of course, Kuzya, the guys won’t leave you in trouble. And the magician water will help us again. Let's tell Kuza how you can get different shades using water (children's answers). Water takes on the color of the paint dissolved in it. Today we will color water and create color shades using food coloring. Food coloring is similar to colored sand and is used to give foods a specific color. For example, they paint eggs for Easter.
Inspection activities: “In one glass of water I will put one spoon of red dye, in another glass of water I will put two spoons of red dye. What happened to the dye in the water? (It dissolves in water). What happened to the water? What color is the water in both cups? (In red). Are the colors of water in the glasses the same or different? (Different). Why? In which glass is the water lighter and in which is it darker? In a glass with more dye, the water is darker. In a glass with less dye, the water is lighter.”
Game tasks: “Choose a square on the tray, turn it over and find out the color. The water should be dyed this color. Remember how many spoons of dye you put in the water.”
Questions: “What color did you color the water? How many spoons of dye did you put in?”
Game task: “Make the shade lighter (darker).”
Educator: “Let’s tell Kuza what colors we painted the water.”
Conclusion. “Water can be colored with food coloring. The more dye, the brighter the color of the water.”
Experience No. 4 Topic. “How do plants drink water?” Target. To form children's ideas about the process of water movement through a flower. Develop curiosity and thought processes. Promote caring behavior towards plants.
Equipment. Flowers - white carnations, transparent cups for water, three colors of paint, a container with water, colored pencils, white paper with sketches of cups.
Move. Part 1 - preparatory. Brownie Kuzya brings a withered flower with dry soil to the group. “Guys, I planted a flower in a pot. I put it in the sun. Every day I admired him and talked to him. But my flower has withered. I can’t understand what he didn’t like?”
Educator: “Why did Kuzya’s flower wilt? How did you guess? Flowers need constant watering. Based on the condition of the soil, you can determine whether to water the plant or not.”
Kuzya: “How does a plant drink water?”
Educator: “To find out how a plant drinks water, you need to prepare multi-colored water. What color is the water? (The water is clear). How to make colored water from clear water? (Dilute paint in water). Three cups will contain colored water and one cup will contain uncolored water. We will put a flower in each glass. What is the name of the flower? (Carnation). What color is it? (White)."
Sketch of observations: “Paint the cups on paper with the same colors as we colored the water - red, blue, yellow); Do not paint over one glass - the water in it is clear. In each glass, draw a flower with white petals. A little time will pass and we will see flowers drinking water.”
Part 2. In the evening, look at the colors of flowers with the children. “Compare your sketches with the observed phenomenon. What changed? What happened to the flowers? What did the flowers become? Why are flowers different colors? Why did one flower remain white? Explanation: “The flowers changed their color due to the color of the water in which they stood. The stem has conducting tubes through which water rises to the flower and colors it.”
Conclusion. “Flowers drink water; water moves through the flower.”
Experience No. 5 Topic. “We determine the temperature of the water.” Target. Identify with children ways to change water temperature. To contribute to the expansion of ideas about the life of natural objects in the water element. Activate children's vocabulary (geyser, steam, temperature, algae), develop curiosity and thinking. Maintain an interest in the natural world.
Equipment. A ball, empty cups with hot and cold water, pieces of ice, illustrations of rivers, lakes, seas, geysers.
Move. Brownie Kuzya invites the children to play the game “Cold, Warm, Hot.” Educator: “If I throw you a ball and say “cold ball,” you must name an object that is always cold. In response to the phrase “hot ball,” you need to name objects that are hot.”
Kuzya: “Guys, what can be cold, hot, and warm? (children's answers). Let's play with water today and find out how water changes its temperature."
Game task “Determine the temperature of the water.” Educator: “Water can have different temperatures and can be hot, warm and cold. How do you know which glass is cold and which is hot? (You need to touch the glass or water with your hands.) How to get warm water? Let's mix hot and cold water. What did the water become? (Warm). Now put ice cubes in warm water. What do you think the water will be like? Touch the water with your hands. Why did the water become cold? (Ice was added to the water, it is cold).”
Examination of illustrations: “In rivers, lakes, seas, water is of different temperatures - warm and cold. Some animals, fish and plants live only in warm water, others only in cold water. There are places in nature where hot water comes out of the ground. They are called geysers. Steam comes from them. Only algae live in geysers.”
Conclusion. “Water can be warm, cold and hot. When you pour different water, its temperature changes.”
Experiment No. 6 Topic. “What are the characteristics of warm and cold water?” Target. Find out in which water (cold or warm) substances dissolve faster. Develop the ability to think, generalize the results of experiments, build hypotheses and test them. Promote a positive attitude towards experimental activities.
Equipment. Transparent cups, cold and warm water, granulated sugar, salt, pieces of ice, stirring spoons, shells, pebbles, two containers of water.
Move. Brownie Kuzya comes to the guys; he has a scarf tied around his throat. “Oh, guys, I’m sick. I drank cold water yesterday, and today I talk a little. What bad water..."
Educator: “Kuzya, the water is not bad, you just need to heat it up, drink warm water. Let's find out today what features warm and cold water have. There are two glasses of water in front of you: how do you know which glass has cold water and which one has warm water? (Touch with your finger). I will put a spoonful of sugar in both glasses. What happens to sugar in water? (Dissolves). In which glass did the sugar dissolve faster? Which one is slower? Why do you think? Sugar dissolved faster in warm water.”
The same applies to salt.
Educator: “Now let’s add an ice cube to the glasses with warm and cold water.”
water. What happens to the ice? (melts). Does ice melt the same way? In which glass?
Does the ice melt faster? Which one is slower? Why? Ice melts faster when it comes into contact with warm water. What was the water like in both glasses? (Cold). Why did the warm water disappear? (Ice was added to the glass, it is cold).”
Game exercise: “Lay out the shells and pebbles” - put shells in cold water, and put pebbles in warm water.
Conclusion. “Substances dissolve faster in warm water.”
Experiment No. 7 Topic. “How does water give life to a plant?” Target. Show the importance of water in plant life. Develop the ability to express your thoughts using all parts of speech, and draw conclusions at the end of the experience. Promote humane treatment of natural objects.
Equipment. Birch branches with buds, two vases (one with water), pencils, sheets of white paper with drawn vases.
Move. Stage 1. Brownie Kuzya tells the children his dream. “Guys, I had a dream that water disappeared on our planet: there was no water in the rivers, seas, or in the tap. And then I began to think whether it was good or bad to live without water. How do you think? Who needs water? How does water help a person? Is it possible to replace water with something? (Children’s answers).”
Educator: “Animals need water - for many it is home; a place where you can find food, hide, water quenches thirst. A person needs water for drinking, maintaining cleanliness of the body, clothes, and premises. Plants need water to grow and develop.”
Looking at birch branches. “Look, these are birch branches. What's on the branches? (Kidneys). What are kidneys needed for? (Leaves appear in them.) When will the leaves appear from the buds? (In spring, when it gets warmer). Let's put one twig in a vase with water and the other in a vase without water. In a few days we’ll look at our branches and find out what will happen to them.”
Sketching observations: “Draw a branch with buds in each vase. Paint one vase blue - it contains water; Don’t paint over the other one - it’s without water.”
Stage 2 (in one week). Questions: “What changes have occurred to the branches? Are the branches in the vases the same or different? Why different? How do the branches differ from each other? Why did leaves bloom in one vase? Why didn’t leaves appear from the buds in another vase? (In a vase with water, leaves appeared from the buds; the water helped the leaves open).”
Sketching observations.
Conclusion. “Water is essential for plant life; it speeds up the development of plants.”
Experiment No. 8 Topic. “Why does the water disappear?” Target. Show children how water evaporates under the influence of heat. Develop the ability to compare and analyze. Maintain interest in experimental activities.
Equipment. Two identical glasses, a saucer, a felt-tip pen, water.
Move. Stage 1. Brownie Kuzya tells the children a poem about water.
Educator: “Guys, we got acquainted with the different properties of water. Today let's find out how water can disappear. Fill two glasses with water to the same level and mark with a felt-tip pen where the water ends. Cover one glass with a saucer. Let's put both glasses next to the radiator. Tomorrow we’ll see how much water there will be in the glasses.”
Stage 2. The next day, review glasses of water with the children. Questions: “What changes have you noticed? Are the glasses the same amount of water? Which glass contains less water? Which one has more?
Explanation: “There is less water in the open glass, and the same amount of water remains in the closed glass. In an open glass, the water evaporates and turns into particles of steam. The water decreases due to the heat of the battery.”
Conclusion. “Water can evaporate into steam.”
Experience No. 9 Topic. “How do you get colored pieces of ice?” Target. Identify the property of water to freeze in the cold. Develop the ability to establish simple connections between objects and distinguish primary colors. Arouse interest in making colored ice floes and inanimate objects.
Equipment. Water, small molds, paints, threads.
Move. Brownie Kuzya brings a piece of ice to the group: “I took this piece of ice from a frozen puddle. Look how handsome he is!”
Teacher questions: “What color is the piece of ice? (Transparent). What does it feel like? (Cold, smooth, slippery, hard). What happens to a piece of ice when we touch it with our hands? (It melts). Why is she melting? (From the warmth of our hands).
Why did ice form on the puddle? (Water froze in cold weather).”
Explanation: “The frost made such a piece of ice. And you and I can make colored pieces of ice. To do this, you need to choose any mold. Paint the water the color you like. Pour this water into the mold and insert the thread"
Question: “What needs to be done to make water freeze? (Take the molds outside). What weather should it be outside? (Frosty). Where else can you freeze water? (In the refrigerator).
At the end of the walk, the children examine the resulting pieces of ice: “Why does a thread hold on to a piece of ice? (She froze). Why are the pieces of ice colored? (From colored water). When can the ice melt? (In warm weather).
Conclusion. “Water freezes in the cold and turns into ice.”
Experiment No. 10 Topic. “Is it possible to drink melt water?” Target. Show children that snow is dirtier than tap water. Develop the ability to compare, analyze, generalize, draw conclusions and conclusions. Support the desire to care for indoor plants.
Equipment. Saucers with snow and water, gauze, watering can.
Preliminary work. In the morning, the teacher suggests pouring water from the tap into one saucer and putting snow in another saucer. Place both saucers on the table.
Move. Brownie Kuzya brings a watering can to the group: “Guys, I brought a new watering can for your indoor plants. Pour water into it and water the plants. That’s just the water poured into the saucers.”
Educator: “Let’s tell Kuza what was in the saucers this morning. What changed? Why did the water appear in both saucers? Why did the snow melt? (Indoors, the snow melts and turns into water).”
Comparison of water in saucers: “How was the water formed in each saucer? Is it possible to drink water from saucers? Why? Let's pass the water from each saucer through cheesecloth? Which water is dirtier? What remains on the gauze? What kind of water leaves dirt particles on the gauze?
Educator: “Tap water must be boiled or passed through a filter. Snow is melted, dirty water, not suitable for drinking. But such water can be used to water indoor plants. It will be useful for them."
Conclusion. “Snow is dirtier than tap water.”
Experiment No. 11 Topic. “Why is there more ice than water?” Target. Show children that water expands when it freezes. Develop the ability to compare the properties of water and ice, activate your vocabulary. Stimulate interest in experimental activities.
Equipment. A glass of water, a felt-tip pen, ice cubes.
Preliminary work. Pour water into a glass, mark the water level in the glass with a felt-tip pen and take the glass out into the cold.
Move. Brownie Kuzya addresses the children: “Guys, what do you like to play with more: water or ice? Tell me why?
Educator: “It’s interesting to play with both water and ice, because they have many features. Let's compare water and ice. What do they have in common, how are they similar? (Transparent color, can change color, takes the shape of the container they are in, odorless). What is the difference? (Water is liquid, flows, can be cold, warm and hot; ice is smooth, hard, does not flow, is lighter than water, melts).”
Examining a glass of ice: “Ice also has one secret. Do you want to know him? You and I poured water into a glass; noted the water level in the glass. Look at the glass. What happened to the water? (She froze in the cold). What's in the glass now? (Ice). How much ice is in the glass? (Higher, more mark). Why is there more ice than water? When water freezes, it expands; There is not enough space for the ice in the glass and it is pushed to the top. Let’s leave a glass of water in the room, and tomorrow we’ll see how much water there is again (The water will be at the level of the mark).”
Conclusion. “Water expands when it freezes.”
Experiment No. 12 Topic. "What is steam?" Target. To form children’s ideas about the state of water as steam; show how steam is formed. Develop the ability to establish cause-and-effect relationships and draw simple conclusions. Promote interest in the natural world.
Equipment. Thermos, glass or mirror, ball.
Move. Brownie Kuzya comes to the guys with a ball and offers to play the game “What do I know about water?”
“I throw you a ball, and you have to catch the ball and say something interesting about water” (Water is transparent, but can change color, without its own smell and taste, but can have the taste and smell of substances soluble in it, turns into ice , is important for plant life, takes the shape of the vessel into which it is poured, etc.”
The teacher puts a thermos on the table: “Water is a magician, it has another secret. I brought a thermos. This is an item that helps the water always stay hot. Let's open the thermos. What did you notice? Steam comes out of the thermos. What is steam like? Why is he hot? Steam is the same as water. Water vapor is transparent and colorless. Now let's place a mirror above the steam. See what forms on the mirror? These are droplets of water. The steam turns into droplets and falls down.
Conclusion. “Steam is also water.”
Experiments with sand, earth and clay
Experience No. 1 Topic. “What properties does clay have?” Target. Give children an idea of clay; help determine its qualities and properties (soft, plastic, wrinkles, breaks and gets wet). Develop tactile sensations and fine motor skills; activate children's vocabulary (clay, hardens, wrinkles, soft). Cultivate a caring attitude towards objects of the man-made world.
Equipment. Clay, modeling boards, molded clay figures, balls of wet and dry clay, jars of water, pieces of clay,
1 part. Move. Brownie Kuzya brings the children a box of toys. “Guys, yesterday I spent the whole day making toys for you, doing modeling. What do you think I made all these objects from?” (Children’s answers).
Educator: “It turns out that you can sculpt not only from plasticine. There is a material called clay. Do you want to know what kind of clay and how to sculpt with it?”
Children, together with the teacher, examine the clay and examine it with their fingers. Questions: “What do you think clay looks like? (On the sand). What color is it? (Brown). Is the clay hard or soft? (Soft).”
Comparison of balls made of wet and dry clay: “Let's compare two balls of clay: Kuzya made one a few days ago, and I made the other now. Are the balls the same or different? What is the difference? Which ball can you squeeze? What happens to the balls if you throw them on the floor? (One will change shape, the other will crumble into pieces)
Explanation: “Clay can be wet or dry. You can sculpt from wet clay; it is soft, plastic, viscous; dry clay is hard and can crumble.”
Game task: “Find a ball of dry and wet clay.”
Game actions with pieces of clay: “Can you pinch off small pieces? (Yes). Will it be possible to roll balls and sausages? Why? (Clay is soft, plastic).
The teacher suggests putting the molded products on the shelf.
Conclusion. “Wet clay is soft, viscous, plastic.”
Part 2. Move. The teacher and the children examine the dried molded clay products and conduct examinations with them. “Touch your crafts. How did they feel to the touch? (Solid). Why do you think? (The clay dries out). Has the color of the crafts changed? What has he become? (Light) Tap your craft a little on the table. What's happening? (The clay is crumbling). Why? (Clay dry)
Conclusion. “Dry clay is hard, crumbles, and is lighter than dark.”
Experience No. 2 Topic. “Why do we need land?” Target. To form children’s ideas about the properties of the earth (soft, consists of
small lumps, easily passes water, can be dry and wet). Develop speech, the ability to make assumptions and, with the help of the teacher, draw conclusions. Promote a friendly attitude towards natural objects.
Equipment. A container with soil, sticks, a watering can with water, a sieve, a pot of sand and a plant sprout withered in it.
Move. Brownie Kuzya comes to the group and examines the houseplants. “Guys, how many indoor plants do you have in your group? And they are all so beautiful and green. But I planted the plant in a pot, watered it every day, but it immediately withered and dried up. And I do not know why".
Educator: “Kuzya, show us your plant. Guys, look, why do you think the plant withered? Where did Kuzya plant the plant? (in the sand). Where should plants grow? ). Remember, do plants grow in our sandbox and why?”
Kuzya: “What kind of land?” How does she look? Guys, will you tell me?”
Game action “Knead the lump”. Teacher: “I poured earth on the table. The earth consists of different lumps. Let's try to stretch out the lumps. Can you do it? Why? How do lumps feel to the touch? (Soft)"
Game exercise “Pouring and sifting.” Educator: “Pour the soil into cups. Is the soil overflowing? The soil is pouring because it is dry. Let's pass the soil through a sieve. Is the soil being sifted? (Not all). What remains at the bottom of the sieve? (Lumps). Let’s crush these lumps with our fingers.”
Game exercise “Magic wand”. Educator: “Move the chopsticks along the dry ground. Does the soil stay on the stick? (No). Dry soil does not stick.
Now I will water the earth with water. Where did the water hide? What has the dry land become like? (Dry soil absorbed water and became wet.) Now move the stick along the wet soil. What did the wand become? (Dirty). Why? Wet soil sticks. What color is wet soil? (Black). Let's sift the wet soil through a sieve. Is the land sifting? (No). The earth is wet, does not sift and does not crumble.”
Conclusion. “Now Kuzya will only plant plants in the ground. Land is necessary for plant life; Plants get their food from the soil."
Experience No. 3 Topic. “How does dry sand move?” Target. Continue to introduce children to the properties of dry sand (dry sand can fall at different speeds - quickly and slowly). Reinforce the concepts of “fast-slow”, “full-empty”; develop gross and fine motor skills of the hand. Maintain friendly relationships during the experimental activities.
Equipment. Dry sand, shovels, hourglasses, large and small funnels, plastic bottles with red and yellow circles.
Move. Brownie Kuzya brings an hourglass to the group and invites the children to look at it. “This watch is unusual, without hands or numbers. And the sand in this watch flows and shows a certain time.”
Educator: “Guys, let’s make our own hourglass. We will pour sand into funnels with different holes and watch how it pours out.”
Questions: “What kind of sand should be poured into funnels? Dry or raw? Why dry? (it's crumbly).
Children's play activities with sand. Questions: “Does sand flow equally in bottles? (No). How does sand flow in a bottle with a red circle? (Fast). How does sand flow in a bottle with a yellow circle? (Slowly). Why do you think sand flows differently in bottles? (Because the funnels have different holes). Which funnel makes sand fall faster? (Which has a large hole). Which bottle will fill with sand faster? (With a red circle). Which one is slower? (With a yellow circle). What can you do with the bottle to make it empty again? (Pour sand out of it).
Conclusion. “Dry sand flows quickly and slowly.”
Experience No. 4 Topic. “How to paint sand?” Target. Introduce children to the method of making colored sand (with the addition of gouache). Develop coordination of movements, the ability to denote an action in words, make beautiful Easter cakes; fix the primary colors. Promote a friendly attitude towards the game character.
Equipment. Containers with clear and colored water, sticks for stirring sand, measuring spoons, jars with sand, small molds.
Move. Educator: “Guys, for some reason Kuzya is late to visit us today. He probably has important things to do. Let's come up with something interesting for him. What does Kuzya always like to play with? (With sand, water). Let’s make him a gift from sand.”
Questions: “Guys, what happens if I pour water into dry sand? Where will the water hide? What will the sand become? (Dry sand will absorb water and become wet.) What happens if I add colored water to the sand?” (The teacher pours red water into the sand with a measuring spoon).
Questions: “Has the sand changed color? (Yes). What has he become? (Red). Why did it turn red? (Because they added red paint). Where did the red water go? (The sand absorbed the red water).
Game exercise “Making colored Easter cakes.” Educator: “Take a jar of sand, add any colored water to the sand, stir the sand with a stick and make a cake. Add water with a measuring spoon.”
Then Brownie Kuzya comes and asks the children about the resulting crafts: “Guys, what did you do? What did these Easter cakes come from? Why are they colorful? How to make colored sand? Kuzya thanks the children for the beautiful gifts.
Conclusion. “Sand is colored by colored water.”
Experience No. 5 Topic. “How do you compare wet sand and wet clay?” Target. Based on comparison, identify the distinctive properties of wet sand and wet clay. Develop the ability to establish a logical connection, to denote an action with a word. Maintain interest in experimental activities.
Equipment. Containers with wet sand and wet clay, planks, magnifying glass, water.
Move. Brownie Kuzya brings two jars to the group (one with sand, the other with clay). And asks the children to guess what is in them.
Educator: “What do you think clay and sand have in common? Clay and sand look similar to each other, they can be dry and wet, they are like brother and sister. But each has its own characteristics and differences. Today we will learn the difference between wet sand and wet clay.”
Looking through a magnifying glass. “A magnifying glass is an object that helps to magnify an object. A magnifying glass will help us examine particles of sand and clay. Are the sand and clay particles the same size? (They are different). What are the particles of sand? (Small). How are they located? (Not pressed tightly against each other). Clay has larger particles and all of different sizes, they are pressed closely together.”
Game action “How water is friends with sand and clay.” Educator: “Shall we pour water into the sand and clay? Where is the water visible? (In clay). Why? (Clay does not allow water to pass through well). Clay particles are pressed tightly against each other. Why can't you see water in the sand? (Sand allows water to pass through quickly). The sand particles are not pressed tightly against each other.”
Game exercise “It is molded - it is not molded.” Educator: “Try to make sausages from clay and sand. What is easier to sculpt from? Why? (The clay is viscous, dense) Which sausage can be bent? (Made from clay). Clay is plastic and wrinkles.”
In the evening, look at the buildings made of clay and sand. Questions: “Which buildings are crumbling? Why? (the sand dries out and the building crumbles). What do clay buildings feel like? (Solid). Why? (The clay dries and hardens).”
Conclusion. “Wet sand retains its shape and allows water to pass through; wet clay slowly absorbs water, plastic and dense.”
Experiment No. 6 Topic. “How do you compare dry sand and dry clay?” Target. Based on comparison, identify the distinctive properties of dry sand and dry clay. Develop the ability to establish a logical connection, to denote an action with a word. Maintain interest in experimental activities.
Equipment. Balls made of plasticine, sand and clay, containers with dry sand and dry clay, a sieve, a grater.
Move. Brownie Kuzya brings a tray of stirrup balls to the group: “Guys, yesterday I was doing modeling; I made three beautiful balls for you from different materials. Try to guess what the balls are made of (plasticine, sand and clay).”
Educator: “Are sand and clay balls dry or wet? (Dry). How did you guess? How are these balls different? (It crumbles from sand, hard, durable from clay). Let’s tell Kuza today the difference between dry sand and dry clay.”
Game actions: “Sifting”. Educator: “Let's sift sand and clay through a sieve. What sifts quickly? (Sand). Why? (The sand is crumbly, light). In dry sand, each grain of sand is separate. Why does clay sift harder? Clay particles stick to each other, become large and make sifting difficult.”
Game exercise “Wind”. Educator: “Try to blow on the sand and clay. Which deflates easier? Why? (The sand is light and crumbly; there are lumps in the clay).”
Examining Kuzi balls made of sand and clay: “I take a sand ball in my hands and it crumbles. Why? (The sand is dry, crumbly). Does a ball of clay crumble if I squeeze it in my hand? (No). Why? (It is durable, hard). Now I rub the ball on the grater. What happens to a ball of clay? (Crumbling). If I hit the ball with an object, what will happen? (It will break into pieces.) Crafts made from clay can also crumble.”
Conclusion. “Dry sand is crumbly, light, and blows away; dry clay is hard, breaks, crumbles.”
Experiment No. 7 Topic. “How do sand and water determine the weight of objects?” Target. Reveal the ability of water and sand to determine the heaviness and lightness of objects. Develop curiosity, the ability to establish connections between objects, and draw simple conclusions. Promote a positive attitude towards nature and its contemplation.
Equipment. Containers with sand and water, a bird feather, a wooden block, a tree leaf, pebbles, pine cones, acorns, maple seeds, shells.
Move. Brownie Kuzya brings a box to the group: “Guys, do you like to go to the forest? I also really love walks in the forest: you can admire trees, plants, flowers, listen to birdsong, breathe fresh air and collect natural materials. Look what I found in the forest” (the teacher takes out natural material, and the children name it).
Educator: “Kuzya, how were you able to carry such a large box, it must have been hard for you? Let's find out which objects are heavy and which are light. And water and sand will help us with this.”
Game actions: “There are two basins in front of you. One contains water, the other contains sand. I'll throw the shell into the water. What appeared in the water? (Splashes from a shell). Now I’ll throw the leaf into the water. Is there any splashing? I'll throw a shell into the sand. What remains on the sand? (Trace from a shell). Shall I throw a leaf in the sand? Is there a trace of a leaf visible in the sand? (No). Why do you think a shell leaves a mark on the sand and water, but a leaf does not? (A shell is heavier than a leaf). Heavy objects leave marks in the sand and splashes in the water. Light objects leave no traces.”
Game task “Determine whether an object is heavy or light.” Children take natural material and throw it into water and sand; The presence of traces determines whether an object is heavy or light.
Conclusion. “There are traces left on the water and sand from heavy objects.”
Experiment No. 8 Topic. “Is there air in the soil?” Target. Show that there is air in the soil. Develop thought processes, activate children's vocabulary (bubbles, shrink, trample). Promote respect for nature.
Equipment. A jar of water, a container with crushed and loosened soil.
Move. Brownie Kuzya addresses the children: “Guys, do you know who lives in the soil? (Worms, moles, beetles). How can they live in the soil, it’s dark, scary and there’s no air at all.”
Educator: “Kuzya, no one can live without air. And there is air in the soil. Now the guys and I will prove this to you. Place a lump of earth in a jar of water. What appears in the water? (Bubbles). This is air coming out of the ground.
What kind of soil do you think is comfortable for insects to live in? Let's check. Let's put a lump of trampled earth and a lump of loose earth into the water. Which lump produces more bubbles? (From a lump of loose earth). Why? Loose soil contains more air, so more bubbles come out. There is less air in trodden ground. Why is the ground trampled? (People walk along it, cars drive by). When we walk on the earth, we put pressure on its particles; they seem to merge and there is less and less air between them. It’s hard to live in trodden ground.”
Inspection: “Pour water into a container with loose and compacted soil. In which soil did water flow faster? (In loose form). Why does compacted soil drain water slowly? There is less air in compacted soil.
Final question: “How to preserve the earth for its inhabitants, for plants?” (Walk along paths, do not trample lawns, loosen the soil in pots and flower beds).
Conclusion. “There is air in the soil: there is more air in loose soil than in compacted soil.”
Experience No. 9 Topic. “How does soil pollution occur?” Target. Find out the consequences of soil pollution. Develop the ability to compare, reflect, generalize the results of experiments, build hypotheses and test them. Promote respect for the natural world.
Equipment. Four containers with soil, jars with clean and soapy water, cardboard, sticks.
Move. Brownie Kuzya brings a letter to the group. “Guys, I received a letter from Soil. She asks me for help. She says she is in danger. If she gets sick, then all the trees, plants, flowers and herbs will not be able to grow and receive nutrition. What can the soil be afraid of?
Educator: “The soil is crying from pollution. How do you think we can pollute the earth? (children's answers). Very often we throw garbage on the ground and trample lawns.”
Examination 1: “Look, in front of you are two jars of earth. I will pour rainwater into one jar, and soapy water after washing into the other. Compare jars of water. What has the earth become? (Wet). Same land or different? Are there any changes in the jar of soil into which rainwater was poured? (No). What can you see on the ground that has been watered with soapy water? (Soap bubbles, drips).
Test 2: “Now take the cardboard. Tear it into small pieces and put it in the ground. Mix the soil with cardboard. Stick the sticks into a container with one soil and a container with earth and cardboard. Which soil is easier to stick a stick into? (to the pure land). Clean soil has more air.”
Explanation: “Not only trees and plants grow in the ground, but many insects and animals also live. By polluting the earth, we are destroying them.”
Final question: “How to save the earth? Where should you put your trash? Throw out dirty water? Conclusion. “The soil is polluted by garbage and dirty water”
Research project “Mysterious Space” in the middle group of a preschool educational institution
- April 15, 2016
Competition “Methodological piggy bank of a teacher - 2016”
Nomination “Methodological piggy bank of a preschool teacher”
Creative report on research activities in the middle group of a preschool educational institution. Topic: Mysterious space.
Project participants: children of the middle group of kindergarten No. 24 “Swallow”, a team of teaching staff, an initiative group of parents of pupils, kindergarten specialists.
Type of project: creative information and research.
Duration: short duration - from March to April.
Relevance of the project. After watching the animated film “Dunno on the Moon,” the children in my group began asking questions that were difficult to answer in a way that the kids could easily understand. And each new answer gave rise to new questions. As a result, we have reached a dead end. But after thinking and consulting, we came to a common opinion - we are preparing a new information and research project “Mysterious Space”.
Project goal: To promote the development of search activity and develop cognitive activity. Teach children how to independently find the necessary information on a given topic. Expand your horizons, vocabulary, creativity.
Personality-oriented tasks:
- develop research skills: ask questions, collect necessary information together with adults from various sources (fiction, looking at the starry sky through a telescope, conversations with teachers and parents, watching thematic videos);
- teach correctly, formulate conclusions and conclusions;
- present your research in the form of a knowledge product (drawings, applications, drawing up power lines, collage, wall newspaper design, photo report, presentation, etc.).
Educational objectives:
- help children learn about the world around them;
- teach how to obtain information from different sources;
- develop the ability to predict certain actions;
- encourage the desire to learn new and unknown things.
Educational tasks:
- cultivate goodwill and activity in the learning process;
- contribute to the creation of an active research position for both children and their parents.
Expected results:
- acquisition of research skills;
- collected necessary information on the topic being studied;
- children's knowledge of space.
Received smart products:
- consultation for parents “Should I talk to my child about space?”;
- development of didactic games: “Help the rocket return to earth”, “Help the astronaut find his rocket”, “Find the extra object”.
- compiling a power transmission manual book “Secrets of Space” to consolidate acquired knowledge;
- exhibition of drawings and applications about space;
- design of a wall newspaper;
- photo report and presentation.
Project stages
I. Preparatory stage. The content of the work:
- choosing a topic, identifying a problem;
- defining the goals and objectives of the project.
- discussing the project with the children and their parents, choosing sources of information;
- drawing up a work plan for the project;
- development of homework for all project participants.
Expected result:
- acquiring knowledge on the topic being studied;
- accumulation of information base (sources of received information);
- availability of a clear work plan for all researchers;
- availability of survey results.
II. Practical stage. The content of the work:
- studying sources on research questions;
- collection and systematization of material;
- carrying out various educational, creative, scientific forms of work with children during the implementation of the project;
- interaction between all project participants (conversation, consultation, information stand);
- consultations and practical assistance in the production of creative project products;
- compilation and design of creative reports.
Expected result:
- coordinated work of all project participants;
- exhibition of children's creative works;
- organized cognitive, playful, research and creative activities of children in a group, on the street and at home;
- creation of didactic games, beech power lines, photo report, selection of pictures on the topic, preparation of presentation.
III. The final stage. The content of the work:
- reflection-analysis of the project implementation, achieved results;
- preparation for project defense (broadcast);
- multimedia presentation of the project.
Expected result:
- availability of methodological materials and project products;
- high level of children's knowledge and skills.
Project progress
I. Preparatory stage.
1. Setting goals and objectives for project participants.
2. Selection of information and recommendations for the parent corner on the research topic:
- consultation “Should I talk to my child about space?”
- recommendations for parents on how to conduct conversations with their children about space;
- distribution of tasks among project participants.
3. Selection of materials for acquaintance with space: photos, video presentations; poems, songs, riddles, cartoons, works of art, illustrations, etc. 4. Development of didactic games “Help the rocket return to earth”, “Help the astronaut find his rocket”, “Find the extra object”. 5. Conducting classes with children on making drawings, applications, beech power lines and wall newspapers.
II. Practical stage. Forms of work:
1. GCD. Complex thematic lesson: “What is space?” Goal: To introduce children to new concepts, such as: space, space station, spacesuit, satellite, cosmodrome, docking, etc. Encourage children's desire to learn new information about space. Create positive emotions. Develop creativity. Teach children to independently construct a rocket out of paper and place it on the paper to create a composition of the starry sky. Arouse positive emotions while listening to a piece of music performed by the ensemble “Fidgets” (song “We are the children of the galaxy”)
2. Thematic conversations on the research question: “What is space made of”, “The first cosmonaut - Yuri Gagarin”, “What do astronauts eat?” Compilation of the “Cosmic Dictionary”. During conversations, arouse persistent cognitive interest in research activities. Expand your horizons, encourage curiosity and inquisitiveness. Expand your vocabulary - learn correctly, ask questions and give complete answers to them. Encourage initiative.
3. Didactic games: “Help the rocket return to earth”, “Find the extra object”, “Help the astronaut find his rocket”.
4. Role-playing game “Flight to the Moon.”
5. Examination of photographs and illustrations about space and astronauts.
6. Listening to music about space, asking and guessing space-themed riddles.
7. Reading fiction (poems by A. Khait “Planets in Order” and V. Stepanov “Yuri Gagarin”).
8. Joint child-parent creativity. Study:
- "We and space." Objective: to form an idea of the location of people in outer space.
- "Space Explorers". Objective: To introduce children to the history of space exploration and exploration.
Work with parents: Joint work of parents and child at home (at the choice of the participants). The child independently reports on the work done.
Package No. 1 “Visit to the observatory” (excursion). Goal: To encourage children and their parents to actively engage in research activities, obtain information in new ways, and teach how to formalize personal experience.
Package No. 2 “Space Fantasies” (composing a story about the conquest of cosmic depths, with the characters of the animated film, Belka and Strelka). Goal: To teach children to fantasize by independently writing funny and instructive stories, followed by design and compilation of a baby book.
Package No. 3 “Space Games”. Goal: To attract the attention of parents to the joint activities of parents and children in the process of home education. Involve parents in the creation of a gaming base, supplement the corner of didactic games.
III. The final stage.
1. Design of children's creative works for the wall newspaper “April 12. Cosmonautics Day." 2. Thematic entertainment “Journey into Space” dedicated to the celebration of “Cosmonautics Day”. 3. Awarding the project participants with certificates and medals. 4. Evaluation of the work results of all project participants. 5. Presentation of the photo report “Amazing Space”.
Author: Victoria Pavlovna Sigitova, teacher of pre-school educational institution kindergarten No. 24 “Swallow”, Vladivostok.
