Short term research creative project in the second junior group "Miracles, tricks, experiments"

What I hear, I forget.
What I see, I remember.
What I do, I understand.
Confucius.
Project passport
1. Type of project: research - creative.
2. Duration: short term, 2 weeks
3. Author of the project: teacher Tyurina T.V.
4. Project participants: children of the second junior group
5. Relevance of the topic:
Children love to experiment. Research activities are of great interest to children. Research provides an opportunity for the child to find answers to the questions “how?” and why?". An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are considered as the most important features of children's behavior. Exploratory activity is the natural state of the child, he is tuned in to the knowledge of the world, he wants to know everything. This is a great opportunity for children to think, try, experiment, and most importantly express themselves. Experiments somehow remind children of magic tricks, they are unusual, they surprise. The child's need for new impressions underlies the emergence and development of inexhaustible orienting-exploratory (search) activity aimed at understanding the world around. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.
6. Purpose of the project: creating conditions for experimental activities children; for the formation of ecological culture and the development of the cognitive interest of children.
7. Project objectives:
- create conditions for the formation of cognitive interest in children.
- develop children's curiosity in the process of observation and practical experimentation with objects.
- to form the skills of mental actions, analysis, synthesis, classification, etc., in the process of understanding the natural picture of the world, contributing to the development of speech.
- develop self-reliance in problem solving research activities.
- learn to explain the observed.
8. Estimated result:
- expand and deepen the child's knowledge and ideas about the world around him;
- develop cognitive skills through experimental activities;
9. Product of the project activity: album "Experiments on ecology", a file of experiments.
Project implementation plan in the second junior group
Preparatory stage of the project (1st week):
1. Creation of an experimental laboratory in the group;
2. Enriching the corner of experimentation necessary materials, appliances.
3. Making schemes, models that display the basic properties of substances.
4. Selection of mobile and speech games, poems and riddles about inanimate nature.
5. Taking notes thematic classes in different sections of the program.
6. Compilation and creation of experiments, experiments with various objects of inanimate nature.
Research phase of the project (2nd week)
Thematic planning of classes and experiments for the project.
Activities Name Purpose
Day 1 "Miracles in nature - the sun"
G. Boyko's poem "The Sun" Introduce the new poem, help in understanding the content
Exercise finger game"Sun, sun" To promote the development of hand motor skills
Artistic creativity
Drawing "The sun is shining through the window" Learn to draw objects round shape, painting along the contour
Conversation “Learning to enjoy the sun and nature” To develop interest and emotional responsiveness to the phenomena of inanimate nature
Game-situation "Sunny Bunnies" Promote the development of imagination, encourage physical activity
Themed walk
"Visiting the sun" Learn to observe the sun
Day 2 "Air Wonders"
Conversation
"About the properties of air" Introduce children to air
Experience
"Games with straws" Introduce children to the fact that there is air inside a person, help to detect air
Study
“How can we make airy foam out of soap” Conclude that soap foams
Experimentation
"Games with balloon» Familiarize yourself with the fact that there is air inside a person, help to make a trick - to detect air
The game
"Blowing soap bubbles" Stimulate physical activity
observation and conversation
"Why is it flying soap bubble? Stimulate cognitive and speech activity
Experimentation
"What's in the bag" Help detect air in the surrounding area
Day 3 "Tricks with sand"
Drawing on wet sand
"Wonderful transformation of a circle and a square" Consolidate knowledge of geometric shapes, develop children's imagination
Problem situation, game
"Young treasure hunters" Develop observation, study the properties of sand, learn to find a toy in the sand
Experimental game with wet and dry sand
"Pies for a bear" Develop cognitive activity in the process of experimentation, draw conclusions
Conversation
"On the properties of wet and dry sand" To develop cognitive and speech activity children
sand play
"Building a zoo" Help in studying the properties of wet sand, in improving constructive skills
Day 4 "Water is a miracle of nature"
Experience Games
"Hide and seek with water" To give an idea of ​​the properties of water, that water can change color
Experimentation
"Transfusion of water" To form knowledge that water flows from different vessels in different ways
Conversation
"Properties of water" To form knowledge about the different properties of water: pouring, splashing, etc.
Application
"Beautiful cups for the sorceress-water" Learn to stick ready-made forms in a certain sequence
Reading fiction
The story "How Kostya did not wash" To acquaint with the story, to help in understanding the content
Experiment
"Soap-magician" To acquaint with the properties and purpose of soap, to consolidate knowledge of safety rules when working with soap
Outdoor games "With sultans and turntables" Formation of independent motor activity

Observation "Watching the wind" Develop mindfulness, observation and ingenuity
Experiment "Obediant breeze" To develop the ability to breathe correctly, to acquaint with this property of air: the air flow has different strengths
Breathing exercise "Light breeze" Learn to cool food by slightly blowing on it

Literature:
1. Main educational program preschool education"From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Mosaic-Synthesis, Moscow, 2015-366p.
2. "Classes on familiarization with the natural and social world" in the second junior group of the kindergarten Dybina O.V. Mosaic- Synthesis, 2015-72 p.
3. Organization of experimental activities of preschoolers: method. Recommendations/gen. ed. L. N. Prokhorova. -3rd ed., add. -M.: ARKTI, 2008. – 64 p.

Appendix

Experiments, studies and experiments

1. Experiments with a balloon. The teacher with the children examines 2 balloons (one is strongly inflated - elastic, the other is weak - soft). Children figure out which ball is better to play with. Discuss the reason for the difference. An adult suggests thinking about what needs to be done with the second ball so that it is also good to play with it (inflate it strongly); what is inside the balloon (air); where does the air come from (exhale). An adult organizes a game with the second balloon: inflates it so that it becomes elastic, lowers the balloon with a hole into the water so that the children watch how the balloon deflates and exits through the air bubbles. At the end of the game, the adult offers to repeat the experience themselves.
2. Experience with a straw. The teacher shows how a person inhales and exhales air by placing his hand under a stream of air. Finds out where the air comes from. Then, using a straw and water in a glass, he shows how air appears when you exhale (Bubbles appear on the surface of the water). At the end of the experiment, the children are asked to repeat the experiment themselves.
3. What's in the package. Children look at the empty plastic bag. The adult asks what is in the bag. Turning away from the children, he draws air into the bag and twists the open end so that the bag becomes elastic. Then he shows the bag again and asks what the bag is filled with (air). Opens the package and shows that there is nothing in it. The adult notices that when the package was opened, it ceased to be elastic. He asks why the bag seems to be empty (the air is transparent, invisible, light).
4. Obedient breeze. The teacher reads: “Wind, wind! You are powerful, you drive flocks of clouds, you excite the blue sea, you howl everywhere in the open. Children blow on the boat quietly. What's happening? (The boat sails slowly.) They blow on the boat with force. (The boat sails faster and may even capsize.) Children sum up (with a light wind, the boat moves slowly, with a strong air flow it increases speed).
5. Soap magician. Children touch and smell dry soap. (It is smooth, fragrant.) Examine the water. (Warm, transparent.) Make quick movements with your hands in the water. What's happening? (Air bubbles appear in the water.) Children immerse the soap in water, then pick it up. What did it become? (Slippery.) Rub the sponge with soap, immerse in water, wring out. What's happening? (Water changes color, foam appears in it.) They play with foam: make palms into a tube, collect soapy water, blow. (Large bubbles appear.) Dip the end of the tube into the soapy water, take it out, slowly blow. (A soap bubble appears, shimmers in the light.) Immerse the end of the tube in water and blow into it. What appears on the surface of the water? (Lots of soap bubbles.)
Children sum up: dry soap is smooth; wet soap is smooth and slippery; when soaping a sponge, foam appears; when air enters the soapy water, soap bubbles appear, they are light and can fly; soap suds burns the eyes.
6. Transfusion of water. The teacher shows how to pour water from different vessels in different ways. From a wide vessel - a large stream, from a narrow one - a thin stream. Explains that splashes fly from the water. Then he invites the children to independently pour water from vessel to vessel. The teacher explains that water takes the form of the vessel into which it is poured. If water is only poured from one vessel into another, it will remain the same; there will be less water if it is poured out.
7. "Pies for a bear." Experiment with wet and dry sand. The teacher invites the children to make cakes from wet sand, and then from dry sand. Children draw conclusions: wet sand is molded, keeps its shape, and dry sand crumbles.
8. Game experience "Hide and seek with water." The teacher shows the children a transparent vessel with water and asks what color the water is. (Transparent, colorless.) Then he lowers a pebble into the water. What are we seeing? Can you see the stone? (It can be seen.) Then the teacher adds paint to the water and asks what the water has become. (Colored.) Lowers the pebble into the water. What do we observe? (The stone is not visible.) Conclusion: water can change color.
Games
1. Finger gymnastics"Sunshine, sunshine"
Sunshine, sunshine
golden bottom,
Burn, burn bright
To not go out.
A stream ran in the garden,
A hundred rooks have flown
clap their hands
Flex and extend palms
Show a wave.
They wave their hands.
And the snowdrifts are melting, melting,
And the flowers are growing.
They put their hands down.
They raise their hands up.

2. Game-situation "Sun Bunnies". The teacher takes a mirror and shows a sunbeam. Explains that the sun reflects off the mirror. Then the teacher begins to drive the mirror in different directions. Children run after the sunbeam, trying to get it. Then it is proposed to drive one of the children.
3. Blowing soap bubbles. The teacher blows soap bubbles and explains that there is air inside the bubble. Then one of the children starts blowing soap bubbles, and the rest of the children catch them.
4. "Young treasure hunters." The teacher and the children examine the sand, study its properties (dry, crumbling, warming up in the sun). Then the teacher hides plastic toys in the sand. And children should find toys by digging with a scoop and not scattering sand.
5. "Construction of the zoo." On a walk, the teacher offers to examine the sand, to study its properties (raw, molded, dense). Then he proposes to build a zoo out of sand and building parts. The teacher suggests using a mold in the construction, buried in the sand flush with the ground and filled with water. Suggests to think about what happened (a pond for waterfowl or a pool for a polar bear and hippos).
6. Outdoor game"With sultans and turntables." On a walk, the teacher shows how you can play with a turntable and sultans. If there is a wind, then the sultans move and the turntable spins. If there is no wind outside, then you can go for a run. What are we seeing? When running, the spinner also spins, and the sultans move. Sultans and turntables are distributed to everyone. At the signal "Wind" everyone runs, at the signal "no wind" everyone stands.
7. Drawing on wet sand “A wonderful transformation of a circle and a square” On a walk, the teacher draws circles and squares on wet sand. Invites children to consider them, highlight their properties. Then he proposes to turn the circle into a sun, into a clock, an apple, a ball, a wheel, a face, etc. And he proposes to turn the square into a house, a bag, a TV, a watch, etc. Children draw in the sand.

Second junior group

Experiments on the topic "Air"

1. "Blowing Bubbles"

Purpose: to teach children to blow soap bubbles, to acquaint them with the fact that when air enters a drop of soapy water, a bubble forms.

Materials: a jar of soap solution, a straw.

Experience. Pour in the soap solution, collect it with a funnel and blow it out. This creates a soap bubble.

Conclusion: a soap bubble is formed from air entering the soapy solution (we exhaled it out of ourselves); bubbles are small if we exhaled! little air, and large - if you exhaled a lot.

1. "Launching a boat in a basin of water"

Purpose: to teach children to detect the air they breathe out of themselves.

Material: basin with water, paper boat.

Experience. Lower the boat into a basin of water. He stands still. Invite the children to blow on him from one side - he swam. Find out why he floats. Where did the wind come from? (We blew on the boat.) Why didn't the bubbles come out on the boat? (Because we blew not on the boat, but on the water.)

Conclusion: if you blow hard, you get a breeze, it can push the boat through the water.

1. "Games with balloons and balls"

Purpose: to show children that air can be blown into different objects (balloons, bags); it, filling the form, makes objects elastic (for example, shapeless packages take shape).

Material: paper and cellophane bags, ball, rubber balls.

Experience. Inflate a shapeless paper bag, show the shape, offer to touch, feel its elasticity. Warn that if you slap it, it will tear. Inflate in the same way plastic bag, ball. Consider the ball. Why is he so jumpy? What does he have inside?

Conclusion: the ball and the ball are filled with air, so they are elastic; the tighter the ball is inflated, the more bouncy it is.

4. "Air is necessary for life"

Purpose: to give an idea that people breathe air by inhaling it with their lungs; without air, nothing living can live, everything will perish; For life, you need clean air, it is pleasant to be in it.

Experience. Clarify why the bedroom, the group is ventilated, why the children go for a walk. Offer to put your palm on your chest and listen to how it goes down and up, close your mouth and nose with your palm so as not to breathe. Was it nice? What did you feel?

Conclusion: for life, a person needs air, it is warm in the room.

Experiments on the topic "Water"

1. "Turning Ice to Water"

Purpose: to show that ice melts in heat and turns back into water, colored ice becomes colored water.

Material: colored ice cubes, icicles.

Experience. From the street, bring colored ice, icicles, offer to show them to dolls, put them on plates. In the evening, look at the water in the plates: it is transparent and colored. Where did she come from?

Conclusion: when warm, ice turns into water.

1. "Turning Snow into Water"

Purpose: to give an idea that snow melts in warmth, becomes water; the snow is white, but there is mud in it - it is clearly visible in the melt water.

Material: plate with snow.

Experience. Collect snow on a plate, examine it. What is he? Offer to express their opinion on what will happen to the snow indoors. In the evening, consider a plate of melt water with the children, discuss what happened and why. Where did the mud come from in the melt water?

Conclusion: snow melts in heat, turning into water; there is dirt in the snow.

1. "Properties of Water"

Purpose: to expand the knowledge of children that a person needs water to drink, cook dinner, wash, water (there is a lot of water on our planet, but it must be protected, earlier in rivers and lakes the water was clean, you could drink it, now - dirty and used only after cleaning).

Material: a flask with water, a socket with sand, cotton wool, a glass, a sieve, a kettle with drinking water, gouache paints, salt, sugar, a microscope.

Experiences.

1. Filtration of water through sand and cotton wool. At first glance, clean water on the cotton wool left a lot of debris and dirt.

2. Painting water with paints.

3. Saturation of water with salt, sugar.

4. Examining a drop of water under a microscope.

Conclusion: the water is dirty, it contains small debris, so it must be cleaned.

Experiments on the topic "Sand"

1. "Dry sand loose"

Purpose: to acquaint children with the properties of sand.

Material: sandbox, dry sand, molds.

Experience. Offer to make a grandmother out of dry sand. It didn't work, it fell apart. Why?

Conclusion: dry sand is loose.

1. "Warm - cold"

Purpose: to teach children to feel the different temperatures of the sand with their hands.

Material: bags with warm and cold sand.

Experience. Give children warm and cold sand, clarify where which sand is located. Offer to play with sand, pour it between your fingers in small thin streams. What kind of sand was more fun to play with?

Conclusion: in hot weather it is more pleasant to play with cool sand, in cold weather - with warm sand.

1. "Birdhouses"

Purpose: to show that deep pits can be made in wet sand with a stick or finger; in dry sand, the edges of the pit crumble.

Material: sandbox, dry and wet sand, sticks.

Experience. Pour water over one part of the sandbox, leave the other dry. Offer to make huts out of sand and settle in them tenants whoever wants.

In order for it to be light in the houses, it is necessary to make holes in the walls - windows - with a finger or a stick. In houses made of wet sand, they turned out to be even, beautiful, large. In houses made of dry sand, they crumbled, they are almost invisible.

Conclusion: dry sand is loose, holes crumble.

Experiments on the topic "Man"

1. "Motion"

Purpose: to expand the idea that going uphill is harder than going downhill; it is better to walk through the stream on a narrow plank one at a time than two.

Material: slide, "brook".

Experiences.

1. Running downhill one by one and two, holding hands.

2. Running from the mountain together and one at a time.

3. Walking through the "stream" one by one and two.

1. Walking in deep snow

Purpose: to show that it is easier to follow each other in the snow.

Material: snow-covered area.

Experience. Walking in deep snow, holding hands. Walking in deep snow one after another. When was it easier to go?

Conclusion: in deep snow it is easier to follow one after another.

1. "Go to the other side of the stream"

Objective: To teach students to choose their own mode of transportation.

Material: brook or constructed brook model.

Experience. Invite the children to cross to the other side of the stream. How can I do that? Listen to the assumptions of the children: you can step over, jump over, go around. Choose for yourself any option and move to the other side.

Conclusion: children choose for themselves the option in the effectiveness of which they are most confident.

1. "From the hill step or run down the hill"

Purpose: to teach children to compare the power expended on a particular movement.

Material: slide.

Experience. Invite the children to go down the hill in steps. The same children are invited to run up the hill. When was it easier?

Conclusion: it was easier to run up the hill.

LESSON SUMMARY

"Live and toy fish"

Program content:form in children initial views about the difference between living and non-living beings, about different conditions of existence and ways of interacting with them; cultivate curiosity.

Material: fish tank, toy fish, water basin, fish food.

Lesson progress

The teacher invites the children to watch the fish in the aquarium, specifies where they live (in the water, in the aquarium). Informs that there are other fish in the group, offers to find them, tell what kind of fish they are and where they live. (Toys, live on a shelf in a closet in a play corner.)

The teacher draws attention to the fish in the aquarium, asks to tell what they are doing. Emphasizes that fish swim on their own, without anyone's help. Only living fish can swim like this. Draws attention to a basin of water and asks to see how toy fish swim. He puts toy fish into the basin, they watch together. Then the teacher clarifies: the fish do not swim, but lie on the water, they cannot swim on their own, because they are not alive, but toys.

Educator. Guys, let's feed the fish in the aquarium. How do they eat? (They swim up to the stern, open their mouths and grab the food.)

Now let's feed the fish in the bowl. (All together they pour food into the basin and watch the fish. The teacher clarifies: they don’t eat because they can’t really eat, they are not alive; but you can play with them, feed them pretend.)

Let's cook porridge for the fish. (Children in the corner are preparing porridge, the teacher offers to hold the fish in their hands, put them to bed.) You can play with them because they are toys. Can you play with aquarium fish? Can they be taken? (You can look at the fish in the aquarium, they need to be fed, but not taken out of the water, without water they can die.)

Abstract

Direct educational activities

for cognitive research activities

in the second junior group on the topic

"Sand Country"

Compiled: teacher Koshelev

Elena Vladimirovna.

September 2015

Target:

• Involving children in elementary research activities to study the qualities and properties of sand.

Tasks :

Educational

• the formation of children's ideas about the properties of dry and wet sand;
• To form the ability to depict the sun from the sand;
• Familiarization with the rules of behavior for children when playing with sand.

Educational

• develop: creative imagination, the ability to conduct simple experiments, curiosity, cognitive interest in the process of experimenting with sand. the ability to reflect the impressions received in speech and productive activity.

Educational

• Cultivate accuracy in work.
• Arouse interest in the image of the sun in collaboration with the teacher and other children.
• educate interest and desire to broaden one's horizons

Health saving

• Development of general speech skills, coordination of speech with movements
• Develop fine motor skills hands

Methods and techniques:

Verbal: problem-search questions; dialog; artistic word - a riddle, a poem, a nursery rhyme.

Visual: showing cards, viewing a multimedia presentation.
Practical: dive into game situation, practical actions(creative task to create teamwork), physical minute, game with a hare, independent creative activity of children, experimentation, surprise moment.

Materials: Multimedia, boxes (2 pcs.), sand, colored sand, cards with rules for working with sand, watering can with water, aprons, bucket, tray, basket, transparent oilcloth, drawing paper, brush, PVA glue, wet wipes, carrots with sweets, a gift "Rainbow Sand".

Preliminary work: talking with children about the properties of sand, looking at the illustrations “Playing with sand”, reading riddles, poems about sand.

Children with a teacher enter the group, greet the guests.

Bring up:- Children do you like to watch fairy tales? Did you know that every fairy tale has its own magical land. Look at the screen. And here's another one. Slides - pictures of magical countries (2 pictures are sunny, background music is playing)

Bring up:- But there is unusual country, and why it is unusual you will find out when you guess the riddle.

He is yellow and loose,

Heaped in the yard,

If you want, you can take

And play "kulichiki". (sand)

So this country is made up of what?

Children:- From sand.

Bring up:- Look at the screen . N. Dilaktorskaya's poem "Sand Country"

The sandy river flows in the country of sand,

A high-rise house was built of yellow sand,

And on the right near the river where the bank is steeper

A shortbread pie is baked in a sand oven.

Bring up:- Look at the castle built. (sand castle slide)

Slide Bunny - video.

(Hello guys, I'm a magical Bunny from a sandy country. The sun hasn't been shining in my country for a long time, it's become cloudy and very boring, and all residents have every day Bad mood. I want to help my friends, but I can't do it alone, can you help me?)

Children:- Yes.

Bunny:- Then I'll hurry to you!

Knock on the door. Bunny enters.

Bunny:- Hello children, I was in a hurry to see you.

Bring up:- Hello Bunny, and remind us, please, what country are you from?

Bunny: - From sand.

Bring up:- Oh, it's great that you came to us. Our children love to play in the sand. Really children?

Children: - Yes.

Bunny: - And let's play with you.

Fizminutka.

One, two, three, four, five (jumping)

Bunny went out for a walk (walking in place)

Here I meet all the guys (squat)

I invite you to the sand country. (clap hands)

Bring up:- Do you want to play in the sand? But before we go to the sand country, let's get acquainted with the rules for working with sand.

1. Do not scatter sand, 2. Do not put your hands in your mouth 3. Do not rub your eyes 4. Be sure to wash your hands after playing with sand. 5 Do not sprinkle each other. (show cards)

(put on aprons, go to the table with sand)

Bring up:- Our sand is also magical, let's say hello to it. Repeat after me.

hello hello sand

Hello hello friend

We will play with you

And let's not offend.

Bring up:- Listen, the sand also greets us. ( pour the sand out of the bucket

Dry sand experience.

Bring up:- Put your palms on the sand and touch it, stroke what it is?

Children:- rough, dry.

Bring up:- Let's cheer him up, tickle him. First with one hand, then with the other and with both. Now let's warm it up, pick up the sand in our hands and rub it between the palms. What do you feel?

Now let's play the game of the strongest. Take some sand in your fist and squeeze it tightly so that not a single grain of sand falls. Now pop it out of your fist. What's happening?

Children: - sand spills.

Foster:- Sand consists of grains of sand that do not stick to each other, so it flows. What kind of sand?

Children:- dry, loose.

Foster:- Let's try to make cakes out of it.

(children try)

Foster:- are they molded?

Children:- No

(rain noise, rain slide)

Foster: (the teacher pours water from the watering can, background music plays)

Rain, rain is more fun

Don't feel sorry for your drops

For flowers and for fields

And for little kids.

Look where the water has gone. What was the sand like?

Children:- absorbed, the sand became wet.

Foster:- touch it, what is it like? Now take it in your fist, try to pour out. Is it spilling?

Children:- Not

Foster:- Why?

Children:- the sand is wet.

Foster:- That's right, wet sand perfectly retains its shape, so it is easy to sculpt from it, you have done it many times on a walk in the sandbox.

Are you making a treat for the inhabitants of the sand country?

Children:- certainly.

Foster:- Let's treat them to pies. (children sculpt, spread on a tray)

Bunny: - Oh, what pies you blinded, thank you.

The inhabitants of the sand country will be very pleased with your pies.

Foster:- Well done, we fulfilled all the rules for working with sand, worked carefully, let's remember one more rule, what needs to be done after working with sand?

(Children wipe their hands with wet wipes)

Bunny:- Let's play some more Musical game "Bunny"

The bunny jumped, jumped, jumped and got tired (jump)

He moved his tail, raised his ears up (show tail and ears)

And the bunny heard a quiet, quiet sound (Put hand to ear)

Looked around and suddenly jumped into the hole (look to the side, jump forward)

Foster:- Children, do you know that you can not only play with sand, sculpt and build from it, but you can also draw with sand.

Foster:- Follow me, I'll show you.

(children come to the table with whatman paper and yellow sand)

Foster:- Now I will draw a picture with glue, and you will pour sand.

(children work with background music)

Foster:- Now I will shake off the excess sand, and we will see what happened.

Children, look what beautiful sun we got it - bright, radiant.

The sun looks out the window
Shines into our room.
We clap our hands -
Very happy with the sun.

And let's give it to a bunny, so that in his country it would not be boring and the sun would always shine!

Bunny: - Thank you children, how happy the inhabitants of the sandy country will be, now it will never be sad there.

I also want to treat you, I have a magic carrot, it contains sweets for you.

Foster:- Children, it's time for the bunny to return to his country, he will take the sun and pies with him. Goodbye Bunny!

Children:- Goodbye Bunny!

Foster:- Children, look, the sun has shone in the sandy country and I think that now the inhabitants are in a good mood.

(on the screen a slide of a sunny sandy country)

Foster: Let's remember what we did for this? What did you learn about sand?

Children, I enjoyed playing with you so much, you are all great. And I also have a gift for you - the Rainbow Sand set, from which you will make beautiful crafts with an educator. Let's say goodbye to the guests, say goodbye.

Bibliography:

1. Yepanchintseva O.Yu. "Role sand therapy in development emotional sphere children preschool age", 2010 - Childhood - Press
2. S.D. Tomilova "Complete reader for preschoolers" with methodological tips for teachers and parents, 2005. - U-Factory.
3. Mariella Seitz "We write and draw with sand" (practical recommendations)
4. Kuzub N.V., E.I. Osipuk E.I. Visiting the Sand Fairy. Organization of pedagogical sandbox and sand games for preschool children. Toolkit for educators and psychologists preschool institutions. St. Petersburg: Speech: M.: Sfera, 2011. - 61 p.

The card file contains material on the experimental activities of the children of the first junior group. The content includes: experiments, experiments with goals.

The proposed material is addressed to both young professionals and experienced teachers.

Download:

Preview:

MBDOU " Kindergarten compensating type No. 159"

Prepared by: Educator Petrova S.E.

Card index of cognitive-research activities in the first junior group.

September

Topic number 1 "Properties of sand"

Target:

To acquaint children with the properties of dry and wet sand (flowability, the ability to pass water, traces remain on the sand), show the children that sand is made up of very small particles - grains - grains of sand. To develop the ability to establish cause-and-effect relationships through experimental activities. Expand children's vocabulary. Cultivate an interest in the environment

Preliminary work: playing with sand on a walk, looking at photographs with views of sand buildings.

Equipment: sand (for group classes), a watering can with water, various molds, plastic bottles.

Lesson progress

Educator: Guys, today we will do various experiments with sand. But first, let's remember what kind of sand is and what can be built from it?

Children take turns telling what they know about sand

Educator: Well done guys. You are very observant. Now let's do the first experiment.

Children sit in a semicircle around a large table. If the lesson is held on the street, then around the table near the sandbox

Experience No. 1 “Why the Easter cake didn’t turn out”

Target : familiarization with the properties of sand: sand is dry, loose; from it you can not build Easter cakes. The sand is wet: not loose, you can build Easter cakes from it

Experience Description

The teacher pours sand into the mold and tries to build a cake. The sand from the mold crumbles. The teacher invites 2-3 children so that they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a little cake. The cake is obtained. The teacher invites the children to build their own Easter cakes from wet sand.

Further, the teacher, together with the children, concludes: dry sand is light in color, free-flowing. You can't build pies out of it. When wetting, the sand becomes dark in color. From it you can build Easter cakes

Educator: Well done guys. And now we will try to paint a picture with sand. What kind of sand do you think the painting will be made of? (Children answer). Let's check your answers

Experience No. 2 “Making paths and patterns from sand”

Target : continue to introduce the properties of sand: any pattern can be drawn from dry sand. Wet, no.

Experience description:

The teacher gives the children plastic bottles filled with dry and wet sand. First he shows, and then invites the children to draw various patterns. Wet sand does not spill out of the bottle, while dry sand flows freely from the bottle. Further, the educator with the children draw a collective picture with sand.

In conclusion, the children sum up: dry sand is loose, filling a bottle with it, you can draw any pattern. Wet sand is heavy, it does not spill out of the bottle.

Conclusion: guys, today we met you with the properties of sand. Tell us, please, what did we do today? What's new learned.

On a walk, sand games are played, taking into account the experiments

Experience number 3. "Sand and Earth"

Target: familiarization with the properties of sand (loose) and earth (dry, hard).

Experience description:

Each child has a pot of sand, a jar of earth and two "trees" (a tree branch) on the table. The teacher invites the children to “plant” a tree in a glass with earth, and then in a glass with sand. Children compare what is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry, solid, and the sand is crumbly.

Experience number 4. "Definition of color."
Target: familiarization with the property of sand (color).

Stroke: Look carefully, what color do you think the sand is? (Light yellow).
Educator: Now let's pour it with water. What color is the sand? (Dark)
Conclusion. Dry sand is light, while wet sand is dark.

Experience number 5. "What sand consists of"
Target: familiarization with the properties of sand.

Move: y you have plates of sand on the table. Now we will consider sand. And will an unusual object help us in this? Magnifier. Look through a magnifying glass to see what the sand is made of. What do you see?

The sand consists of small grains of sand, translucent, round, not sticking to each other.

And now attention! Pour the sand in a glass with water. Where did the water go? Well done right. This means that the sand is permeable to water.

Fizminutka:

We are grains of sand, we are grains of sand

We are not averse to spinning.

We are grains of sand, we are grains of sand

We would dance day and night.

Let's stand together in a circle

It turns out sand.

Experience No. 6. "Movement of sand."

Target: familiarization with the properties of sand.

Stroke: guys, do you think the sand can move? And how to check it?

Check it out yourself. Take the straws and gently blow into the straw on the dry sand. What's happening? Now blow on the wet sand? What's happening?

Conclusion: Dry sand moves, but wet sand does not.

Do you think it is possible to draw in the sand? What kind of sand can you draw on? What can you draw? Children draw on wet sand with a toothpick, and on dry sand with a finger. Calm music plays while drawing.

October

Theme number 2 "The wind walks on the sea"

Experience No. 1 "Sea"

Target: introduce children to one of the properties of air - movement; the movement of air is the wind, to distinguish its strength.

Experience description: Fill a deep container with water paper ships. Children blow hard.

Educator: Do you guys want to listen to a fairy tale?

Children: Yes.

caregiver : In a certain kingdom, in a certain state, they lived - there were three brothers. The elder brother is Windy, the middle brother is Wind, and the younger brother is Wind. Once a dispute broke out between them: who of them is the most necessary and important. The older brother stepped forward and began to prove.

I am powerful

I drive flocks of clouds

I wave the blue sea

Everywhere I wind in the open.

Educator: Guys, strong wind is bad, why do you think?

Children: Destroys houses, howls, overturns cars, uproots trees.

Educator: Strong wind is good, why do you think?

Children : Disperses clouds, drives large ships, the windmill spins.

Educator: Guys, what other word can be called Windy?

Children: Hurricane, snowstorm, blizzard, blizzard, tornado, blizzard.

Educator: Well, now we will turn into a windmill and prove that a strong wind is good, and sometimes bad.

Conclusion : Strong wind is very strong air movement and it is dangerous.

Experience number 2 "How air works"

Target: see how air can support objects.

Material: two identical sheets of paper, a chair.

Experience progress:

1. Invite your child to crumple up one sheet of paper.

2. Then let him stand on a chair and from the same height throw at the same time a crumpled and even piece of paper.

3. Which leaf landed first?

Conclusion: the crumpled sheet fell to the floor earlier, as an even sheet descends, circling smoothly. It is supported by air.

Experience number 3 "Air is everywhere"

Target: determine whether air really penetrates everywhere and is everywhere.

Material: plastic bottle, balloon.

Experience progress:

1. Invite the baby to look into the bottle and make sure it is empty.

2. With your help, let them pull the ball onto the neck of the bottle.

3. And now - let him click on the bottle.

4. What caused the balloon to inflate?

5. Let the kid draw what he did.

Conclusion: the balloon inflated the air that is in the bottle. When the bottle was pressed, air came out of it and inflated the balloon.

Experience number 3 "Children wave a fan"

Target: To acquaint children with such a natural phenomenon as the wind, its properties and role in human life.

Experience description: Guys I suggest you wave your hands at yourself. What did you feel? Breeze.

And here are sheets of paper for you, and I propose to wave these sheets at yourself. Are you comfortable? Pleasantly? What needs to be done?

Lay a sheet of paper vertically in front of you. We bend the edge and smooth the fold. - Let's wave a fan at ourselves and how did you feel? Air movement, coolness, freshness, pleasant feeling. What is a breeze? This is a weak air movement.

Good thing the sun is shining!

Good thing the wind is blowing!

It's good that this forest has grown right up to the sky

It's good that this river has very blue water.

And we are always friendly.

EXPERIENCE No. 4 "Illustration of the sandy desert"

Target:

Experience description: In front of each child is a glass jar with sand. Sand in a jar is a child's personal desert. Children blow into the jar through the tubes. What is happening to him? First, waves appear like in a bowl of water, and then the sand moves to another place, then a sand mound appears. Such hills can be found in the desert, they are called dunes, with the help of the wind, sand travels through the desert.

Experience No. 5 "Waves" Target: To acquaint children with such a natural phenomenon as wind, the reasons for its occurrence. Experience description: Prepare bowls of water for each child on the tables. Each bowl has its own "sea". Red, black, yellow (tint the water with watercolor paint). Children are the winds. They blow on the water. What happens? Waves. The stronger the blow, the higher the waves. November Topic number 3 "Find out what kind of water" Target: Move: riddle: She is in the lake She is in a puddle She is in the teapot We are boiling. She is in the river Runs, murmurs. (Water) Today we will learn more about water; let's get to know her better. Children, what do you think, why do we need water? People drink water; cook food; wash dirty fruits and vegetables; wash hands and face every day; water the plants so that they do not dry out; water is needed by fish and other inhabitants of rivers, lakes, seas and oceans; people wash dirt off furniture, wash dishes, wash clothes. Today we are turning into researchers and learning about what water is, its properties. You are ready? Then go! Experience #1 "Water is a liquid", "Water has no smell" Target: identify the properties of water (transparent, odorless, flowing). Description of experience: d give the children two cups: one with water, the other empty. Offer to carefully pour water from one to another. What happens to water? She pours. Why is she pouring? Water flows because it is liquid. So what is water? (Liquid) Since water is liquid and can flow, it is called a liquid. The teacher invites the children to smell the water. Children, what does the water smell like? It doesn't smell right at all. Pure water is odorless. Experience No. 2 "Clear water". Target: reveal the properties of water (transparent). Experience description: p There are two cups in front of the children: one with water, the other with milk. Spoons are placed in both glasses. In which glass is the spoon visible? That's right, in a glass of water. Why do you think the spoon is visible in this cup?Water is clear, but milk is not. Dear researchers, I suggest you think about what would happen if the river water were opaque? As in fairy tales: a milky river with jelly banks. Could fish and other animals live in such milky rivers? No. Why do you think? Opaque water does not pass Sun rays, and without it, plants cannot live in the rivers. And if there are no plants, there will be no fish and animals, because many animals eat plants. All living things need clear, clean water. This suggests that water bodies should not be polluted. Physical education "Rain" The rain sings a song: Children freely shake their brushes Cap, cap... Only who will understand her - They shrug their hands in bewilderment Cap, cap? sides Neither I nor you will understand, They point to themselves, to their neighbor. Yes, but flowers will understand, Depict with fingers, how flowers are blooming. And spring foliage, Hold hands in front of them. And green grass ... Squatting, moving their fingers, like stroking the grass. Grain will understand best of all: They show how they hold grain in their hands. It will start to grow. Perform serpentine movements. B. Zakhoder Experience No. 3 "Water is a solvent." Target: identify the properties of water (transparent, odorless, fluid, substances dissolve in it). Experience description: There are two saucers on the table: in one - ordinary sand, in the other - granulated sugar. Two glasses of water. The experiment is conducted by the educator. Dissolve ordinary sand in the first glass. He didn't dissolve. Dissolve the sugar in the second glass. He dissolved. Children are invited to try the solution - it is sweet. Some substances dissolve in water and some do not. So water is a solvent. Experience No. 4 "Water - solvent". Target: identify the properties of water (transparent, odorless, fluid, substances dissolve in it). Experience description: On the table are multi-colored paints, brushes, glasses of water.And now try to dissolve the paints in water. What happened to the water? (She colored). What kind of paint was dissolved, this color turned out. So water is a solvent.

December

Topic No. 4 "Paper, its qualities and properties"

Target : to form the ability to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (wrinkled, torn, cut, soaked).

move : The children are sitting at the tables. Before each of them lies the entire material. The teacher reads an excerpt from the poem "Paper" by S. Mikhalkov:

plain paper

fresh leaf,

You are white as chalk.

Not wrinkled and clean.

your surface for now

Draw did not touch the hand!

What will you become?

When, what

Will you write by hand?

Experience number 1 "Paper wrinkled"

Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).

Experience description:

Children, what do you think we will talk about today? (children's answers) That's right, about paper. Notice the strips of paper in front of you. What color is the paper? Touch, stroke the surface of the paper and tell me what it is? (smooth, rough, rough). Pick up the strip that you think is the smoothest, roughest. Now once again touch the strips one by one and tell me if they are all the same thickness? (children's answers). That's right, there are strips of thin paper, there are thicker ones. Try crumpling the paper. Happened? (children's answers). Which strip is crumpled very much, which is not. Why? (children's answers). That's right, guys, the thinnest paper wrinkles more than thick paper. But all the same, any paper is wrinkled - both thin and thick, and white, and colored. THERE IS THE PAPER CRASHING. Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers). SO, THE PAPER IS EASILY CRUMPLED AND DOES NOT SMOOTH AT ALL, DOES NOT BECOMING THE SAME. Now tear off a piece from each strip. Happened? MEANING THE PAPER IS STILL TEARING. CONCLUSION: PAPER CRUMPLE AND TEARS.

Experience number 2 "Paper gets wet"

Target:

Experience description:

Tear off a piece from each strip, place in a glass of water. What do you think will happen to the paper? (children's answers) - Take out the strips and put them on trays, touch the paper. What has she become? (wet).

Pull a piece of wet paper in different directions with two fingers. Happened? Why? (the paper is soaked and spread) CONCLUSION: PAPER WET IN WATER AND SPREADS, IT IS UNSTRENGTH.

Experience No. 3 "Paper for drawing"

Target: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency).

Experience Description:Take a graphite pencil and draw a line on each of the strips, and then with colored ones. Happened? Attach with a pattern of your choice.

Children, look around! Name each one of the objects made of paper. Why do you think it is impossible to make furniture out of paper, sew clothes, build housing? (children's answers). That's right, because we found out that paper is fragile, easily wrinkled, torn. Houses are built of stone, clothes are sewn from fabric, because these are durable materials.

What did you learn about paper new, interesting?

CONCLUSION: paper is colored, smooth, rough, thin and thick; paper rustles, wrinkles easily, does not take its former shape; paper is easily torn; paper gets wet in water, spreads, it is fragile.

January

Topic number 5 "Snow, what is it like?"

Experience No. 1 "Snowman"

Target:

Experience description:

The teacher draws the attention of the children to the toy - the Snowman. The kids look at it and touch it. What's this? (Snowman) Do you want to play with him? The snowman says: “I wanted to make cakes out of snow, but I don’t know how.” How can we help our Snowman?

The teacher encourages the children to make statements (make “pies”). From what? (Out of the snow) Where can I get the snow? (Outside)

The teacher brings a container of snow into the group, gathers children around him. The teacher shows the snow, says that it is white, cold. Children repeat the words after the teacher, touch the snow.

“In the room, the snow begins to melt, becomes sticky. Why?" (Heat).

Teacher display. The snow has become sticky, it is possible to sculpt different figures, “pies” from it. Next, the teacher puts the snow into sand molds with a scoop. Makes snow figures on a tray (“fish”, “flower”, “butterfly”, etc.) from snow on a tray. The teacher invites children to mold figures from snow, explains that snow should be taken with a scoop.

Independent work of children.

The kids independently (under the supervision of the teacher and the Snowman) turn the molds filled with snow onto a tray. Then the trays are placed on a common table. Children treat the Snowman.

Experience number 2 "We are snowflakes"

Target: In the process of experimenting, show the children how snow melts in warmth and becomes water.

Experience description:

Listen to the riddle.

He is fluffy silver

But don't touch him

Become a little clean

How do you put it in the palm of your hand

What it is?

Snow.

Yes, guys, it's snowing. These are ice crystals in the form of hexagonal plates or stars - snowflakes. Show children pictures of snowflakes. Snowflakes are frozen water droplets. Guys, who among you knows: Is it possible to sculpt from snow in frosty weather? No, the snow does not stick together? What about snow in warm weather? Raw, heavy, sticky, wet. And how many of you watched the snow fall in warm frosty weather? Flakes, individual snowflakes. Where will the snow melt faster on a mitten or in the palm of your hand? Why? The snow will melt faster in the palm of your hand because it is warm. And what will happen to the snow in a warm room? The snow will melt and water will turn out.

Solve the riddle.

Lives in seas and rivers

But often it flies through the sky.

And how bored she is to fly,

Falls to the ground again

Water

Educator: shows the children 2 plugs with snow. Dip them in jars of warm and cold water.

Look carefully in which water the snow will melt faster in warm or cold? In warm.

Experience No. 3 "Snow is cold and white"

Target : reveal the properties of snow.

Description of experience:
The teacher brings snow in a bucket. Shows children:
- Look what's in my bucket. Who knows where I got it from?
- What do you think, if you take the snow in your hands, what is it like? (cold).
Invites the children to take the snow in their hands one by one. Do you feel how cold the snow is? (choral and individual repetitions).
- Let's warm up our hands, blow on them, like me (The teacher shows how to blow on the palm of your hand).
- Do you feel the heat coming? What do you feel, Egor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small scoops in advance.
- Let's put the snow in the saucers (in this case, the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If the children find it difficult to name the color, the teacher calls himself: snow is white.
- Look what I have in the mug? Shows to all children: pours water from a mug into a glass.
- After all, I filled the mug with snow. And where did the snow go? (The snow has melted)
He explains to the children: it is cold outside, so the snow lies and does not melt, and as soon as we brought it into a warm room, it immediately began to melt and turned into water.
In your buckets, the snow will also turn into water, but not immediately, but gradually, it will take time for this. When the sun starts to warm up more strongly, all the snow on the street will begin to melt.
- Tell me, is it possible to drink this water from melted snow? (No, you can't drink this water, it's dirty).
- And where can you drink then? (From a tap, kettle, balloon).
- And why is it possible to drink water from a tap, a kettle, a balloon, but not from melted snow? (She is dirty).

February

Topic №6 "Properties of ice"

Experience number 1 "Ice hut"

Target: to introduce the properties of ice (ice is solid water, ice melts in heat).

Experience Description : a surprise moment: on a saucer closed with a handkerchief, ice. The teacher approaches all the children and offers to feel with their fingers and say what is there. Children, touching with their hands, say that it is cold, slippery, damp. Guys, who guessed what was there? (Ice)

How is ice made? And what is he? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take ice cubes and put them in water. (Answers of children). What else can happen to ice? Guys, in which fairy tale was the ice hut? What happened to the hut? Why did it melt? But today we can see how the ice melts in a warm room. In the meantime, our hut will melt, we will play a game.

Fizminutka. (We imitate a fox and a hare, or play the game "snowflakes and ice" - when the teacher says snowflakes, the children quietly run around the room, and the word - ice, "harden", stop and freeze).

Look, our ice has already melted a little. Where is this noticeable? (ice decreased, water flowed). While our hut has not completely melted yet, let's remember the fairy tale. Display of illustrations for the fairy tale "The Fox and the Hare". There is a conversation. Why didn't the hare's hut melt? What happened to the bunny? Who came to the rescue first, who came next? And who could drive the fox out? At the end of the lesson, we bring the children to our experience. What happened to the ice?

Experience No. 2 "MELTING ICE IN WATER"

Target: Show the relationship between quantity and quality on size.

Experience description: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experience No. 3 "Colored ice cubes"

Target : In the process of experimenting, show children how water dissolves substances (paint, how at low temperature (cooling) water freezes, turns into ice. Introduce children to the sign "temperature"; consolidate knowledge of primary colors; educate children in the desire to protect and create beautiful; learn to express your feelings in words.

Experience Description : the teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, at low temperatures. And if you add paint to the water, then the water will turn into colored ice, which can be used to decorate trees on the site

Consider with children the water poured in cups, what color is the water? (transparent, colorless, you can see different objects through it. Invite the children to take brushes, put them on a glass and look through it. What do you see? Bring the children to the conclusion that the water is transparent in color, has no color.

Invite each child to add paint to the water and see if the color appears in the water? What color is the water? (color, green, red, yellow, blue). Why is the water colored? What have we added? Lead the children to the conclusion that water dissolves substances.

Show the children ready-colored ice cubes, give them a touch. Ask the children: What are the ice cubes made of? (water). Why are they colored? (added paint). What temperature are they and why? (cold, the water was placed in the cold). And if the ice is put in a warm place? (they melt).

Invite the children to pour colored water into the prepared molds, put a thread in each mold and put them outside on the ledge to watch how the water freezes.

Experience No. 4 "Colored beads"

Also make beads from a candy box. Pour colored water into the mold box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them away in the cold.

On a walk, offer to see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children made with their own hands.

March

Theme number 7 "Floats-sinks"

Experience No. 1 "Ball"

Target : introduce children to light and heavy objects (some remain on the surface of the water, others sink)

Experience description: I take a doll and throw the ball into a basin of water.

Oh, Katya, what are you doing? Guys, Katya had fun, began to play with the ball. The ball bounced and fell into a basin of water.

Do not cry Katya, the ball will not sink. Look at you guys, the ball does not sink, it floats.

Vanya, what makes the ball? (floats, does not sink).

Seryozha, you also look at the ball? (floats, does not sink). Etc.

Right. The ball does not sink, it floats in water. The ball is rubber, the rubber is light. Therefore, he does not sink, but floats.

But Anya will now take a pebble and also throw it into the water (the child performs an action).

What happened to the stone? Vanya come and have a look.

Right. The stone lies at the bottom of the pelvis. He is heavy, so he drowned.

Go Seryozha, throw a pebble. What happened to the stone? (drowned, lies at the bottom of the pelvis). I call all the children in turn.

What happened to the stone? What about the ball? (children's answers).

Right. The ball is rubber and light, it does not sink, but floats. The stone is heavy. He drowned, lies at the bottom of the pelvis.

Did Katya understand? (doll says thank you)

Please, Katya. Guys, Katya needs to hurry to other children and tell about everything that happened to her today. Goodbye, Katya.

And we also need to go and tell everything and show the guys.

Experience number 2 "Colorful water"

Target: fix the properties of water

Experience Description : Invite the children to become "wizards" and make the water colorful. Ask them how clear water can change its color?

Take several containers with clear water, prepare a brush and gouache. Using paint, work with the children to color the water in the cups as it changes.

You have already conducted the “Transparency of Water” experiment, try lowering a kinder toy or a spoon into a glass of paint, discuss whether it floats or sinks. Make a conclusion: in light paint - the toy is visible, but not completely, and in a dark toy - it is not visible.

Experience number 3 "Floats, sinks or dissolves"

Target: explore how various objects float, sink or dissolve.

Experience progress:

1. Lay an oilcloth on the table, pour warm water into a bowl.

2. Invite the child to take a stone and slowly and carefully, without splashing, lower it into the water.

3. Now let's see if he drowned.

4. With tweezers, the kid takes out a stone, puts it in a box for objects that sink.

5. Now let him repeat the experience for the tree and other objects. The kid takes out each of them with tweezers and puts them in the appropriate boxes for floating, sinking objects. With those that dissolve, we will do this: put a few grains of sugar and salt with dry tweezers into a box for dissolving substances.

Conclusion: Iron, stone, glass sink. Fabric and paper sink when wet. Wood and light plastic do not sink. Sugar and salt dissolve.

Experience number 4 "What is heavier?"

Target: compare the properties of sand, stone, in water.

Equipment: stones, dry sand, water jar, hourglass.

Experience: d The children sit around the teacher's table. Sensory examination of natural objects: looking, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a trickle of sand, the sound of pouring water, and then compare them.

The teacher lowers the stone and sand into a jar of water at the same time, and the children watch the natural objects sink to the bottom. Conclusion: the stones settled to the bottom earlier - they are heavier. The sand settled to the bottom later than the stone - it is lighter.

After a series of experiments, you can summarize the use natural materials(sand, stones) in everyday life. Demonstration hourglass, toys, etc.

April

Topic number 8 "Let's treat the cockerel and hen with grains"

Experience number 1 "I sow, sow, sift"

Target : develop fine motor skills, observation.

Equipment. Groats, strainers, buckets, bowls, sand.

Experience description: how to separate small grains from large grains? Offer to try to separate by hand. Difficult and long. Show as quickly as possible (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand on their own. Why are the stones left in the strainer? Draw a conclusion.

Experience number 2 "How to quickly sort out cereals"

Target : compare the properties of cereals.

Equipment: a glass jar (precisely a transparent vessel, so that children can see what changes are happening, peas, beans, buckwheat (you can take any other cereals, the most important thing is that they be different shapes, sizes, colors).

Experience description: the educator comes to the experiment corner and says, “Look, what a mess! » Well, of course, children instantly react, run up, and begin to find out what happened. Everyone can run up, but gradually a few people will remain, the rest can go on and go about their business. Soon they notice that the cereal in the jars is mixed.

What do you think will happen if the jar is shaken? (children's answers)

Do you want to try it and see what happens? (children's answers)

Remember the safety rules! But first, guys, we need to remember how small objects can be dangerous? (children's answers)

Do not put small objects into the ears, nose,

They might get stuck there.

Remember this!

Teacher: now do this: carefully, but vigorously, shake the jar. What do you see? (children's answers)

We conclude: the larger fruits of beans and peas are on top.

Teacher: transfer the beans and peas into jars (during the transfer, discuss the shape, size, color with the children).

Teacher: Why do you think large fruits appeared on the surface?

We conclude: Smaller grains of buckwheat fall between larger ones, tightly adjoin each other. Beans and peas are pushed to the surface.

Experience No. 3 "Miracles from semolina"

Target : introduce children to non-traditional technique drawing with semolina.

Experience Description : to tell about this type of drawing and show, an amazing story will help me.

“Once, seemingly unrelated objects gathered on the table: “Hard workers are friendly. These things are necessary!

They all lay, looking at each other with interest, but suddenly a thin, rustling voice was heard, which was dissatisfied with something - it was semolina. She began to grumble and resent more and more:

Here you are, all such necessary and important things! You help people to do serious work!

And I! I'm just cereal, needed for porridge, they will eat me and immediately forget! How embarrassing and embarrassing!

What do you think I should do? Of course, I intervened in this conversation and tried to explain to semolina how good and useful it is not only in semolina.

You won't believe Semolina, but with your help you can draw bright and unforgettable drawings! Look!

1 way . Drawing on a tray (for children early age). Spread a layer of semolina about 2-3 mm thick on a tray. Smooth out. Then you can draw simple shapes by swiping your finger: circle, triangle, flower, sun, etc.

Experience No. 4 "Sprouting beans"

Target : expand children's ideas about plant growth.

Experience Observation Sequence: choose a healthy, intact bean seed, and put it on a tray with wet gauze (cotton) - this is the initial stage of observation. Children watch on what day the beans will sprout. At the second stage - the children plant the germinated bean seed in a pot with soil, periodically water it. Observe the appearance of the first leaf of the plant. In the future, observe the growth of the plant.

May

Theme number 9 "The grass is green, the sun is shining."

Experience No. 1 "Garden on the window"

Target : show the importance of water in plant life, give an idea that green onions can be grown from a bulb if conditions are created.

preliminary work: observation of an onion placed in a jar of water and another jar without water.

Description of experience:

Sunny, joyful, warm spring is about to come. But spring hard time for our body, which becomes weak due to lack of vitamins. And here comes to our aid: “golden” and healthy, vitamin, although it has a sharp, bitter taste, it burns ... not a lemon. What's this? (pointing to an onion) Onions contain C vitamins. These vitamins protect the body from various diseases, especially colds and flu. This is an onion. What color is the onion? What shape is it? Feel it with your finger and tell me, is the onion hard or soft? Now I will cut the onion (everyone loves me, but how to undress - shed tears). Smell what it smells like? Why are you crying? Yes, the onion stings the eyes and makes everyone cry. Who wants to treat themselves to onions? What does onion taste like? (let the onion taste and eat it with something). Onion is bitter, but it is very useful, it has a lot of vitamins. If you plant an onion, then green leaves, green onions will not grow out of it. Green onions are also rich in vitamins. The onion has a top (show it), this is where the green onion grows. Where do green onions grow from? But the bottom of the bow bottom (show), let's say all together: "bottom". Show me where the bottom of your bow is? Onions should be planted upside down. See how I will plant? "bottom down". I plant with some effort, and so that the bulb breathes and basks in the sun not very close to each other, so that there is no shade. Now take the bulb correctly with the bottom down and plant it in our garden. It remains for us to water abundantly in order to wake the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, grow onion". You will be the bow. I plant the onion in the ground, bottom down. Everyone sat down. Now I take a watering can and pour water on you, here the onion begins to grow, green leaves appear on it (the children rise slowly), the onion grows and grows. Green onions are getting big, big, so our onions have grown (children are straightening up), what will we do with our planting so that the onion grows faster? (water, put on light and heat).

Onions grow in the garden

He is a big cunning in nature,

He is dressed in a hundred clothes,

Kids for lunch

They don't want to tear it down

Why shed tears!?

Experience No. 2 "Birch branch"

Target : observe the appearance of leaves on branches placed in water, identify the needs of the plant for warmth.

Observation sequence:in winter, branches are brought in, put in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds open.

Topic number 10 "Sun Bunnies" - let's play with the sun.

Experience No. 1 "Sunny Bunnies"

Target: to give the idea that a "sunny bunny" is a ray of the sun reflecting in a mirror.

Running the experiment:the teacher demonstrates the appearance of a solar "bunny", accompanying his actions with words. The mirror reflects a beam of light, and the mirror itself becomes a source of light. You can let the sun "bunnies" only in a lit room.

The teacher shows the children how to let the sun "bunnies" out.

Catch a beam of light with a mirror and direct it in the right direction.

Children try to let out solar "bunnies". Then the teacher shows how to hide the "bunny" (cover the mirror with your palm). Children try to hide the "bunny". Next, the teacher invites the children to play hide-and-seek and catch-up with the "bunny". Children find out that it is difficult to control the "bunny", to play with it (even from a slight movement of the mirror, the solar "bunny" moves on the wall for a long distance).

The teacher invites the children to let the "bunnies" in a room where there is no bright sunlight.

Why don't sunbeams appear? (No bright light) .

Conclusion: The sun "bunny" appears by reflecting light from shiny surfaces.

Experience No. 2 "Light is everywhere"

Target : show the meaning of light, explain that light sources can be natural (sun, moon), artificial - made by people (lamp, flashlight).
Materials: illustrations of events taking place in different time days; pictures with images of light sources; several objects that do not give light; flashlight, chest with a slot.
Description of the game - experiment:
The little cub Curiosity invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites 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 enters and illuminates everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.

Experience No. 3 "Flashlight"

Target : Show light value.

Description of the game - experiment:
Bear cub Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines?
Misha puts his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
does a shadow form? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher offers to show with the help of his hand
shadow of a bunny, dogs. Children repeat. Misha gives children
present.