Preparatory group experimentation summary of the lesson. Summary of experimentation in the preparatory group "Magic Stone Magnet
Occupation in preparatory group on experiment "Letter from a desert island"
Purpose: to develop cognitive activity children in the process of experimentation.
Tasks: * develop the search activity of children
- learn to identify existing problems and develop the ability to find non-standard solutions
- improve the level of accumulated practical skills
- experimentation with inanimate objects
Equipment: a bottle with a note; water filtration equipment (per child); schemes for creating a "survival tape"; Balloons.
Lesson progress
The children sit on the carpet.
V. - Guys, an old acquaintance came to visit me and brought a souvenir. Look, it's a bottle. And you know, I found a letter in a bottle, it turned out to be encrypted, let's try to read it.
Together with the children, we decipher the letter.
Approximate text of the letter "I found a seven-colored flower, made different wishes and did not notice how with the last petal I wished to be on a desert island. There are no more petals! Save! Help! Valerik!"
Q. - Guys, what is an island?
Children's answers.
Q. - If there are no people around, then what island do you think our Valerik ended up on?
Children's answers. (uninhabited)
Q. - What do you think a desert island is?
Children's answers.
V. - Since there are no people, it will not be easy for him on the island. What should the boy do first of all in order to survive and wait for rescuers?
Children's answers. (water, food, shelter)
Q. - What can we do to ensure that everyone who finds himself in a similar situation does not get confused, but survives and waits for help? It's not in vain that they say "Tears cannot help grief."
Discuss options. Choose solutions and schematically depict actions in the form of a "survival tape".
V.- You will offer your options, and I will write them down on tape.
1 hour ribbons. Find food.
a) search for familiar plants.
b) fishing.
c) collection of bird eggs.
2h. ribbons. Build housing.
a) a hut made of branches
b) cave
3h. tape. Find water.
a) spring
b) rain
c) mountain snow
Q. - You can’t drink right away, what needs to be done to make the water suitable?
Children's answers. (purify water)
Fizkultminutka.
We went down to the fast river, (We walk in place.)
Bent over and washed. (Tilts forward, hands on the belt.)
One two three four, (We clap our hands.)
That's how nicely refreshed. (Shake hands.)
You need to do this with your hands: Together - once, this is a breaststroke. (Circles with both hands forward.)
One, the other is a crawl. (Circles with hands forward alternately.)
All as one, we swim like a dolphin. (Jumping in place.)
Went to the steep shore (We walk in place.) But let's not go home.
Q. - I will show one of the ways to filter water.
Start of the experiment:
First I show, then the children conduct an experiment.
V. - We take a bottle, it needs to be cut approximately in half (children prepare equipment in advance), top part bottles will serve as a funnel for the filter, and Bottom part a glass where the filtered water will drain.
Fill the funnel in succession with layers: a layer of cotton wool, then crushed activated carbon wrapped in a cloth, a layer of pebbles, and a paper napkin on top.
Pour water slowly. Compare how much cleaner the water has become.
Children are experimenting.
Conclusion: What is the conclusion (listen to the conclusions of the children) we can guys make pebbles, tightly clinging to each other, form a sieve that does not allow large particles of dirt to pass through. The thicker the layer of such a filter, the better it will separate water and particles insoluble in it. Smaller impurities and partially substances dissolved in water are retained in the layer activated carbon, which is able to absorb not only impurities, but even gases.
Q. - Why does the water need to be boiled after filtering?
Q. - Look carefully at our "survival tape" scheme. Let's try to read "If I found myself on a desert island, then in order to survive and wait for help, I would .........."
Children "read" the tape.
V. - We will fasten our tape on the threads of three balloons and let's go for a walk into the sky. The tape will definitely fly to Valerik. We will be glad that together we tried to help Valerik.
Prepared by teacher Chegodaru Gabriela.
"Letter from a Deserted Island"
lesson in the preparatory group on experimentation
GBOU SOSH 1985 TO "Nightingale"
Abstract open class
for experimental research experimental activities
in preschool group
Subject:"The Amazing Properties of a Magnet"
Target: to acquaint children with a physical phenomenon - magnetism, a magnet and its properties on the basis of experimental activity.
Tasks:
Educational: to form in children an idea of \u200b\u200ba magnet and its property to attract metal objects; find out through which materials the magnet acts; introduce the concept of "magnetism" into the speech of children; to introduce the use of a magnet by a person.
Developing: to develop the desire for knowledge through experimental research activities, to activate the vocabulary of children, the ability to draw conclusions.
Educational: to promote the education of independence, initiative, the development of communicative qualities.
Equipment and materials: magnets of different sizes (for each child), metal, plastic, wooden, glass, paper objects, glasses of water, car routes drawn on A4 cardboard, disposable plates, a ball.
Preliminary work: a conversation about research institutes (what they do, who works ...).
move research experimental activities
Children and guests sit on chairs
Dear junior staff, today guests came to our research institute named after Magnitolika to see what our institute is doing.
Let's say hello to them!
Children say hello
Guys, late last night some object was brought to our institute for research, try to guess what kind of object it is?
It happens small, big,
Iron is very friendly with him.
Children's answers
That's right, a magnet!
caregiver takes a magnet out of the box and shows
Here is an ordinary magnet in front of you,
He keeps many secrets in himself.
Who knows what a magnet is?
Children's answers
(This is a stone that attracts iron objects to itself ...)
Right!
Do you know why this stone is called that?
Children's answers
Then I suggest you listen to one old legend about unusual stone…
Legend
(Legend usually describes events that actually happened)
In the old days they told that there is a huge mountain at the end of the world, near the sea. At the foot of this mountain, a long time ago, people found stones with unprecedented power - to attract certain objects to themselves. Not far from the mountain was the city of Magnesia, where the brave knight Magnitolik lived. Like all knights, he wore armor made of iron, and therefore was not afraid of anything, neither enemy arrows, nor wild animals. Magnitolik boldly walked around wherever he wanted. Only in one place I have never been - near that very mountain. From childhood, his mother told him that not a single knight could pass by her. The mountain attracts them to itself and does not let them go anymore ... But Magnitolik was very brave, and he was curious what kind of magic was hidden in this place, so he argued that he would pass the mountain and return to the city alive and unharmed. But no matter how strong and courageous Magnitolik was, the mountain still pulled him to itself. The radio was not only brave, but also smart. He found a way to get rid of her and freed all the knights.
Guys, did you guess what this mountain was called?
Children's answers
(Magnetic Mountain)
What do you think Magnitolic found a way to get rid of this mountain?
Children's answers
(He took off his armor, made of metal, iron…)
Right! A magnet has the unique ability to attract metal objects to itself. And to check whether this is so, I invite you and our guests to go to Magic world experiments and experiments with this amazing stone on the basis of our Magnitolik Institute.
The teacher invites the children to the tables. On the tables there is everything necessary for experiments and experiments with a magnet for each child.
Experimental part
Guys, what do you see on your desktops?
Children's answers
(Magnets, paper clips, coins, carnations, bottle caps, counting sticks, pieces of cardboard and cloth...)
That's right guys, here are items from different materials. And now we will conduct an experiment with these materials, and check whether the magnet attracts only metal objects or is it just a legend.
Experience #1
You have on the tables, there are objects from different materials. Take a magnet and use it to divide your objects into two groups: in the first group you will have objects that are attracted by a magnet, and in the second group you will have objects that are not attracted by a magnet. Those objects that the magnet attracts, we will put on a pink plate, and those that do not attract, on a blue one.
Children take one object at a time, bring a magnet to itand divide them into bowls
Name the objects attracted by the magnet.
Children's answers
(Papers, coins, carnations...)
- What are objects that are attracted to a magnet made of?
Children's answers
(Made of metal, iron)
What objects are not attracted by a magnet?
(Counting sticks, bottle caps, ribbon, cards…)
What are objects made of that are not attracted by a magnet?
Children's answers
(made of wood, plastic, paper, etc.)
Why do you think paper clips, coins, carnations were attracted ...?
Children's answers
(Because they are metal, iron)
That's right, they are all metal, iron. This means that the magnet attracts only metal objects. Items made of other materials are not attracted.
This property of attracting objects to itself is called magnetic force or magnetism, from the word magnet, and materials magnetic.
Conclusion: The magnet only attracts metal objects.
Experience No. 2
Guys, what do you think, if a magnet attracts objects only made of iron, does its force act through an obstacle? For example, cardboard, glass, water?
Children's answers
Fine. Let's check.
The first obstacle we will have is a sheet of ordinary cardboard with a drawn highway. And now we will try to draw an iron object (coin, paper clip) along these paths with the help of a magnet through an obstacle - cardboard.
Children take sheets of cardboard with a route drawn on them and a paper clip from the table.
Imagine the paperclips are the cars and you are the racers. Set your "car" at the start from above, and attach the magnet from below. It is necessary to move the paper clip with the help of a magnet as accurately as possible, without stopping at the curb and without jumping out onto the side of the road.
Reade set Go!
You see, the car moves, repeating the movements of the magnet that you move under the cardboard.
Why is this happening?
Children's answers
(A magnet acts on a metal clip through an obstacle - cardboard ...)
Quite right. The force of the magnet, passing through the cardboard, attracts metal paper clips (coins) and forces them to follow the magnet. This means that the force of the magnet acts through the barrier.
Conclusion: The magnet retains its property and acts through the barrier - cardboard.
Experience No. 3
Guys, what do you think, if a magnet acts through an obstacle - cardboard, does it act through other obstacles, for example - glass, water and other obstacles?
Children's answers
Let's check.
You have glasses of water on the tables. Throw a paperclip at it and pretend it's a sunken ship.
Do you think we can use a magnet through the glass to get a sunken ship from the bottom of the sea?
Children's answers
Then let's check.
We lean the magnet against the glass at the level of the paper clip. After the paperclip approaches the wall of the glass, slowly move the magnet up the wall.
What do we see?
Children's answers
(The paperclip follows the movement of the magnet and moves up...)
Can a magnet attract through an obstacle - glass?
Children's answers
What can we conclude?
Conclusion: The magnet retains its properties and can act through an obstacle - glass.
Experience No. 4
And now let's check if the magnet acts through the barrier - water.
There are glasses of water in front of you. Take a paper clip, a coin, a button and throw them into this glass, they will play the role of various debris in the pond, and we will try to clean this pond of debris with a magnet and find out if the magnet retains its properties to attract metal objects through the barrier - water.
Take a magnet and put it in water. What do we see?
Children's answers
(Objects are magnetized through water...)
So with the help of a magnet, we did a good deed and cleaned the pond!
What conclusion can we draw from this experiment?
Conclusion: The magnet retains its properties and can act through water.
Well, it's time to relax a little, and I invite you to play the game "Attract - not attract."
The teacher invites the children to the carpet
Ball game "It will attract - it will not attract"
(The ball is a magnet, the children are an object that the teacher calls. Children must determine whether they are attracted by the magnet or not, in accordance - they catch or do not catch the ball).
The teacher invites the children to return to their jobs
Experience No. 5
Let's continue with the magnet. I take a magnet, I bring a paper clip to it. She pulled herself up. I bring the second to the paperclip, it was also attracted, now - the third. A chain of staples formed. Now I will carefully take the first paperclip with my fingers and remove the magnet. Look closely the chain is not broken. The paper clips, being next to the magnet, became magnetized and became magnets, but the paper clips have magnetic properties for a short time. The magnet can be not only permanent, but also temporary.
Children repeat the experience
What conclusion can we draw?
Conclusion: Under the influence of a magnet, metal objects are magnetized and themselves on a short time become magnets.
Guys, do you know that a magnet has two poles: north and south?
Children's answers
Who knows? Which poles attract and which repel?
Children's answers
(If the poles are different, they attract, if they are the same, they repel)
Want to check it out. Then I will now go to each of you, and you will put your magnet on each side of my magnet and find out if this is so.
The teacher approaches everyone, the children apply a magnet
The result of experimental activities
This concludes our work for today. Let's remember:
What amazing stone did we meet today? (Magnet)
What objects are attracted by a magnet? (Metal)
What is the property of attracting objects called? (Magnetism, from the word magnet, and objects are magnetic)
What are the properties of a magnet?
(A magnet attracts only metal objects; A magnet acts through an obstacle - cardboard, glass, water ...; Under the influence of a magnet, metal objects are magnetized and become magnets for a short time).
How many poles does a magnet have?
(Two - north and south)
Where in our environment can we see magnets?
Children's answers
(Magnets on a board to hold pictures, letters and numbers on magnets, pictures with magnets…)
Guys, do you know where else magnets are used?
Children's answers
(In medicine, in various devices, for cleaning reservoirs, as search engines, during the construction and repair of underwater structures, since it is convenient to hold tools with their help)
If the children find it difficult to answer, then the teacher helps them
Well done, you did a good job today, learned a lot about amazing stone magnet. You were true explorers. Thank you for your scientific work. Let's say goodbye to our guests.
Form of study: unconventional occupation By research activities children.
Purpose: To improve children's ideas about the liquid state of water.
Program content:
Contribute to the accumulation in children of specific ideas about the properties, forms and types of water;
Develop speech, thinking, curiosity;
To develop an ecological culture;
Develop the ability to draw conclusions, inferences;
Cultivate accuracy at work.
Equipment: transparent plastic cups, capacity different shapes, flour, salt, sugar, ascorbic acid, milk, picture, paints, brush, cotton wool, handkerchief, funnel, vegetable oil, pipette, herbal infusion, mint oil, napkins, audio recording "Water", cocktail tubes, a jug of water.
Methods and techniques:
Organizing time
art word
Clarifications, polls, game techniques
Algorithms for compiling a model of activity stages
Experiences and experiments as a method of increasing cognitive activity.
Organization of children: children are freely located around the table for experiments and research.
Lesson progress
Part I: Introductory
Sounds like a babbling brook. The teacher reads a poem
Have you heard of water?
They say it's everywhere!
In a puddle, in the sea, in the ocean
And at the faucet
Like an icicle, it freezes
Creeps into the forest with mist,
Boiling on the stove
The steam of the kettle hisses.
We can't wash without her
Don't eat, don't drink!
I dare to tell you:
We cannot live without her.
N. Ryzhova
Educator: Guys, what is water for, who needs water? (children's answers). Do you want to know more about water? (children's answers). Then go to this table where they are waiting for us various items for water research.
Part II: Experiments
What shape is the water? There is a cube and a ball on the table. The teacher asks what shape these objects are (children's answers). Does water have a shape? To do this, take a narrow jar and fill it with water. Pour this water into a wide jar. The form that water takes is constantly changing.
Conclusion: water has no form and takes the form of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. On the road, they spread, collect in the pits, and they are not visible into the ground, only the ground is wet. And so water has no form. The teacher shows the children an algorithm that symbolizes that water has no form, and hangs it on a magnetic board.
What color is the water? Take two glasses - one with water and the other with milk. Take a picture and put it behind a glass of water. Can we see the picture? (children's answers) Now let's put a picture behind a glass of milk. What have we discovered? Conclusion: the pattern is visible through water, but not through milk. This means water is a clear liquid. clear water can be made opaque. To do this, wet the brush and dip it into the paint. We add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The picture is not visible. And so, we conclude that water is a transparent liquid, using an algorithm that symbolizes this property of water. And post it on the board.
Water is a solvent. Does water have a taste? Children taste the water and express their opinion. Then invite one child to stir sugar in water, another - salt, the third - ascorbic acid. After the substances have dissolved, offer to taste the water again. What changed? The water has a taste. The water became sweet, salty, sour. Conclusion: water has no taste. What happened to the substances we put in the water? (children's answers) Now let's try to dissolve flour in water and sunflower oil. Two children complete this task.
Physical education: «
To the fast river
»
We went down to the fast river,
(walking in place)
Bent over and washed.
(leaning forward, hands on the belt)
One two three four,
(clap hands)
That's how nicely refreshed.
(shake hands)
You need to do this by hand:
Together - one, it's breaststroke.
(circles with two hands forward)
One, the other is a crawl.
(circles hands forward alternately)
All as one, we swim like a dolphin.
(jumping in place)
Went to the steep shore
(walking in place)
And we went home.
The teacher invites the children to return to the table to continue the study of water. Draws the attention of the children to the glass where the flour was dissolved. What do we see? (children's answers) The flour did not dissolve completely, and the sediment sank to the bottom of the glass. Also, the oil does not dissolve, it floats on the surface. Conclusion: not all substances can dissolve in water. Invite the children to determine if the water has a smell. (children's answers)
Then offer to stir herbal infusion and mint drops in water. And again offer to smell the water. The water has an odor. Dissolving in water various substances, change near water: color, taste, smell. Again we use algorithms symbolizing that water has no taste and smell, hanging them on the board.
Water filtration. Guys, let's remember the fairy tale "Sister Alyonushka and brother Ivanushka." What happened to Ivanushka? (Children's answers) Why couldn't you drink this water? That's right, because it's dirty. But there is such a situation that there is no clean water nearby, but it is vitally important to take a sip of at least a sip of water. Exist different ways water purification. With the most simple ways that you may need in life, we will now get to know each other. To do this, take: a funnel, a handkerchief, cotton wool and water containers. Together with the children we find out how to make cleaning devices - filters. And so, if Alyonushka and Ivanushka knew that water could be purified by passing it through a scarf, then trouble could have been avoided.
The teacher offers children a speech game
"Water is..."
Task: To develop the thinking of preschoolers, to activate their experience, knowledge, to teach them to consider the same object from different points of view.
Game progress: The facilitator invites the children to determine what role water plays in the life of animals, plants, people, etc.
Here's an example: For plants, water is...
“For people, water is…” answer options.
Summary of the lesson:
Using algorithms, we reproduce information about the sequence of experimental processes in the study of the form, properties and types of water.
Water tricks:
We lower the needle into a glass of water. How can you get a needle without getting your hands wet? (Using a magnet.)
A small object floats in a glass of water. How can you get it without getting your hands wet? Dip small pebbles into a glass of water until the water overflows and the object itself falls onto the table. Then you can just take it off the table.
Zhanna Safonova
Municipal preschool educational institution
kindergarten No. 1 combined type
Synopsis of an open integrated lesson
By experienced– experimental activities
V preparatory school group
on the topic: « Interesting nearby»
Prepared:
caregiver
Safonova Zh. A.
Chebarkul, 2015
Target: development preschoolers' interest in experiential- experimental activities.
Tasks of the experimental activities:
1. Expand children's ideas about the world around us and human health, through experimental activity with egg.
2. To educate the social and personal qualities of each child nka: communication, independence, observation, elementary self-control and self-regulation of their actions.
3. To develop children's cognitive activity, mental and mental capabilities: analysis, comparison, conclusions.
Equipment: for each child - 2 eggs, 2 paper napkins, 1 textile napkin, spoon, stack, two large plastic glasses with water, one plastic cup with salt, saucer 2 pcs., eggshell, glue, blanks for application.
Play Guys, today I came to you not empty-handed to find out what is in my basket, please guess riddle:
It might break
It might boil.
If you want a bird
Can turn. (Egg)
(children's answers)
Play That's right, well done! Today we're talking about eggs. (takes an egg out of the basket and shows it to the children).
Play The egg, guys, is considered a symbol of life. In ancient times, the egg served as a symbol of the spring sun, bringing with it life, joy, warmth, light, the rebirth of nature, getting rid of frost and snow.
Play And who knows what's the use of chicken eggs for a person? (children's answers). An egg is an amazing product because, being so small, it contains a lot of proteins, vitamins and minerals that strengthen the brain, eyesight and heart. Eggs improve memory, protect against many serious illnesses and help you lose weight. Eggs contain a lot of calcium, so people who regularly consume eggs in their diet have strong teeth and healthy bones.
Play Guys, tell me where the eggs come from (children's answers). Are they only carried by chickens? (children's answers). Let's play a game, I will show a picture of a bird, and you will say what the egg of this bird is called.
Didactic game "Whose egg is this?"
Play Well done, you did a great job.
Play Guys, let's look at the egg again. Please name it external signs (children's answers). Would you like to see what
Play What are the names of the people who experiences and experiments? (scientists). Where do they spend their experiments? (in laboratories). For experiments you need to wear protective clothing and know the safety rules during experimentation. Do you know the rules? (children's answers).
Children repeat the rules. They wear aprons. Pass to the tables for holding experiments.
Experience #1"What is inside"
Play Guys, pick up an egg, carefully, with a spoon, break the egg in the middle and pour it into a saucer. Let's see what it consists of (children's answers). What do we see in the center (children's answers). What yolk? (yellow, round….). What's around the yolk? (children's answers). What is he? (transparent to yellow, liquid, takes the form of a vessel). A thick transparent mass is protein, all living organisms are made of protein. Take the stacks and try to pierce the yolk. What happened? Why? (children's answers). The yolk is a liquid mass in a thin film. We cannot take it in our hands. Let's take a look at the shell of the egg, which is called the shell. What is she? (fragile, brittle, thin).
The boys conclude: the egg consists of three elements (the shell is the shell of the egg, the protein is a thick mass, in the center is the yolk in a thin film).
Play Guys, I'm a little tired, and you? Let `s have some rest?
Physical education minute "We were walking along the road"
Experience #2"Sinking, not sinking"
Play Do you guys think the egg can float in water or will it sink? Let's spend experience! You have two glasses of water on the tables. In one glass we add salt from a small glass and dissolve it. Gently lower the egg into fresh water. What do we see? (children's answers). Doing conclusion: Eggs sink in fresh water. Now we take the egg out of a glass of fresh water with a spoon and lower it into salt water. What's happened? (the egg floats on the surface of the water). Why? (children's answers) Because his (egg) supports not only water, but also particles of salt dissolved in it. Salt water helps to stay on the surface. It is much easier to swim in a salty sea than in a freshwater river. In the Dead Sea, which has a very strong concentration of salt, a person can safely lie on the surface of the water.
And now, let's dilute the salt solution with fresh water, what did you see? (egg floats in the middle). So let's do conclusion: in fresh water - the egg drowned, in strongly salty - it floats on the surface, in slightly salty - it floats in the middle.
Experience No. 3"Egg and Soda Water"
Second part experience"What happened to the egg"(First part experience carried out in a week "Dipping Eggs in Soda Water").
The teacher draws attention to a glass of sparkling water in which the egg is immersed. Children remember the execution algorithm (an egg was dipped into a glass of carbonated water). Guys why did we do this experience what would you like to check? (what will happen to the egg).
The teacher invites the children to see what happened to the egg. Children explain what they see (the egg is colored, darkened, the shell has become soft). Play What can be the conclusion? (carbonated water destroys the shell, the paint remains on the surface of the egg). Children express their guesses as to why this happened.
Play Guys, what do you think, is it possible to drink sparkling water? (children's answers).
Play The shell, guys, contains a lot useful substances and people use it in various purposes: How medicine, adding it to ointments, gardeners and gardeners use the shell as a fertilizer, and craftsmen embroider on the shell and cut out very beautiful crafts (illustration display).
Play Guys, you, like real scientists, spent experiments, and now I suggest that you play the role of craftsmen and make beautiful application from eggshells.
The children take off their aprons and take their places at the tables set for work.
Play Guys, you'll need manual dexterity to do this job. Let's stretch our fingers.
Finger gymnastics "Swan"
The children are doing the work.
Play Guys, what good fellows you are. Tell me if you like our class? (children's answers). What did you like the most? (children's answers). What new did you learn today? (children's answers). Can you tell me if you can drink carbonated water?
Municipal preschool educational institution "Child Development Center Kindergarten No. 1 with. Maleta"
Summary of the lesson on experimental activities in the preparatory group
"Amazing Salt"
Completed: Alexandrova E.G.
Ivanova I.M.
2017
Target : to study the features of salt, its properties, qualities and applications.
Tasks:
Educational tasks: to cultivate curiosity, the need for information about salt and compliance with the rules of conduct when conducting experiments with salt while observing necessary measures security
Development tasks: to develop the ability to generalize, to establish causal relationships, the ability to draw conclusions.
Learning tasks: to promote the accumulation in children of specific ideas about the properties, forms and types of salt and teach how to use salt as a means of creativity.
Material and equipment: a parcel with three types of salt, glasses of boiled water and teaspoons, magnifiers, 2 eggs, a dirty glass, a sponge, disposable cups, tubules, colored salt, jars for decoration, trays with salt for drawing.
Preliminary work.
Conversation with children "What do we know about salt and its properties?"
View presentation on subject : Where and how is it obtained salt " .
Collection of salt samples(marine, cookery, stone).
Reading fiction, Where we are talking about salt; proverbs, sayings about salt, Russian folk tale" Salt " .
Creative workshop."Painting with Salt",
Observation How does mom use salt ?" .
Lesson progress:
Greetings
In a wide circle, I see
All my friends got up.
We're going to the right now
Now let's go to the left
Let's gather in the center of the circle
And we will all return to the place
Let's smile, wink.
We got together again
To make it more interesting!
We learn a lot of new
So guys, let's get started!
caregiver . Guys, look, we have a box in our group. Let's see what's there.There are some pouches in it. Touch how your pouches feel. Now smell it, does it smell? So there is an odorless substance there, small to the touch, but someone has a large one with peas - what could it be?. Children, do you like to solve riddles? Then guess what is hidden in the bags?
The teacher thinks riddle:
Without her, guys, the cook, just like without hands,
And all the food suddenly becomes inedible!
If you get into a wound, you will experience pain.
You guessed it, of course. Well of course it is(salt)
Open the bags. What's there? (salt)
The teacher pours out salt into the container and sets question : "What do you need salt ? Where do people use salt ?"
Salt - mineral, natural element . Salt is rock, sea and cooking.
Origin of the word" salt " , according to some scholars, is associated with sun : the ancient Slavic name of the Sun is Solon.
A person cannot live without salt, it has a bad effect on his health. Many years ago, little salt was mined, and it was more expensive than gold. Salt was an expensive commodity. Whoever had salt on the table was considered a rich man. They served it to noble people, the rest left "not sun-slurping." Salt was treated with respect. From here folk omen- sprinkled salt - to a quarrel.
Therefore, people have come up with proverbs about salt. Which of them do you know?
Without salt it is not tasty, without bread it is not satisfying.
Without salt and bread is not eaten, without salt and the table is crooked.
Without salt, without bread, conversation is bad.
Eat a pood of salt together.
Without will, there is no strength; without salt, there is no taste.
Trading without money is like eating without salt.
Without a priest, that without salt. There is no arrival without a priest.
Without salt - what without will: you can’t live life.
Without salt and the table is crooked
You can't eat bread without salt.
Without salt it is not tasty, but without bread it is not satisfying.
Not tasty without salt, not satisfying without bread
Without salt it is tasteless, but without bread it is not satisfying.
Without salt, the table is crooked.
No salt, no bread - half a meal.
Without salt, without bread - bad conversation
Without salt, without bread, they don’t sit at the table.
Without salt, without bread, a thin conversation.
Without salt, without will: you can't live life.
Salt was known to mankind since ancient times, was valued at its weight in gold, it has always been treated with care and respect.
Show presentation"How salt is mined" - Do you want to know how people began to mine salt ?
The teacher gives a presentation"Salt extraction, its use". - Our planet is very rich in salt deposits.
People have learned to get salt different ways
Also the salt mined in salt mines. Guys, what do you thinksalt is in there? Rock salt deposits are located high in the mountains. But a long time ago there was an ocean instead of mountains. Over time, in a hot climate, sea water evaporated, andsalt crystallized. And the mountains were formed.
Another way to extract salt is to evaporate sea water until crystals form on its surface, which can be collected in baskets.
Do you think it is necessarysalt to our body?
Yes, salt is essential. Lack of salt can lead to heart disease, indigestion, destruction of bone and muscle tissue.
A person cannot live without salt, it has a bad effect on his health.
caregiver :- Where do you think it can be used salt ?
In the workings of salt mines, underground clinics and sanatoriums are created.
There is very healing air and absolutely no harmful microorganisms.
Also salt used in traditional medicine(inhalation, nasal lavage, saline compresses for bruises, gargling).
Salt is also good for animals.
In cooking: we salt food with you every day. That's why salt used in cooking, in the preparation of various food products.
IN canning vegetables: salt in people's lives was an important product.
On the street : On the street, for human safety, wipers and special vehicles are sprinkledpath salt and ice. This is necessary so that a person walking along the path does not slip or fall.
A game " Salt is good for, to …." (with a pouch in it salt , transmit and speak)
1. To preserve vegetables
2. To be used in medicine
3. To salt the soup
4. To sprinkle paths in winter
5. To add to fried potatoes
6. To salt the salad
7. To pickle mushrooms
8 . Salt is for animals
Conclusion: Salt necessary for human life and health, it is used for cooking
"Today we all have to
Become a scientist a little. To the laboratory let's go to ,
And we will conduct a miracle experience with this loose substance"
And now I invite you to our scientific laboratory.(Put on your aprons and come to the tables.)
Before starting our research, let's remember the rules for conducting experiments.(Slide) When working with salt:
1. Do not touch your eyes with your hands.
2- Keep quiet
3- Don't push your neighbor while working
4- First look, then repeat
5- Done and put in place
And so attention.
Experience #1: What is Salt Made of?.
caregiver : In front of you is a plate of salt. Let's take a look at it
If we look at salt .
What can you say about her appearance?(salt looks like powder)
caregiver : Indeed, what does it look likesalt looks like powder.
Now let's salt Let's look at it with a magnifying glass.
What do you see? (salt composed of white crystals)
"Loose salt, odorless"
Blow softly onsalt through a straw.
Conclusion : salt crumbles, she is loose, white color, has no smell,made up of small crystals
Experience No. 2 "Salt crunches"
Guys, let's put 2 tablespoons of salt into the plates and press it with a dry spoon, what did we hear?
Children's answers - we heard crunching sounds, similar to walking in the snow on a frosty day.
Conclusion :
Salt like snow is made of crystals. Therefore, when pressing with a spoon on salt its crystals rub against each other and we hear a crunch.
Experience #3: "Salt absorbs water"
Add a spoonful of salt to a glass and pour a spoonful of water. What happened? Where did the water go?
Educator: so salt absorbs water.
Add more water, stir. What happened to salt.? (salt dissolved in water)
Experience number 4. "Salt dissolves in warm water faster than cold
Guys, there are glasses of water in front of you, touch the glasses and tell me how you feel?(Water is cold in one glass and warm in the other)
Well done, right! Put two tablespoons of salt in each glass, stir and see what happens. Yes guyssalt dissolved in water.
What water has salt Does it dissolve faster in warm or cold?
(In warm water, salt dissolve faster).
And let's pour a large one into glasses under No. 1 salt , and in glasses under No. 2 - smallsalt and stir
And who noticed which of the salt samples dissolved faster?
(In a glass under No. 2the salt disappeared fasterbecause it is small)
Is the Salt gone? (No, salt dissolved) .
How can you check that the salt is gone and dissolved?
Children's answers - taste it
Well done, you are very attentive. What will we conclude?
Conclusion : Salt dissolves in water; salt in warm water dissolves faster.
Experience number 5. "Floating Egg".
Guys, salt water is like sea water. Is the water in a normal river also salty?(No, the water in the river is fresh).
caregiver : That's right, well done. Did you know that salt water is easier to swim in? Do you want to check it out?(Yes) .
An ordinary egg will help us with this.(or half raw potatoes) . Take an egg and put it in a glass of salt water. What do you see?
(The egg does not sink).
Now take another egg and dip it into the glass of water that was left on the tray, the water in this glass is not salty. What do you see?(The egg has sunk).
What conclusion will we draw? (An egg does not sink in salt water, but it sinks in fresh water. This means that it is easier to swim in salt water).
Experience number 6. "Salt is a cleanser".
It turns out that salt can be used to wash dishes.
Look at my dirty glass. A little salt was poured on the sponge and now I will clean the glass. Look, it has become clean, even shines in the light.
(Children watchsalt cleans dishes) .
Let's take a break and play a game« salted-unsalted»
Children crouch when they hear a product that can be salted
(banana, cabbage, candy, soup, cucumber, raspberry, tomato, strawberry, pear, mushrooms, juice, orange, bread, cheese, tangerine, fish, egg,)
And now I want to invite you to my workshop, and I want to show what people use salt . We will paint salt with the help of ordinary colored crayons, which I finely rubbed and ground.
Creative work.
Pour 2 tablespoons of fine salt and colored powder into a plate. Mix gently with a spoon, and here you have a colored salt .
And now we will be divided into two teams, and each team will fill in a colorsalt my vessel. Make sure that your colors do not merge, blend beautifully.
Educator: Do you know that you can draw on salt, now we will draw on salt
Look, in front of you are trays with salt . I will give you riddles, and you will draw riddles on a tray with salt. Listen carefully :
“He appeared in the yard in a cold December.
Clumsy and funny at the rink stands with a broom.
Got used to the winter wind, our friend(snowman)
(children draw a snowman on salt with their fingers) .
“The hedgehog looks like her, you won’t find leaves at all, how slim the beauty is, and on New Year important(Christmas tree)
children draw a Christmas tree
“They fall from the sky in winter and circle over the earth,
Light fluff, white(snowflakes)
(children draw snowflakes)
How beautiful you are!
So please tell me what is salt ? What salt? / salt - it's useful food product, which is necessary for human life and health /.- Let's remember and say
Where does salt come from? ( salt - people extract from sea water, and powerful pumps help them)
What do you guys think
. Salt is good or bad? (salt is good)
Certainly useful because salt contains the mineral substance - iodine
What have you learned about salt? / We learned that salt can be evaporated from salt water, which salt necessary not only for cooking, but also for creating colored beautiful drawing/. What did you like most about our research? /drawing on salt, painting salt/.
Do you agree with the statement thatsalt is an amazing substance of natureneeded by people?
Oh, guys, there is something else in the box. Opens, and there is a treat for a good job.
You were good scientists.
Slides captions:
"Amazing SALT"
Without her, guys, the cook, just like without hands, And suddenly all the food becomes inedible! If you get into a wound, you will experience pain. You guessed it, of course. Well, of course it is (salt)
Rock salt is mined in deep mines. How did she get there? Everything is very simple - a rock salt deposit is found high in the mountains. In ancient times there was an ocean in the place of these mountains.
Salt from sea water.
In the workings of salt mines, underground clinics and sanatoriums are created. There is very healthy air and there are no harmful microorganisms at all.
Salt for animals.
Rules of conduct in the laboratory. 1. Do not touch your eyes with your hands. 2- Keep quiet 3- Do not push your neighbor during work 5- Do it and put it back 4. Look first, then repeat
Experience number 2. Salt crunches. Take the salt and press on it with a spoon. What do we hear? (we hear crackling sounds). What can be compared? (with walking in the snow on a frosty day)
Color: white Taste: salty Consists of crystals. Dissolves in water. Has the ability to creak. Salt is like snow. Like snow, it is made up of crystals. The snow crunches underfoot in winter. If you pour salt into a plate and press it, you hear a crunch. Salt properties.
Experience #3 "Salt absorbs water." C ol absorbs water. Add more water, stir. What happened to salt.? (salt dissolved in water)
Experience No. 2 Waterfowl egg. 1. We take two glasses of water and one a raw egg. Pour 200 ml of water into each glass. Add 3 tablespoons of salt to one of the glasses. 2. We lower a raw egg into fresh water - it sinks to the bottom. 3. We lower the egg into salt water. Oh miracle! The egg doesn't sink! . Conclusion: Now we can say why the egg either floated on the surface of the water or sank. Salt water is heavier and denser than fresh water. So it will be easier to swim in the sea than in the pool.
Experience number 6. "Salt is a cleaning agent". Conclusion: you can wash dishes with salt.
We paint the salt.
Conclusions: 1 . The study of the properties of salt helped us learn more about simple objects and phenomena of the world around us. After all, there is salt on every table, in every house, but it turned out that it is so unknown! It is simply necessary for life! 2. Thanks research work, we learned that salt is indeed not only a necessary product, but also interesting stuff for experimentation and creativity.
THANK YOU FOR YOUR ATTENTION
