Experimental activity in the preparatory group. Experimentation in the preparatory group. Children's experimentation in the preschool educational institution. new indoor plants»
Elena Vlasova
Leisure for experimental activities of children of the preparatory group
Leisure by experience– experimental activities of children of the preparatory group.
caregiver: Vlasova Elena Mikhailovna
"Want to know everything"
Target: the formation of cognitive interest in preschoolers in the process of experimental activities.
Tasks:
1. Expand Views children about the world, through experimental activity.
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. Develop from children cognitive activity, mental and mental capabilities: analysis, comparison, conclusions.
1 led. Hello dear guests! We are glad to welcome you to our amazing and full of miracles laboratory!
2 led. Dear guests! We invite you on a journey down the road that leads to discovery. Welcome to our research laboratory "Want to know everything"
Chinese proverb says:
Tell me and I will forget
show me and I will remember
let me try and I'll understand."
1 led. It's all experiments
Interesting moments!
Everything, everything, everything we want to know!
Everything needs to be drawn!
Like our experience turned out,
How long did it last?
We are surprised at everything:
How? For what? And why?
2 led. We gathered together
To make it more interesting!
We learn a lot of new
Well, guests, let's begin!
1 led. So, our first laboratory! Let's see what our young researchers are doing here.
1."Where the Air Hides".
Children:
It is a transparent invisible, light and colorless gas.
Weightless scarf
He envelops us.
He is in the forest - thick, fragrant
It smells of resinous freshness,
Smells like oak and pine.
In summer it is warm
Blows cold in winter
When the frost paints the glass
And lies on them with a border,
We don't talk about him.
We just breathe it in
He's what we need!
EXPERIENCE #1
And so, today we will show you two experience. We will solve their secret together. main character experiments today there will be air.
First experience is called"Dry from the water".
1. From "magic chest" we take out a transparent glass, a napkin, a piece of double-sided tape.
These items are familiar to you and are probably in every home. But in our hands with them now a real miracle will happen! Watch carefully. We attach a dry napkin to the bottom of the glass. Make sure it's completely dry (give a napkin to touch at the bottom of the glass). And so our glass and napkin go on an underwater journey (a glass with a napkin is lowered into a container of water so that it is completely immersed in water, then the glass is removed)
Do you think our napkin can come out of the water completely dry?
Let's check our guesses (give opportunity to touch the napkin)
That's the trick, good luck! Our napkin came out of the water completely dry. How did it happen? We are sure that you will solve the secret (Give us the opportunity to repeat the experiment ourselves).
So, colleagues, we have proved that there is air in the glass, which did not allow water to wet our napkin.
Well, now the second experience, which is called "Magic Bottle".
From "magic chest" get balloons and a chilled glass bottle.
Here are the most common balloons. How can they be inflated? (answers). Why is the balloon inflated? But you and I are magicians and we will inflate them with hot water and an ordinary bottle. Feel how cold she is (we put the ball on the neck of the bottle). Now quietly say the magic words
One two three four five,
Let's inflate the balloon!
Now let's put the bottle in the water and watch the magic. What do we see? Our balloon is filled with air and inflates! But what is the secret of our experience? Maybe you already guessed? (answers).
We all know that the balloon inflates when we blow air into it. How did we inflate the balloon without even touching it? Let's remember our experience from the start. You and I know that air is everywhere and takes up space. It is made up of very small molecules. When the air is cold, the molecules huddle together as if trying to keep warm. And when the air heats up, they become hot and they fly away from each other. And so it happened with the air that was in the bottle. When we began to put the bottle in hot water, the air in it also began to heat up, the molecules began to fly apart further from each other, they became crowded in the bottle, and they began to move into a ball that was put on the neck of the bottle. The warmer the air became, the more our balloon inflated.
We can conclude that the air in the bottle expands and moves from the bottle to the balloon.
2 led. And here is the second laboratory, let's see what interesting things are happening here.
2. Properties of magnets.
Children:
Mystery: This stone is not simple,
He has a twist.
Can he move things?
And attract iron.
Guess take your time
Name this stone (magnet)
1 experience. Magnet can "draw"
We want to prove to you that a magnet can draw!
We need: magnet, iron filings, sheet of paper. We pour iron filings on a sheet of paper, put the sheet on a magnet.
And what do we see? Iron filings follow the shape of a magnet. The magnet really knows how to draw!
Conclusion: What is the secret of our experience? The magnet works through the paper.
2 experience. Can magnetic force pass through objects?
Throw a paperclip into a jar of water. Do you think we can get the paper clip without getting our hands wet? Let's check. We lean the magnet against the wall of the can at the level of the paper clip and slowly move the magnet up along the wall.
The paperclip moves with the magnet and lifts up. This is because the magnetic force acts through both glass and water.
Conclusion: Colleagues, what conclusion shall we draw? Magnetic force can pass through objects and substances. Therefore, we can easily get a paper clip without wetting our hands.
1 led. Well, well, we're off to our next lab.
3. Properties of water
Children:
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 report to you:
We cannot live without her.
1 experience. Colored water.
On a tray in a row are 4 plastic transparent jars filled with water. And now we'll say the magic words “There was a simple water, become a colored water” We start shaking the water in jars. The water turns bright colors (orange, blue, etc.) (gouache applied on the inside of the lid)
What do you think is the secret of this experience? Why does the water turn different colors?
Water mixed with paint and therefore became colored.
Take a picture and put it behind a jar of water. Can we see the picture? (answers) And now we put the picture behind a jar of colored water. What have we discovered?
It can be concluded that through ordinary water the pattern is visible, and through colored water it is not visible. This means water is a clear liquid. Clear water can be made opaque. Water has no color, but takes on the color of dyes.
2 experience"How cold water boils"
We take a glass with ordinary water. Squeeze the juice from half a lemon into a glass of water. Stir with a spoon. What do you think happened? (sour water) Take spoons and try.
And now we will make this water boil. Do you believe?
(we take the baking soda prepared in advance under the table and quickly throw the soda into the water)
What's happening? (bubbles appear as if boiling) That's right, the appearance of boiling is created, but in fact the water remains cold. Touch a glass of water (she's cold)
Now tell me, how did we make the water boil?
Conclusion: when combined with lemon (sour) water and baking soda, a reaction occurs that creates the appearance of boiling.
2 led. Well, dear guests, do you like our trip? Then we go further. What interesting things await us here?
4. "Magic Glasses"
If you look into that pipe,
You can see a lot:
What is invisible to the eye,
The pipe will show us right away.
Close one eye! And so -
Increase. (microscope)
We were interested in such a question - why the nylon tights that our mothers wear are thin, but very durable. And we decided to find out by examining them under a microscope. It turns out that they consist of thin threads that are very tightly fastened together.
But we have another helper that helps us observe what is happening around us.
To arm the eye
And make friends with the stars
Milky way to see
Need a powerful... (telescope)
Dear guests, we invite you to see for yourself (invite guests to look through a telescope)
1 led. And we move on to our last laboratory.
5. There is a collection of seeds on the table, sprouted peas in a pot. On the windowsill "Merry Garden"
The people are surprised:
What is a miracle garden?
There are radishes and lettuce here,
Onion, parsley and spinach.
Tomatoes cucumbers,
They ripen together - well done!
Both potatoes and cabbage
They grow densely in the beds.
And everyone is talking:
"We grow up here for the kids.
For diligence and hard work
The harvest will be collected."
You can verify this by looking at our garden, which is planted on the windowsill.
And now we'll show you
And we will tell you the whole truth.
How does a plant grow?
Gives off oxygen.
To you, friends, we offer
Explore nature's move.
(Showing on the interactive whiteboard the stage of plant development)
2 led. This concludes our journey today. But we do not want to stop there and we will move on, because we "We want to know everything!"
"If you want to teach me something,
Let me walk slowly...
Let me take a look...
Touch and hold in your hands
Listen…
Smell…
And maybe taste...
Oh how much can I
Find it yourself!
1 led. Dear guests, we thank you for visiting our laboratory, for being attentive and taking part in the experiences and experiments. And we give you certificates.
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transcript
1 Card file on the experimental activities of children in the preparatory group Compiled by: Smakotina L.I. educator, MBU school 26 s / p d / s "Topolek" SEPTEMBER EXPERIENCE 1 "Properties of the air" Purpose. Introduce children to the properties of air. Material. Scented wipes, orange peels, etc. Process. Take scented napkins, orange peels, etc. and have the children smell the smells in the room in succession. Outcome. Air is invisible, has no definite shape, circulates in all directions, and has no odor of its own. SEPTEMBER EXPERIMENT 2 "Air compresses" Purpose: To continue to acquaint children with the properties of air. Material and equipment: Plastic bottle, not inflated balloon, refrigerator, bowl of hot water. Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend, as the air contracts when it cools. Conclusion: When heated, air expands, and when cooled, it contracts. SEPTEMBER EXPERIMENT 3 "Air expands" Purpose: To demonstrate how air expands when heated and pushes water out of a vessel (homemade thermometer). Move: Consider the "thermometer", how it works, its device (bottle, tube and cork). Make a model of a thermometer with the help of an adult. Make a hole in the cork with an awl, insert it into the bottle. Then draw a drop of tinted water into a tube and stick the tube into the cork so that a drop of water does not pop out. Then heat the bottle in your hands, a drop of water will rise up. SEPTEMBER EXPERIMENT 4 "How to detect air" Purpose: To establish whether air surrounds us and how to detect it. Determine the air flow in the room. Progress: 1) Offer to fill plastic bags: one with small objects, the other with air. Compare bags. The pouch with objects is heavier, objects are felt to the touch. The air sac is light, convex, smooth.
2 2) Light a candle and blow on it. The flame is deflected, it is affected by the air flow. Hold the snake (cut out of the circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as warm air raises it. 3) Determine the movement of air from top to bottom from the doorway (transom). Warm air rises and goes from bottom to top (since it is warm, and cold is heavier, it enters the room from below. Then the air warms up and rises again, this is how the wind in nature turns out. OCTOBER EXPERIENCE 1 “The magnet draws the Milky Way” Purpose: to introduce children to the property of a magnet to attract metal, to develop interest in experimental activities.Material: a magnet, metal filings, a sheet of paper depicting the night sky.Experimentation.Observation with adults of the night sky, on which the Milky Way is clearly visible.Pour sawdust on a sky map in a wide strip, imitating the Milky Way. From the back we bring a magnet and slowly move it. The filings depicting the constellations begin to move across the starry sky. Where the magnet has a positive pole, the filings are attracted to each other, creating unusual planets. Where the magnet is located negative pole, sawdust repel each other, depicting separate night luminaries OCTOBER EXPERIMENT 2 “Soaring Airplane” Equipment and materials: Handout: magnet, small paper plane, pin, adhesive tape, cardboard (football field, football player, nut, car made of cardboard. Demonstration material: teacher's demonstration table: everything is the same as for one child; objects made of different materials (plastic, rubber, wood, iron, glass, three magnets of different shapes, three magnets of different sizes, a ruler, coins, a glass of water. For physical education, the emblems of the "north" and "south" poles (blue and red rectangles).In front of you are paper shapes on a pin and a thread.What needs to be done to make a paper plane?Tie the thread to the pin correctly.Slowly lift the thread up until the plane hangs in the air.The plane can remain in the air as long as it is close to magnet. Educator: what conclusion can be drawn? Children: answer (magnetic force attracts a pin even at a distance and sets the plane in motion) OCTOBER EXPERIENCE 3 "Compass" Purpose: To introduce the device, the operation of the compass and its functions. Material: Compass.
3 1. Each child puts the compass in his palm and “opens” it (an adult shows how to do this, watches the movement of the arrow. As a result, the children once again find out where the north is, where the south is (this time with the help of a compass). Game " Commands". Children stand up, put the compasses in the palm of their hands, open them and follow the commands. For example: take two steps north, then two steps south, three more steps north, one step south, etc. Teach children to find with using the compass west and east. To do this, find out what the letters C, S, Z, V, which are written inside the compass, stand for. Then have the children turn the compass in their palm so that the blue end of its arrow "looks" at the letter C, i.e. north. Then the arrow (or match, which (mentally) connects the letters Z and B, will show the direction "west-east" (actions with a cardboard arrow or match). Thus, the children find west and east. Playing "Teams" with " using" all sides of the horizon. OCTOBER EXPERIENCE 4 "Electric Comb" Purpose: to acquaint children with the manifestation of one type of electricity. Material: comb. Conducting an experiment. A child from another group comes to visit and shows the children a trick: he takes a comb out of his pocket, rubs it on his woolen shirt, and touches his hair. Hair "comes to life", becomes "on end". Question to the children: “Why is this happening?” Hair "comes to life" under the influence of static electricity that occurs due to the friction of the comb with the woolen fabric of the shirt. JANUARY EXPERIMENT 1 "Properties of water" Purpose. To acquaint children with the properties of water (takes shape, has no smell, taste, color). Materials. Several transparent vessels of various shapes, water. Process. Pour water into transparent vessels of various shapes and show the children that the water takes the form of vessels. Outcome. Water has no form and takes the form of the vessel in which it is poured. The taste of water. Target. Find out if the water has a taste. Materials. Water, three glasses, salt, sugar, spoon. Process. Ask before experimenting what the water tastes like. After that, let the children try plain boiled water. Then put salt in one glass. IN
4 other sugar, stir and let the children try. What is the taste of the water now? Outcome. Water has no taste, but takes on the taste of the substance that is added to it. The smell of water. Target. Find out if the water has an odor. Materials. A glass of water with sugar, a glass of water with salt, an odorous solution. Process. Ask the children what the water smells like? After answering, ask them to smell the water in the glasses containing the solutions (sugar and salt). Then drop into one of the glasses (but so that the children do not see) the odorous solution. Now what does the water smell like? Outcome. Water has no smell, it smells of the substance that is added to it. Water color. Target. Find out if the water has a color. Materials. Several glasses of water, crystals of different colors. Process. Have the children put crystals of different colors in glasses of water and stir to dissolve. What color is the water now? Outcome. The water is colorless, it takes on the color of the substance that JANUARY EXPERIMENT 2 "Living Water" Purpose. Introduce children to the life-giving properties of water. Materials. Freshly cut branches of rapidly blossoming trees, a vessel with water, the label "Living Water". Process. Take a vessel, stick the label "Living Water" on it. Look at the branches with the children. After that, put the branches in the water, and remove the vessel in a prominent place. Time will pass and they will come to life. If these are poplar branches, they will take root. Outcome. One of the important properties of water is to give life to all living things. JANUARY EXPERIMENT 3 "Aggregate states of water" Purpose: To prove that the state of water depends on air temperature and is in three states: liquid water; hard snow, ice; gaseous steam. Progress: 1) If it is warm outside, then the water is in a liquid state. If the temperature is below zero outside, then the water passes from a liquid to a solid state (ice in puddles, instead of rain it snows). 2) If you pour water on a saucer, then after a few days the water will evaporate, it will turn into a gaseous state. JANUARY EXPERIENCE 4
5 "Dependence of snow melting on temperature" Purpose. To bring children to an understanding of the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow melts. Course: 1) On a frosty day, invite the children to make snowballs. Why don't you get snowballs? Snow crumbly, dry. What can be done? Bring snow into the group, after a few minutes we are trying to make a snowball. The snow has become plastic. Snowballs are blind. Why is the snow sticky? 2) Put saucers with snow in a group on the window and under the battery. Where does the snow melt faster? Why? Conclusion: Snow conditions depend on air temperature. The higher the temperature, the faster the snow melts and changes its properties. MAY EXPERIENCE 1 "Sand" Purpose. Consider the shape of the grains. Materials. Clean sand, tray, magnifier. Process. Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It may be different; tell the children that in the desert it is shaped like a diamond. Let each child pick up the sand and feel how loose it is. Outcome. Loose sand and its grains of sand come in different shapes. MAY EXPERIENCE 2 "Sand cone". Purpose: To show that layers of sand and individual grains of sand move relative to each other. Equipment: 1. Dry sand. 2. A tray on which you can pour sand. Experiment: We take handfuls of dry sand and slowly pour them out in a trickle so that the sand falls in the same place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then in one place, then in another place, “slips” will occur - the movement of sand, similar to a current. Why is this happening? Let's take a closer look at the sand. What does it consist of? From individual small grains of sand. Are they bonded to each other? No! Therefore, they can move relative to each other. Conclusion: Layers of sand and individual grains of sand can move relative to each other. MAY EXPERIENCE 3 "Scattered sand" Purpose. Set the scattered sand property. Materials. Sieve, pencil, key, sand, tray.
6 Process. Level the area with dry sand. Pour the sand evenly over the entire surface through a sieve. Dip the pencil into the sand without pressure. Place a heavy object (such as a key) on the surface of the sand. Pay attention to the depth of the trace left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink about twice as deep into scattered sand as it does into scattered sand. The imprint of a heavy object will be noticeably more distinct on thrown sand than on scattered sand. Outcome. Scattered sand is noticeably denser. This property is well known to builders.
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Experimental activities in the preparatory group of the preschool educational institution
Experiments and experiments in the preparatory group of the preschool educational institution
Relevance:
The child cognizes the world in the process of any of his activities, but it is in the cognitive-research activity that the preschooler gets the opportunity to directly satisfy his inherent curiosity.
Observation of the demonstration of experiments and a practical exercise in their reproduction allows children to become pioneers, researchers of the world that surrounds them. An effective method of cognition of the patterns and phenomena of the surrounding world is the method of experimentation.
Experimentation, as the main leading activity in the cognition of the world around us during preschool childhood, equally affects the development of the child's personality as well as play. Ideally, the presence of these two truly childish activities is a favorable condition for the development of preschoolers.
In the process of experimentation, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation.
Experimental activity allows you to combine all types of activities and all aspects of education, develops observation and inquisitiveness of the mind, develops the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality.
Target: Development of experimental - experimental activities, through the study of the properties of snow and ice.
Tasks:
Learn what snow is and how it is formed.
Find out why snow is white.
Consider the shapes of snowflakes.
Learn about the properties of snow.
Determine the purity of the ice.
Cultivate love for nature.
Based on my experience, I made a selection of experiments that can be carried out in the winter season with older preschool children. After all, the Sorceress - Winter has a lot of interesting, informative and curious things for children.
Experience number 1. "What properties?"
Purpose: To compare the properties of water, ice, snow, to identify the features of their interaction.
Problem: "What properties?"
Materials and equipment: Containers with snow, water, ice.
Stroke: An adult invites children to carefully consider water, ice, snow and tell how they are similar and how they differ; compare which is heavier (water or ice, water or snow, snow or ice); what happens if they are connected (snow and ice will melt); compare how the properties change in the combination: water and ice (water remains transparent, it becomes colder, its volume increases, as the ice melts, water and snow (water loses transparency, it becomes colder, its volume increases, snow changes color, snow and ice (do not interact).
Experience number 2. "Wonderful bag"
Purpose: To teach to determine the temperature of substances and objects, to develop logical thinking, the ability to compare. Encourage children to examine and determine the qualities of objects, maintain interest in the knowledge of the surrounding reality by posing problematic questions.
Material: Objects made of metal, wood, pouch
Stroke: The teacher invites the children to get objects from the bag one at a time. “Cold objects are put together and find out what they are made of. (from iron).
Similarly, children take wooden objects out of the bag.
An adult offers to hold objects in his hands. What have they become?
If objects are kept outdoors for a long time, then objects made of what material will become colder?
Conclusions: Metal objects cool faster and warm up more slowly.
Experience number 3. Why is snow soft?
Purpose: To improve children's knowledge of snow.
Problem: Why is snow soft?
Material: Shovels, buckets, magnifying glass, black paper.
Course: Invite the children to watch how the snow is spinning and falling. Have the children shovel the snow, and then carry it with buckets to a pile for a slide. Children note that snow buckets are very light, and in summer they carried sand in them, and it was heavy. Had to carry buckets together. What's the matter?
Then the children examine the snow flakes that fall on black paper through a magnifying glass. They see that they are separate snowflakes clasped together. And between the snowflakes there is air, therefore, the snow is fluffy and it is so easy to lift it.
Conclusion: Snow is lighter than sand, as it consists of snowflakes, between which there is a lot of air. Children supplement from personal experience, they call what is heavier than snow: water, earth, sand and much more.
Depending on the weather, the shape of snowflakes changes: in severe frost, snowflakes fall in the form of solid large stars; in mild frost, they resemble white hard balls, which are called cereals; in a strong wind, very small snowflakes fly, as their rays are broken off. If you walk through the snow in the cold, you can hear how it creaks.
Experience number 4. Where are the rays?
Purpose: To show children that the shape of snowflakes changes depending on the weather.
Problem: What determines the shape of a snowflake?
Material: Dark cloth, magnifying glass, turntables.
Move: Let the children watch the wind. Mark its strength and direction with turntables. Ask the children if they think this affects the snowflakes that are falling now. The children make their guesses.
The teacher offers to examine them on a dark canvas, through a magnifying glass.
Conclusion: Snowflakes are very small and you can’t just see the rays, with a strong wind there are no rays, they broke due to the wind.
trees have protection - a fluffy snow cover.
Experience number 5. "Colored Icicle"
Having seen enough of the snowflakes, we decided to grow a colored icicle with our own hands. To do this, with a thick needle, we make a hole in the bottom of an empty tetra bag and pull a thread into it. We bring the needle out through the side wall and fasten the thread to the knot. Now we hang our blank on the street and pour tinted water into the bag (use a funnel for convenience). If you want to make an edible icicle, use juice instead of water.
Water flows out through the hole below and, going down the thread, drips onto the ground. After some time, the water cools down enough and begins to freeze to the thread. The result is a long icicle, the thickness of which will depend on the width of the hole in the bottom and the temperature of the water poured into the bag.
Experience number 6. "Freezing of liquids".
Purpose: To introduce children to various liquids, to identify differences in the processes of their freezing.
Problem: Which liquid freezes the fastest?
Material: Glasses with the same amount of ordinary and salt water, milk, juice, vegetable oil.
Action: Children examine liquids, experiment with them and determine the differences and general properties of liquids (viscosity, ability to take the form of a container). Children take out cups with various liquids in the cold. After the walk, the children examine and determine which liquids are frozen and which are not.
Conclusion: Liquids freeze at different rates, some do not freeze at all. The thicker the liquid, the longer the freezing time.
Experience number 7. "Snow melting speed"
Which snow will melt faster, fluffy or compressed into a ball? We collected 2 cups of snow and compacted one well. Both were brought into the house and left on the table. As a result, when only water remained in a glass of fluffy snow, a lump of wet still lay in the second glass.
Why did this happen, because visually it seemed that there was more fluffy snow? Loose snow contains a lot of air, which is essentially a gas. The gas heats up faster and, accordingly, transfers this heat to individual snowflakes, which turn into water. There is little air in dense snow, so it melts more slowly, mainly from the periphery.
Experience No. 8 "Drawings on milk"
Important! Skimmed milk will not work for this experiment. You can only use whole!
Colored milk looks very interesting and unusual, the colors of which will move, fancifully mixing with each other. For this experiment, you need to pour some whole milk into a plate and add a few drops of food coloring to it. Separate areas of the liquid will turn into different colors, but the spots will remain motionless. How to set them in motion? Very simple. It is enough to take a small cotton swab and, having previously dipped it in detergent, bring it to the surface of colored milk. By reacting with the milk fat molecules, the detergent molecules will make it move.
["Winter"
There are trees in hoarfrost -
Either white or blue.
Pillars bluish
There are smokes over the huts.
And everything in the world in hoarfrost -
Either white or blue.
Thank you for your attention!
Polishchuk Natalya Vladimirovna, educator MBDOU d / s No. 6 st. Novominskaya, Kanevsky district, Krasnodar region.
Target. To acquaint children with such a natural phenomenon as a volcano, its structure. Contribute to the accumulation of ideas about the world around. Show children an experiment - a volcanic eruption. To expand children's ideas about the world around us and human health through experimental activities with an egg. Introduce new properties: milk can change color, determine the fat content of milk. Continue to teach children to see the problem, build hypotheses, make generalizations. Form conclusions based on the results of the experiment, based on previously obtained ideas and your own assumptions.
Publication date: 20.02.2018
Synopsis of OD on experimental activities in the preparatory group
"We are scientists"
Integration of educational areas:
cognitive development,
social and communicative development,
speech development,
physical development,
artistic and aesthetic development.
Types of children's activities: cognitive-research, communicative, game, productive.
Target.To acquaint children with such a natural phenomenon as a volcano, its structure. Contribute to the accumulation of ideas about the world around. Show children an experiment - a volcanic eruption. To expand children's ideas about the world around us and human health, throughexperiential activity with egg . Introduce new features : milk can change color, determine the fat content of milk. Continue to teach children to see the problem, build hypotheses, make generalizations. Form conclusions based on the results of the experiment, based on previously obtained ideas and your own assumptions.
2. To educate the social and personal qualities of each child nka: communication skills, independence, observation, elementary self-control and self-regulation of one's actions, curiosity, mutual assistance, ability to work in a team. Cultivate interest and desire to develop your horizons.
3. To develop children's cognitive activity, mental and mental capabilities: analysis, comparison, conclusions in the experiment "Rain in a glass".
To develop the cognitive activity of children in the process of independent performance of experiments.
Equipment:Vessels of water, red, green, blue paint, soda, detergent, disposable plates, measuring cups, tray, volcano model, teaspoons, napkins, cotton buds, volcano slides, vinegar, pipettes, gel balls, easel, bathrobes (for children and educator, emoticon emblem, shaving foam, egg, matches, water bag, colored pencils, vegetable oil, aspirin, knitting needle, balloon, bowl of water, flowers, magician.
Technical equipment: laptop, multimedia projector, presentation "Volcanoes", musical accompaniment, video message
Vocabulary work: dormant volcano, active volcano, cone shape, funnel, volcano crater, lava.
Preliminary work: Examination of books about the world around us, about volcanoes, natural phenomena.
Verbal methods: clarifications, polls, art word, conversation, questions, encouragement
Practical Methods: joint actions of the educator and children, schemes for conducting experiments.
The course of educational activities.
1. Introduction.
The children enter the room.
The teacher invites everyone to stand in a circle and play.
The game is a welcome.
Hello guys. I am very glad to see you, and I invite you to an interesting lesson. I'm in a great mood today (showing). Because the sun is shining brightly, it gives me a good mood, there are friendly faces in the hall. And I want to give you guys a good mood too (gives emoticons)
Milena, tell me, what is your mood? (good). My good mood plus your good mood are already two good moods.
And you, Masha, what mood? (excellent) Join us, etc.
Look, we have a wonderful team. I hope that now you will become my real helpers.
And now let's give everyone sitting in this hall our mood at my expense: “One, two, three, give me a mood” (blow on the palms.) Well done!
Kids, do you like experimenting? (Yes.)
Then I suggest that you go with me to a scientific laboratory. What is a laboratory? (children's answers). What do they do in it? Who works there?
Do you know how to behave in the laboratory?
1. Do not touch devices and tools without permission.
2. Do not taste or smell the substance.
3. Do not perform unknown experiments with substances. In the laboratory, certain rules: observe silence, do not interrupt each other, do not interfere with each other, work quietly, carefully, carefully.
Today we will make a fascinating journey to the scientific laboratory to my friend professor. There you will learn a lot of new and interesting things and even experiment yourself like real scientists. Do you want to become real scientists? (Yes).
Then let's get ready for our journey and put on special clothes (dressing gowns and caps).
Now you and I are really ready to go to the laboratory.
(Mysterious music playing)
Everyone closed their eyes together
And we'll circle in place.
Twirled, twirled
And now they've stopped
And now they've stopped
And they turned into scientists (the curtain opens)
The eyes open
And miracles continue.
2. The main part.
So we ended up in the scientific laboratory of Professor Akaky Doromidontovich Menzurkin.
Hello professor! (silence)
It's strange, why isn't it there?
(A signal sounds, a video with a professor appears)
Professor:Good afternoon, Natalya Vladimirovna, hello guys, hello guests. I'm sorry that I can't meet you. I was urgently called to the main laboratory. But I did not forget about you and prepared everything for interesting experiments. You can find my tips on the interactive whiteboard screen. I wish you success in your scientific experiments.
(Beep sounds, video fades)
Thank you dear professor. Guys, I think that we are with you
we will do an excellent job, and we will leave the results of our experiments to the professor.
Child:
To become a friend of nature
Know all her secrets
Unravel all mysteries
Learn to observe
Together we will develop quality - mindfulness,
And it will help you to know
Our observation.
Educator:
Everyone to the lab today
I invite you to come
More interesting adventure
You guys can't find it!
Become one after another
Take a firm hand
Let's go friends
You can't fall behind!
(Children sit down on soft modules)
Now listen and say what it is about:
Well, of course it's a miracle.
Here, for a century
Even in the hottest summer
At its top is snow. (Mountain)
Raise your hand, who has seen the mountains?
Who knows what a volcano is?
I will tell you the legend of the volcano. There lived a god named Vulcan. AND
he liked blacksmithing: to stand at the anvil, to beat with a heavy hammer on red-hot iron, to fan the fire in the forge. He built himself a forge inside a tall mountain. When Vulcan worked with a hammer, the mountain trembled, from the base to the very top, and the rumble and rumble were carried far around. Hot stones and ashes flew from the top of the mountain with a deafening roar. “Volcano works” - people said with fear and went to live away from this place. Since then, people began to call all fire-breathing mountains volcanoes.
Do you want to see volcanoes? Then come to this table. We will now look at photographs of volcanoes on the interactive whiteboard screen.
Presentation: "Volcanoes".
Look, this seemingly ordinary mountain is called a dormant volcano.
And this is a mountain with lava erupting from it, fire and smoke - this is an active volcano.
What shape are all volcanoes? What is it called? (Cone.)
All volcanoes are cone-shaped. Pay attention to the top of the mountain, what does it look like? (Funnel).
The top from which a volcano erupts is called a crater.
Let's take a closer look at it. The crater of the volcano looks like a huge bowl, at the bottom of this bowl there is a huge hole that goes deep into the volcano. The fiery liquid that comes out of a volcano is called lava.
How many new words did you learn in class?
Would you like to get a glimpse of a volcanic eruption at least with one eye?
Look at the layout of the mountain I made, but this is a dormant volcano, and we need it to become active. Guys, maybe you know how to do this? Let's try to think.
We know that when a volcano erupts, lava is ejected. What is it like if it flows along the slopes of the mountain? (liquid). So, inside our mountain we must place a liquid. What, for example? (water)
If we pour ordinary water, then it will be able to flow out (no).
But how can we make the water break out? (must be mixed)
We'll have to turn to the professor for a hint. Let's look at the computer screen.
On the screen, the scheme of the experiment
Guys, do you remember what substances we are going to use now?
Now let's go through Volcanic eruption experiment.
Tell me what happened now?
And why did it happen?
Did you like our experience?
I think the professor would be interested to see our results.
(A balloon flies into the hall with a riddle attached)
Educator: Oh, guys, look what else the professor came up with. What a beautiful ball, and he brought us something (makes a riddle).
Not snow
And always white.
Even though it flows
Not water. (Milk)
I understood everything, Professor Menzurkin suggests doing an experiment with milk.
Guys, do you like to draw? What can you draw on?
And I suggest you draw on milk. Do you want to learn?
2 Experiment with milk.
caregiver: Since the work is done, you can relax
Fizminutka.
Once. Two. Three. Four five
Worked for five.
We can also rest
Let's put our hands behind our backs
Let's raise our heads higher
And easy, easy to breathe.
We'll jump a little
shake your hands too
turn your head
all fatigue was removed by hand.
Another ball with a tied riddle flies into the hall.
The teacher makes a riddle:
me often
Asking, waiting
And just show
So they start hiding. (rain)
Experience No. 3 "Rain in a glass." Conclusion: droplets gather in a cloud, become heavier and fall to the ground.
Guys, look, Professor Menzurkin has prepared something very interesting for us.
Experience No. 4 "Helium lamp".
Educator: What good fellows you all are. Did you enjoy the experiences? I think the professor will be very pleased. You behaved so well in the laboratory, for this I invited a cheerful magician to us and he will now appear here. Will show you and our guests interesting tricks.
Music sounds, a magician enters,
Magician: Hello guys, dear viewers,
Do you want to see funny tricks?
Children: Yes!
Magician: Then sit down, do not yawn,
And watch me.
(approaches the table)
To everyone's surprise, we start the show.
Focus number 1 "Magic bag"
Magician: Guys, what do I have in my hands? What is inside?
Children: bag, water.
Magician: take a pencil, try to pierce it?
(calls the child, the child pierces and the water pours out)
Magician: and I have a magic bag of water, when you pierce it, the water does not pour.
(demonstrates)
Satisfied with the focus now?
I expect applause from you.
Focus number 2 "The ball on the spoke" (demonstrates)
Satisfied with the focus now?
I expect applause from you.
Focus No. 3 "With an egg" (demonstrates)
Satisfied with the focus now?
I expect applause from you.
Educator: Thank you, magician, you amused us, what interesting tricks you showed us.
Magician: Guys, I liked it so much, but I have to go. And I give you these balloons as a keepsake. Goodbye. (leaves).
caregiver: Well, guys, our trip to the laboratory center to Professor Menzurkin has come to an end. What did we do today? What did you like? What do you remember the most? Would you like to become real scientists?
The trip went well
everyone liked it
Strive for knowledge, otherwise it is impossible
New discoveries for you.
Now it's time to go back to kindergarten. Close your eyes and say the magic words.
Now I will turn around. And I'll be in kindergarten!
caregiver: Guys! I wish you good luck in every business and new creative discoveries.
(music plays, children leave)
Goals: formation of a holistic worldview; development of observation, mental operations (analysis, synthesis, classification, generalization); establishment of cause-and-effect dependence of natural phenomena; creation of prerequisites for the formation of educational and mental activity.
Materials: Balloon; on a string - an invitation to visit, from Archimedes two glass jars (half a liter); two eggs; a glass of salt; tablespoon; a jug of water; kinder surprise egg; paper lotus flower; aquarium with water; bottle cap; tea spoon; feather; coin; wooden spoon; pebble; two mirrors; two oranges.
Educational tasks: To teach to draw conclusions on the basis of experimental - experimental activities; exercise children in the selection of epithets, comparisons, continue to build detailed statements; create a positive psycho-emotional mood of the child.
Development tasks: To develop the search and cognitive activity of children, observation, attention, visual memory, imagination, fine motor skills.
Educational tasks: Raise interest in directly educational activities, the desire to work in a team, help each other, interest in the world around.
Educator: Guys, come up to me and see whose portrait I have? (Archimedes) A long time ago, when you were not yet in the world, your parents and even grandparents were not there, a man named Archimedes lived in the world. Guys, do you know who Archimedes is?
Children: Lived in the ancient world
- lived in Greece;
- he is a mathematician;
- is a scientist;
- he did experiments, knew a lot.
Educator: Right! This man was very inquisitive, he was interested in everything. He wanted to know how the world works, and he himself came up with many useful and necessary things ... Would you like to visit Archimedes?
Children: Yes!
A balloon flies into the group, a letter is on a string.
Educator: It turns out that Archimedes himself sent us an invitation in such an unusual way. Let's read his message.
Here is what is written in the letter: "Hello, dear guys, in order to get to the country of Archimedes, you need to unravel the secret of the egg - jumper." To do this, we will conduct an experiment.
1.Experience
On the table are empty glass jars - two half a liter. On a saucer nearby are two raw eggs and a glass of table salt, a tablespoon, a jug of tap water.
- Pour water into the first jar and lower the egg - it will sink.
- Pour water into the second jar and add 4 tablespoons of salt - the egg will float on the surface.
Educator: Now guess the secret of the egg - the jumper.
Children conclude:
It is easier to swim in salt water because any body is supported not only by water, but also by particles of salt dissolved in water.
Educator: Well done boys! Where did you meet this?
Children's answers: When we went to rest on the sea, the water in the sea is salty and it is easier to swim in such water.
Educator: Look, our egg is not simple, it also has a secret! (We imperceptibly replace the raw egg with a kinder egg - a surprise. He takes out a lotus flower from paper with twisted leaves to the center).
Something is written on the petals, but they are twisted and difficult to read.
What do we do? How to unfold leaves? Let's do the experiment again.
2.Experience:
The lotus is lowered into a basin of water. The paper gets wet, becomes heavy, and the petals "bloom".
Educator: Here is what is written on the lotus petals: "The device will lead you forward, but in order to find out what kind of device it is, you need to solve the riddle." Guys, listen to the riddle and try to solve it.
Mystery:
In my pocket -
Wonderful friend:
He knows where the north is
And knows where the south is
(Compass)
Children: Compass.
Educator: Well done! Here is our compass. With the help of a compass, you can always determine the sides of the horizon. The compass needle always points to the north. We won't get lost along the way.
Now we will do a warm-up to gain strength for the further journey.
Physical education:
"Blue water"
(Written by Y. Etin, music by V. Shainsky)
Blue water,
A field without a trace
Without end and end.
(circling in place)
Blue water,
Where are you in a hurry?
Where are you in a hurry?
(sit down, put your hands on your shoulders)
To the blue sea
Where the waves are strong
(get up, arms outstretched)
Where the waves are strong
They always splash.
(wave-like movements of the arms at chest level to the sides)
To the blue sea
Hurry up carry me
(circling in place)
Hurry up carry me
Blue water.
(Sit down, put your hands on your shoulders)
Educator: We unraveled the secrets of Archimedes. What do we need for further travel?
Children: ship.
Educator: What are ships made of? Why don't they drown? Let's check which objects sink in water and which don't.
3.Experience
: There is an aquarium with water on the table. Children take turns lowering objects: a cork, a teaspoon, a paper clip, a feather, a coin, a wooden spoon, a stone.
What items are floating?
Are they all light?
Are they the same on the water?
And if you put an object that sinks on an object that floats, what will happen?
Children's answers and summing up:
water pushes out lighter objects.
Educator: It is also important that there is a lot of air inside an object, such as a ship. It is lightweight and keeps a large ship on the water.
Children build a ship out of chairs and sit in their seats.
Educator: Crible! Krable! Booms!
Let's go on a trip! The song by Y. Antonov “Sea, sea ...”) sounds
Educator: Until our ship arrives at its destination, I suggest you play:
Game - quiz:
Children answer questions
1. Can water be hard? (Yes)
2. Can the wind work? (Yes)
3. Does water have a color, smell, taste? (No)
Educator: Did you play and rest? Well done! Stop! Arrived.
(Archimedes comes out to meet the children).
Archimedes: Hello guys! Here I am waiting for you! Your path was not easy, but you withstood all the tests, overcame everything! Well done, smart and smart! And I want to show you an amazing experience with a mirror. I managed to repulse the enemy attack with the help of this amazing item.
Do any of you know this story? ? (the child, prepared in advance, tells the story of the mirror that caused the fire) .
Archimedes: Mirrors can still increase the number of objects. Don't believe?
4.Experience:
Archimedes: Well, look ... How many oranges are there?
Children: Two.
Archimedes: (puts an orange in front of a mirror). And now?
Children: Four. ( Two mirrors stand at a right angle of 90 degrees. Archimedes puts an orange in a corner, there are three, four, eight of them.) By decreasing the angle between the mirrors, you can “increase” the number of oranges.
Archimedes: Who guessed and can explain what the secret is here?
(If the children could not unravel the secret of the mirror, then the adult, relying on the guesses of the children, explains the essence of the experience: The angle decreases between the mirrors, the reflection of one mirror is reflected in another mirror, so the number of oranges increases).
Archimedes: Your trip, guys, was a success! Did you like it? What did you like the most?
Children's answers
:...
Archimedes: I wish you all good luck and I will give you this envelope, you will open it when you return from your trip to kindergarten. Goodbye!
caregiver: Guys, say goodbye to Archimedes! Now let's close our eyes and I'll say the magic words:
Creeble, crabble, boom!
And we were back in our kindergarten group.
Now we can open our envelope. There is a letter in it, an old Chinese proverb is written here, listen:
What I heard, I forgot.
I remember what I saw.
What I did, I know!
Guys, at your leisure, think about its meaning.
See you soon!
Your good friend Archimedes!
(Summing up the session)
