Abstract of a lesson in a preschool educational institution on cognitive research activities in the senior group on the topic “Volcanoes. Abstract of the lesson on cognitive research activities
Marina Shelkovnikova
Abstract of the lesson on cognitive- research activities V senior group"Introduction to Salt"
Purpose of the study: Learn all about salt. Clarify children's knowledge about the properties of salt. Get to know the views(stone, cookery, sea) and characteristics of salt (mineral, mining, application). Develop experimentation skills. Bring up careful attitude to salt and the habits of its cultural consumption.
Integration of educational regions:Cognitive p. ; Speech river, Social and communicative river, physical river.
Dictionary: stone, cookery, sea, crystals, crystallization, mineral substance, salt mine, salt combine.
Object of study: salt.
Subject of study: special properties of salt.
preliminary work: a conversation about the use of ordinary salt at home, riddles, proverbs about salt. Didactic games "Identify by touch", "Know the Taste", reading Russian folk tale « Salt» , Czech folk tale « Salt» .
Material: illustrations, different types salt (stone, cookery, sea, coarse and fine grinding); disposable spoons and plates (according to the number of children, two glasses, a magnifying glass, a pipette, a spirit lamp.
Safety: cannot be tasted and handled with care with marine salt.
Research progress:
caregiver: Guys, today I want to talk to you about a substance with which you are good familiar. To find out what will be discussed, I propose to guess riddle: “Separately, I’m not so tasty, but everyone needs food” (salt) .
Children's answers.
caregiver: That's right, it's salt. Before I begin my story, I would like to hear what you know about salt.
Salt, one of the most important minerals on earth. A mineral is a natural body formed in the bowels of (deep in the earth) or on the surface of the earth. Where does it come from? Salt is formed in the seas, oceans, salt lakes. Photo 1. Salt formed underground, forming salt mountains (mines). Photo 2. Salt combines are used to extract salt. Photo.
For food, we use stone salt - table also known as cookery salt. The main difference between rock salt and table salt is the size. Stone salt is large, massive crystals, in contrast to table salt, the crystals of which are very small. For thousands of years people have been using salt for food. When salt was still rare, sometimes wars broke out over the possession of salt deposits. Because salt very important to a person.
At first glance, it may seem that this is a common seasoning for our food. But, not so. "Bread- salt» - this is how guests were greeted in Rus'. This wish is a symbol of friendship. save bread and salt means, be friends. Proverb "You Can't Live Without Salt" true even today. Anyone food product you can find a substitute, even bread. A person can live without salt for no more than 10 days, because digestion is disturbed. Salt necessary for the assimilation of food, for breathing, for the movement of muscles, for the functioning of the brain. A person needs only one teaspoon per day. Salt people use in everyday life, medicine, industry. Photo
caregiver: I want to tell you a lot more interesting things about salt, but that will be next time.
Fizminutka: "Salt cabbage"
We chop cabbage, chop,
(sweeping hand movements like an axe)
We mnem-mnem cabbage,
(mash cabbage)
We salt-salt cabbage,
("take" a pinch of salt and "salt")
We press cabbage, we press,
(flexion and extension of the hands)
caregiver: Now I will say magic words and you will turn into little scientists. One, two, three - spin around and turn into scientists.
I invite you to visit our laboratory.
Experiments with salt:
Plates are in front of you. salt, it is with her that we will conduct experiments with you
Experience #1: Look through a magnifying glass (similar to grains, crystals). (three slides on plates salt: fine grinding, coarse and larger size in the form of small pebbles)
Conclusion: Salt white color , consists of transparent crystals, large, small, medium-sized crystals, similar to pebbles.
Experience #2: Sprinkle salt with a spoon(salt is pouring)
Conclusion: Bulk salt
Conclusion: Salt hard, crispy
Experience No. 3 With a pipette, drop a little water on salt where did she go? (she soaked in)
Conclusion: Salt absorbs water.
Experience No. 4 Pour into a glass of water salt and mix, Now what? (salt dissolved)
Conclusion: Salt dissolves in water
Experience No. 5 Taste the water. (Water turned salty)
Conclusion: The water has become salty
caregiver: determined that salt completely dissolved in water, the color and smell did not change, but the taste of the water changed - it became salty.
Experience No. 7 (teacher show)
Evaporation of salt from water.
Target: stimulate children's mental activity and get different answers from them, and then bring to the conclusion "Water needs to be heated".
Mix a teaspoon of salt in a glass of water. Show the kids how salt dissolved in water: The water is clear and salty.
Let's heat the salt water and see what happens. Pour salt water into a tablespoon and heat on the flame of an alcohol lamp. After a while, the water boils and steam appears. In the spoon begins to appear salt.
Conclusion: water has evaporated, salt left. Of water salt obtained by evaporation.
Research Conclusion:
Salt- white crystalline powder, solid, free-flowing, odorless, soluble in water, the water becomes salty. (according to the mnemonic table)
Outcome:
What stone - mineral did we talk about today? (Salt)
What properties of salt did you learn about in the laboratory? ( white salt, consists of crystals, solid, free-flowing and soluble in water)
What experience did you watch?
Related publications:
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Synopsis of cognitive research activities in the senior group "Water Magic" Purpose: Development cognitive activity child in the process of getting to know the properties of water. Objectives: educational: clarify ideas.
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Knowledge that is gained by experience is most easily comprehended by children and is fixed by long-term memory. Older preschoolers have formed elementary research skills, they are moving on to independent planning of experimentation and are able to use various methods (including using necessary tools) check the correctness of their assumptions. Research classes in the senior preschool group become richer and more informative.
Organization of cognitive and research activities of preschoolers 5–6 years old
"Knowledge" is one of the key areas educational process V kindergarten according to FGOS. The formation and further expansion of ideas about the objects and phenomena of the surrounding world is carried out in the classroom and within the framework of programs for artistic and aesthetic development. Older preschoolers receive new information about relationships in society during conversations about social role of a person, through the performance of labor tasks and observation of people various professions. How it functions human body and what is healthy lifestyle life, it becomes clear in the classroom physical education. Responsibility for the preservation of nature is instilled in children through participation in environmental projects and events. Thus, the knowledge of the world in all its diversity is revealed to the child every day, research activity is manifested in many forms. educational activities.
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path, and the path of experience is the most bitter path.
Confucius
The purpose of organizing cognitive research activities in a preschool educational institution is the formation cognitive interests and the desire to independently search for knowledge in children. The teacher should show the possibility of obtaining information in a form that is fascinating for the child, so that he has a desire to study the intended issue, to solve the current problem.
The task of the teacher is to interest pupils in research activities, to teach them to notice interesting things in the world around them.
Age features of older preschoolers
It is necessary to plan the improvement of research abilities in older preschoolers, taking into account their age features:
- In children aged 5–6 years, attention is more stable than in younger preschoolers. At this age, the basic processes are improved nervous system, there is a self-regulation of behavior, children are less likely to overwork. About 15 minutes of educational session is allocated for actual experimentation. It is possible to observe long-term processes during walks and during experiments.
- Children are capable of arbitrary memorization. Listening to the explanations and instructions of the teacher, the pupils fix in their memory the stages and methods of action for practical work.
- The intellectual abilities of children are improved. At the age of 5–6 years, the child vividly makes assumptions, predicts the results of actions. He independently establishes causal relationships, orients himself in the temporal and spatial relations of objects.
- Expanding research interests. Older preschoolers are attracted not only by objects of the immediate environment, but also by unusual events from the past, phenomena from distant, previously invisible worlds. Children are interested in the topic of space, the facts of the prehistoric period of the Earth (dinosaurs, mammoths, primitive people), underwater depths, distant continents.
- Fine motor skills are developed, preschoolers work well with small details. They know how to deal with various tools selecting the ones needed for the study.
- Children willingly cooperate within the group. They like to independently choose partners for experiments, work in a team, distributing roles in the upcoming research activities.
The area of research interests of older preschoolers is expanding
Tasks of cognitive research activity
Classes on cognitive activity are aimed at solving a number of educational tasks:
- The formation of versatile ideas of children about objects living and inanimate nature, phenomena of the surrounding reality, relations in public life.
- Learning to build a plan for research activities, encouragement to pronounce the stages of experimentation.
- Development of skills to independently determine the research problem, put forward hypotheses, analyze the information received, evaluate the results and formulate conclusions.
- The development of cognitive and research activities in a creative way, stimulating the imagination.
- Enrichment of active vocabulary children, improving the construction of statements, the competent formulation of thoughts.
- Creating a friendly atmosphere in the group, increasing the level of cohesion, positive motivation for collective activity.
Collaborative experiments increase the level of cohesion in the group
Methods and techniques
The teacher of the senior group, organizing the research activities of children, is guided by the following criteria:
- During the experiment, the following must be observed necessary measures precautions. The teacher introduces the children to the technique of performing the study, conducts safety briefings.
- Experimentation activities should not exceed 25 minutes according to SanPiN standards. Research classes are held weekly (in the group's premises, during walks and excursions outside the kindergarten).
- During research activities, each student should receive a charge positive emotions to feel the significance of the actions performed and the result obtained.
On the implementation of the tasks set, the educator works together with the children in the classroom various kinds: on the study of the surrounding world, the formation of elementary mathematical representations, preparation for teaching literacy, speech, creative, sports and music. Children gain new knowledge during a walk, observing objects of living and inanimate nature. Senior preschoolers conduct long-term studies, recording changes in natural objects throughout the year.
During experimentation, each pupil receives positive emotions.
Among the techniques used by the teacher to develop the research abilities of children, they are relevant in working with older preschoolers:
- Cognitive and heuristic conversations. When discussing everyday situations or listening to literary work the educator builds communication with children to identify their personal experience on a specific topic. The use of visual materials (posters, diagrams, illustrations, layouts, presentation slides) helps to intensify the discussion.
The development of curiosity, research and speech skills is facilitated by heuristic conversations, which are based on problem questions (for example, "Why are wet mittens put on the radiator? Where will the mittens dry faster - on the windowsill or in the dryer? Why?").
During the conversation, preschoolers learn to ask questions and develop the ability to think logically.
- Observations. This is an active practice of research activities in kindergarten. The teacher organizes observations during classes, independent activity guys, in the corners of nature and young researcher, on walks. For older preschoolers, tasks to observe any phenomenon or processes can be given on weekends, since children are capable of conscious memorization.
Experiments with water always cause genuine surprise among preschoolers.
- Collecting. Searching for objects and compiling them into a collection develops the ability to classify in children. In the older group, it is proposed to collect grains and fruit stones, pebbles and shells, nutshells, candy wrappers, possibly on a specific topic. Children's collections are arranged in herbariums, albums, boxes with cells, an exhibition on a shelf.
Children are happy to get acquainted with ready-made collections of materials, touch and examine them.
- Experiences and experiments. The children experimented with game form in junior and middle group, and at the age of 5-6 years they have an interest in the actual experimental activity. They are fascinated by the study of features various substances(solubility of salt and sugar, attraction of metal objects by a magnet, etc.), use special tools and equipment (lenses, filters, microscope, telescope).
Older preschoolers are directly interested in experimental activities
- Project activity. Older preschoolers should be actively involved in the creation of projects. Topics of an ecological and scientific nature are taken for study: “The structure of the earth”, “Volcano”, “Solar system”, “Water purification”, “What kind of air we breathe”. The guys are working on creating layouts, information stands and posters. A presentation of the final work is organized, at which pupils tell the audience (parents, children junior groups, invited guests) about the importance of studying this topic, the tasks set, the stages of the study.
The outcome of the research project can become a thematic exhibition of drawings or crafts of pupils
Table: types of cognitive research activities of preschoolers
| Type of cognitive research activity | Examples of implementation in the senior group |
| Search and research | Joint work of the teacher and children to solve problematic issues. It is implemented in heuristic conversations (“Why are the stars not visible during the day?”, “Who is making noise in the pipe?”, “How do snowflakes turn out?”), Observations (for natural phenomena and objects, simple substances). |
| Cognitive and practical | It is carried out in the form of a referral practical activities children into research. Conducting research in the GCD classes on the outside world, observations in the corner of nature. |
| Research | Conducting experiments and experiments in the corner of research, mini-laboratories. |
| Environmental Research |
|
Environmental research project develops the cognitive abilities of preschoolers and teaches them to take care of the world around them
Types of research activities
- Classes GCD on the study of the world. The classical form of organizing cognitive research activities in kindergarten. Despite the fact that older preschoolers are able to perceive a verbal description of objects and phenomena that are outside the sensory experience of children (stories about the North Pole, about the launch space rocket, about dinosaurs) and arbitrarily memorize information, research activities will be more effective, which will arouse a genuine interest in experimentation among pupils. To this end, the teacher organizes classes using various forms activities at the stage of the motivating beginning and conducting didactic and outdoor games.
- Integrated lesson. It is a synthesis of cognitive, socio-communicative and artistic and aesthetic areas and research activities, which is implemented in the forms of work: listening to a literary text or musical composition, informative conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a versatile study of a topic or a problem situation.
For example, in the lesson "Flower-Semitsvetik" disclosure educational areas implemented in musical warm-up and drawing in non-traditional techniques(“Artistic and aesthetic”), solving problem situations and didactic games(“Knowledge”), conducting a physical education session with elements of a round dance and folk dance(“Physical”), discussion of cartoons and comic situations (“Speech” and “Communicative”).
- Non-traditional activities: quest, theatrical activity, concert, KVN, travel, Mind games(quizzes, “Own game”, “Brain ring”, “Experts are investigating”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component, pupils actively perform creative tasks and follow the disclosure of the topic.
Conducting a quiz in the older group contributes to the generalization of the knowledge of the children
The use of visual material in the organization of children's experimentation
The organization of cognitive research activities of older preschoolers is largely carried out through the perception of visual images. Visual-figurative memory remains the leading type of memory in children aged 5–6 years. The involvement of visual materials in the work stimulates interest in experimentation. It can be:
- thematic posters;
- illustrated encyclopedias;
- mnemomaps - processes and natural phenomena depicted in a sequence of pictures;
- projector slides and presentations;
- videos and cartoons.
Mnemonic cards help preschoolers remember important points research
Preparation and conduct of a lesson on cognitive research activities in the senior group of preschool educational institutions
Experimentation is an effective form of knowledge of the world, which corresponds to the development visual-figurative thinking preschoolers and combined with play activities. Pupils of the senior group explore objects consciously, the teacher transforms the question that arose in the child into a collective conversation and the search for a solution to the problem situation.
In the older group, the teacher gives verbal instructions and descriptions for performing experiments, children learn to perform research according to a graphic scheme. Live display is used to demonstrate complex experiments and in individually for kids who are having trouble. In research classes with older preschoolers, the role of such tasks as:
- Forecasting. The guys build assumptions about the results of their own experimentation, and also offer options for behavior / changes in the object of study. Examples of tasks for forecasting: “What will happen to the skating rink when the air temperature starts to rise?”, “Draw how you see tree branches with buds in 2 weeks”, “What will it become White flower if left overnight in water with blue dye?
- Fixing the results. The guys make graphic notes in diaries and observation logs, fill out the experiment card, supplement with symbols blank template experience schemes. Natural objects of research are fixed by means of volumetric drying, compilation of an exhibition-collection, herbarization.
- Construction of long logical chains. Older preschoolers can establish causal relationships consisting of 2-3 or more stages.
For example, to the question “Why did pea seeds germinate so quickly with us?” the answer may be: “In the summer we collected and dried mature peas, stored them wrapped in a cloth in a dry place, in the spring we soaked them and, when the peas sprouted, planted them in the soil, watered and loosened the bed. We have created ideal conditions for the growth of peas ”(a logical chain is built of 6 links).
Older preschoolers are independent in research and active in making assumptions
Children's research has a clear structure, which is taken into account when building a lesson / activity plan.
Table: an example of the progress of children's research in the lesson "The water cycle in nature"
| Research phase | An example of the progress of children's research in the lesson "The water cycle in nature" in the senior group |
| Questioning, problems | The motivating beginning of the lesson (a letter from Dunno, who does not understand where puddles disappear and why it rains from the sky) helps children formulate research questions: “How does water evaporate from the surface of the earth?”, “Why does precipitation fall?”. |
| goal setting | Pupils offer options for solving the problem, come to the conclusion that the transition of water from a liquid state to a gaseous state and vice versa can be observed in a mini-laboratory. |
| Hypothesis | The guys are thinking about how to make the process of water evaporation and the formation of water droplets visible (observe evaporation over a cup of boiling water, the accumulation of drops on the lid of a jar of hot water). |
| Hypothesis testing | Experimenting with water in open and closed vessels. |
| Analysis of the result | The children saw that high temperatures water passes into a gaseous state, tends upward; when the vapor accumulates and cools down, there is a transition to the liquid state of water, heavy drops fall. |
| Formulation of conclusions | In nature, water travels in a circle: from the surface under the influence of heat and sun rays water evaporates, in the atmosphere the vapor turns into clouds, cools down and returns to earth in the form of precipitation - rain, snow, hail. |
Motivating start to class
In senior preschool age children actively improve the skill of communicative interaction. The motivating beginning of the lesson is more often devoted to solving problem situations, holding conversations. Visualization remains the main method of attracting interest in educational activities; children are invited to discuss illustrations, presentation slides, and study the thematic exhibition. The extent to which the child is carried away by the question and the research topic at the beginning of the lesson determines his activity during direct experimental activity, the result in solving the problem posed, and the degree of motivation for experimentation in the future. The teacher organizes the beginning of classes in various forms, predicts a positive attitude towards the methods used by children.
An interesting beginning of the lesson increases the motivation of students for further work
Table: examples of a motivating start to classes on cognitive research activities
| Topic of cognitive research | Motivating start option |
| Expansion and refinement of ideas about the properties of a magnet (lesson GCD " magic stone- magnet") | Surprise moment. The group receives a video message from fairy tale character: he tells the guys that he has read a fascinating book (shows the cover of the book "Experiments and Experiments"), asks questions ("Do you know who the researchers are?", "Did you have to conduct experiments? What?") and reports that he sent the young a gift to scientists. Children open a box with a surprise, it contains sets with magnets and metal objects for experimentation. |
| The study of the properties of sugar (study "Homemade mass for chewing sweets") |
|
| Formation of ideas about the properties of mirrors (lesson GCD "Journey to the country of Mirrors") | Creating a Problem Situation with Elements gaming activity. The teacher demonstrates to the children with the help of a projector an excerpt from the fairy tale film "The Kingdom of Crooked Mirrors". If the guys are not familiar with the content of the fairy tale, it is worth briefly describing the situation in which the heroine Olya found herself. The teacher asks if the children would like to get into the wonderful country of Mirrors. A positive answer sounds, the pupils close their eyes, and while the magic words are sounding, the teacher exposes a door with a lock (a mock-up or a fixed poster), which the children will have to open. |
Table: card file of topics on cognitive research activities in the senior group
| Topic of the lesson | Research objectives |
| "We are Explorers", "Little Explorers" | Improving research skills: searching for information in different sources, independent choice of experimentation methods. |
| "Milk Rivers", "Milk" |
|
| "Young Explorer", "I'm an Explorer" | Acquaintance with the implementation of an individual research project. |
| "Sand and Stones" |
|
| "Fruits" | Expanding the concept of fruit: a study of the process of fruit formation, growth and maturation. |
| "Vegetables" | Expanding ideas about vegetables: researching the growth process - from germination to ripening, collecting seeds. |
| "Air Movement" | Expanding knowledge about the properties of air and how to study it. |
| "Soil Conditions" | Formation of ideas about the characteristics of the soil during different temperatures and degree of moisture. |
| "Liquid, solid, gaseous state of water" | Expansion of ideas about the states of water and the conditions for the transition from one form to another. |
| "Snowflake" | Formation of ideas about the diversity of the structure of snowflakes. |
| "Sugar" | Formation of ideas about the characteristics of sugar, its production and use. |
| "Measuring Images with Lenses" | Acquaintance with magnifying glasses and their use in everyday life and scientific activities. |
| "Ships", "Buoyancy of objects" | Development cognitive activity in the process of experimentation. |
| "Sound Research" |
|
| "Shadows on the Wall", "Shadow Play" | Expansion of ideas about light sources (natural and artificial), the ability of objects to cast a shadow. |
| "Volcano" |
|
| "The Amazing Properties of a Magnet" | Expansion of ideas about the ability of a magnet to attract objects and the use of magnets by humans. |
| "Space trip" | Formation of ideas about the cosmos, human knowledge of the Universe. |
The creation of layouts by older preschoolers introduces them to the device of a particular object of study
Temporary lesson plan in the senior group
Classes on cognitive research activities are held weekly in the first half of the day and last no more than 25 minutes in the older group (the duration of observations during a walk is 7–15 minutes). The summary of GCD and an integrated lesson with a research focus is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements.
Physical education or outdoor games are necessarily held in the middle of the lesson in order to avoid overworking the pupils.
An approximate time plan for a lesson on cognitive research activities in the senior group:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3-5 minutes.
- Building a research plan, pronouncing the stages of the experiment - 2-3 minutes.
- Physical activity (exercise, finger gymnastics, outdoor game) - 3 minutes.
- The practical part of the work is 10–13 minutes.
- Formulation of the results of the study, summing up - 1-2 minutes.
Outdoor games in the classroom allow preschoolers to take a break from intense intellectual activity
Table: examples of a temporary lesson plan on various topics
| Topic of the lesson | Organizing time | Motivating start | Building a research plan | Physical activity | Productive experimentation | Formulation of conclusions |
| "Unusual in the ordinary" (expansion of ideas about the properties of salt) | 1 minute. | Creation of a problem situation. Dunno comes to the group, he did not cope with his homework and is afraid to go to class. And it was asked to study the properties of salt, then to solve the problem. The guys agree to help Dunno. 3 minutes. |
2 minutes. | Kinesiology massage "We rub and warm up the hands." 3 minutes. |
Experimenting with salt. 13 minutes. |
2 minutes. |
| "Visiting the Snow Queen" (expansion of ideas about water in a solid state) | 1 minute. | game situation. The audio recording “Snowstorm” sounds, the lights go out in the room. When the lamp is lit, the teacher reports that the children have entered the kingdom of eternal winter, where The Snow Queen(view presentation). 4 minutes. |
2 minutes. | Mobile game "Penguins on an ice floe". 3 minutes. |
Ice experimentation. 13 minutes. |
1 minute. |
| "Space through the eyes of children" | 1 minute. |
|
2 minutes. | Physical education minute "Training of astronauts". 3 minutes. |
Making layouts on the topic of the study. 12-13 minutes. |
1 minute. |
Table: an example of a summary of cognitive research activities in the senior group (fragment)
| Author | Orlova G. M., educator, GBOU secondary school No. 1355, preschool department, Moscow. |
| Name | "Water Laboratory" |
| Target | Expand and consolidate children's ideas about the properties of water. |
| Tasks |
|
| Equipment and materials |
|
| preliminary work |
|
| Methodological techniques |
|
| Lesson progress | The first part (informational and cognitive).
Greeting guests.
Q: What is a globe? (This is a model of the Earth). That's right, children, the globe is a model of our planet Earth in a reduced form. Look how colorful it is. What colors do you see on it? (Blue, yellow, green, brown). What do you think is depicted on the globe in green? Yellow? Brown? Blue? (Forests, mountains, deserts, seas and rivers).
<… Что объединяет все наши отгадки? (Это вода). Как вы уже знаете, вода может быть в разных состояниях. Каких? (Ответы детей). Правильно, она может быть жидкой, твёрдой и газообразной…>
Summary of the lesson. |
The work of the circle on research activities in the senior group of kindergarten
The need to acquire new knowledge and the desire for experimentation are the natural needs of older preschoolers. They are interested in the structure of the material world, the causes of phenomena, the interaction of objects.
The significance of children's experimentation in the development of the personality of a future first grader, motivation for successful learning is considered in numerous works of teachers and psychologists.
For the functioning of the circle of cognitive and research orientation, the following conditions must be met:
- study by the teacher of methodological literature on the subject of the circle;
- development of a circle program, taking into account the age characteristics of older preschoolers, drawing up calendar and thematic planning;
- compiling a card file of experiments and experiments;
- designing a corner of research activities in the premises of a group or a separate experimental laboratory;
- preparation of the material base of the circle.
The leader of the circle should encourage pupils to ask questions and learn to formulate conclusions.
Be sure to familiarize children with safety precautions during the experiments, the basic rules should be spoken out together with the pupils. The corner or laboratory should contain special materials and tools. They are in a place accessible to children, in signed boxes or boxes. Children can always take any object from the rack for self-study. The equipment of a research corner or laboratory consists of:
- natural materials (sand, stones, shells, clay, soil, wood samples, nutshells, leaves, seeds);
- instruments (rulers, magnets, lenses, spyglass, scales, microscope, thermometer, lamps);
- vessels and containers (jars, beakers, flasks, glasses, bowls);
- medical materials (rubber gloves, tweezers, syringe, cotton wool, bandage, gauze, pipettes);
- bulk substances (sugar, salt, potassium permanganate, food coloring, flour);
- special clothing (robes, aprons, goggles, hats);
- cards and journals for recording research results.
Photo gallery: examples of the design of circle activities of a research orientation
Accessibility is one of the principles of the functioning of the material base of the circle An aquarium for observing fish can be located in the research corner The young scientist’s corner attracts preschoolers with a variety of materials It is convenient to store materials for experiments in transparent containers Bright equipment will not leave any pupil indifferent A small rack Pupils must be careful and maintain order in the research corner When working with glass test tubes, pupils must strictly observe safety requirements In the center of knowledge and experimentation, the guys make observations and learn to take care of plants
Examples of organizing experimentation in the senior group of preschool educational institutions
We offer you to get acquainted with the experience of conducting classes on research activities and experimentation with children 5-6 years old.
Video: research activity "Sorceress Water"
https://youtube.com/watch?v=Gz-zAx4Wo1Q Video can't be loaded: MAGIC WATER - Exploration Activity (https://youtube.com/watch?v=Gz-zAx4Wo1Q) https://youtube.com/watch?v=c8oVR8-xuK8 Video can't be loaded: Experimental activity. Volcano (https://youtube.com/watch?v=c8oVR8-xuK8)
Video: presentation "Experimental activities of older preschoolers"
https://youtube.com/watch?v=7ydTbumDZfA Video can’t be loaded: Kindergarten Experiential Activities, Older Age (https://youtube.com/watch?v=7ydTbumDZfA)
During the experiments, the child's need for active knowledge of nature and the immediate environment is satisfied. At the senior preschool age, children's curiosity expands, there is an interest in the events of the past, distant countries, and the structure of the Universe. Many discoveries are to be made by young researchers, and experiments in kindergarten develop mental and creative abilities, the ability to independently search and find the necessary information.
Share with friends!A wide range of ready-made class notes and GCD for experiments and magical transformations with ordinary objects, things, substances of natural and artificial origin. The secrets of entertaining tricks that will not only arouse the joy and interest of children, but also contribute to the assimilation of new knowledge about the world around them.
Clear step-by-step descriptions of experiments that can be set up without resorting to significant material and technical costs. Research activities that will help form children's ideas about living and inanimate nature, about the relationship and interdependence of objects and phenomena; that will support and enhance their cognitive interest.
Welcome to the MAAM Young Explorers Club!
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All sections | Research activity. Summaries of classes, GCD
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Synopsis of directly educational activities on experimental work in the senior group
Topic: “Salt and its properties. Drawing with salt "
Prepared by: Gazizova T.D.
2018
Subject : “Salt and its properties. Drawing with salt "
Target : to promote the cognitive and research activities of children through elementary experimentation: the ability to conduct experiments, express their assumptions, demonstrate the result with the help of actions and words; develop a holistic perception, the ability to reproduce a holistic image of an object, develop imagination, creativity, cultivate interest in an unconventional type of drawing-drawing with salt and with pva glue.
Class type : integrated.
Equipment : a letter from aliens in a beautiful unusual envelope, a photo drawing of an alien, 1 glass of clean water, 1 glass of salt water, a pack of salt, a teaspoon, a lighter, PVA glue according to the number of children, 1 egg, a jar of salt, a sequence plan drawing with salt, colored cardboard boxes of dark, purple color, graphite pencils according to the number of children.
Course progress.
Children stand in a circle.
Educator:
“All the children gathered in a circle,
You are my friend and I am your friend.
Let's hold hands together
And we smile at each other.Close your eyes)
One, two, three - magic come soon! "(open your eyes)
Guys, look around. Have you guessed where we are now?
Yes, we are in our magical laboratory. Sit back in your seats and we'll start experimenting. (knock on the door, pass the letter to the teacher)
Oh guys, look, we got a letter(showing a letter with an unusual envelope ). Let's see who is it from?
Letter : “Dear Earthlings! We are asking you. We heard that you have delicious food on Earth, and all this is because they add to foodsalt when cooking. We were interested in this substance, the so-called "salt", what properties does it have, and what else can be done with it unusual? And we would like to know more about it…”
Educator:
So we were puzzled ... Guys, we first need to find out what salt is and what properties it has.
What is salt? ( children's answers )
Right. Salt is the only mineral stone used by man for food, in a "natural" form - without processing. In nature, salt occurs in the form of the mineral halite - rock salt. (showing a picture )
To learn more about salt and answer the letter of aliens, we will conduct experiments.
Experiences.
№1. What color is the salt? (white color ).
№2.-Does it have an odor? Smell.No smell.
№3.-What does it taste like? (salty, bitter, sour )
№4.-Let's blow on the salt and see what happens?particles of salt scatter - loose salt.
№5.-Pour some water into a jar of salt, where did it go? (water soaked in salt)
№6.-And if you pour a lot of water, what now? (salt dissolved)
№7.-And now we take a drop of salt water on a spoon and heat it up on fire. (a drop of salt water on a spoon, a lighter ).Remember guys that we always conduct experiments only with adults.
Here, the water evaporated, but the salt remained. This means that salt dissolves in water, but does not evaporate.
№8.-
We take a raw egg, 2 glasses of water, in the first glass there is clean water, and in the second it is very, very salty.
1. Put a raw egg in a glass of clean water - the egg will sink to the bottom of the glass.
2. Dip the egg into a glass of salt water - the egg will float on the surface of the water.
Salt increases the density of water. The more salt in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person without any effort can lie on its surface without fear of drowning.
Physical education:
Get up quickly, smile
Higher, higher, pull up.
Come on, straighten your shoulders
Raise, lower
Turned left, turned right
They touched their hands with their knees.
Sit down, get up, sit down, get up
And they ran on the spot.
Anchoring
Now let's play the game "Tell the word"
Didactic game "Tell me a word"
White salt... colors .
Salt has no... smell.
Salt to taste... Salty.
If you inflate on salt, then particles of saltscatter meaning salt... loose
Salt in water... dissolves , but not … . evaporates .
Salt makes water...denser.
Here, guys, we have found out many properties of salt, I will definitely write an answer to the letter of aliens. And now the most interesting thing, we will draw a space landscape with salt and pva glue as a keepsake, and also send it by letter.
Drawing according to the plan. space landscape .
Pour on top, not necessarily trying to get on the glue. When shaking off, the salt will still remain on the lines of the drawing..
Gently shake off excess by tilting the sheet and lightly tapping it from the back. We remove excess salt from the table in a bucket.
We take watercolor paints, a brush and start the creative process
Outcome.
- What did you learn in the lab today?about the properties of salt)
How did we learn about the properties of salt?conducted experiments )
Guys, salt is necessary for all people. If the food is unsalted, it is completely tasteless, fresh. Salt is good for humans if used in moderation.
Thank you all for your attention!
Target:
- introduce children to the properties of ice: slippery, fragile, light, has the shape of a container in which water is frozen, quickly melts in hot water.
- learn to establish the relationship between natural phenomena on simple experiments.
- to promote the development of cognitive interest among preschoolers and stimulate children's intellectual activity.
Cultivate a friendly attitude towards each other, a desire to help; taking care of your health and life.
Equipment: disposable tableware: small plates, deep plates, spoons, glasses, white coats, napkins.
Material: warm water, cold water, ice cubes.
The course of the lesson in the senior group of kindergarten
Introductory part
Greetings.
The first part: (informational and educational)
Educator. - Kids, tell me, what time of year is it? (children answer)
Why do you think it's winter now? (children's reasoning)
Children, this morning the postman brought us a letter, but it has no address. (the teacher takes out the image of the Snow Queen from the envelope)
Who do you think this letter is from? (children answer)
The teacher reads the letter.
“Dear children, I invite you to my kingdom, the ice laboratory. Interesting discoveries await you. I am sending you my photo.
Where do you think the Snow Queen lives? (children's answers)
Let's remember what a laboratory is. (room where research is being done)
Children, do you want to get into the laboratory?
And to get there, you need to close your eyes, and I will say the magic words:
"I'll take a wand in my hands
I will summon the magic
A miracle will come to visit us,
They'll take us to the lab."
Here we are at the place. Look, everything here is made of ice, so be careful. Let's remember the rules of behavior in the laboratory. (Teacher shows signal cards)
You can't speak loudly.
Why? (children's answers)
You can't run or push.
Why?
Be careful and listen carefully.
Why?
Okay, well done. Now I think we can take our seats. (Children put on bathrobes and sit at the tables)
Main part
Part II: Practical (Experimental)
Little ones, in this letter the Queen has written us the tasks that we must complete.
Experience #1
Check: ice - slippery?
Children take an ice cube, put it on a plate and run their finger over the cube. The finger slips.
So what is ice? (slippery)
If the ice is slippery, when can it be dangerous?
What pleasure does ice give us? (consideration of illustrations. A card with the result of the experience is displayed)
Experience No. 2
Check: Is the ice brittle or not?
Children break a piece of ice with their hands.
Kids, what did we just check? (children's answers)
Where could you see it? (children's answers, looking at illustrations)
Can you walk on ice? (children guess)
Why? (children's answers. A card with the result of the experience is displayed)
Experience No. 3
Kids, let's make an ice gift for the queen, shall we? Here are the forms. What do they look like? (strawberries, grapes, apple) Pour colored water into these molds and put them in the refrigerator for a while. And then we'll see what we get.
Physical education minute
La-la-la, la-la-la, (Connect the fingers of both hands with pads and round (in the form of a ball, clouds)
A cloud floated across the sky.
Suddenly from a cloud above the ground (Raise your hands up, spread your fingers to the sides)
A swarm of snowflakes flew. (Turn the hands, slowly lowering the hands)
The wind blew, buzzed - (Blow on the hands, round the lips and slightly stretch)
A swarm of snowflakes flew up. (Shake the hands, rotating and lifting them up).
The wind is spinning with them, (Rotate with your hands, spinning in place, around you).
Maybe make friends.
Experience No. 4
Let's check if the ice is sinking or not? Take deep bowls of water and carefully place an ice cube in the bowl. What's happening? (Ice does not sink in water)
What does it mean? (Ice is light)
What if it were the other way around? (ice would sink in water)
And who lives in the rivers? (children's answers)
And what would happen to the inhabitants of the rivers? (the water would freeze and the fish would die)
So, the ice is light and does not sink in water, and the inhabitants of the rivers feel good in winter.
A card with the result of the experience is exposed.
Experience No. 5
We need to check where the ice will melt faster: in warm water, cold water or in an empty glass. (There are glasses with cold and warm water in front of the children, as well as an empty glass. Children put an ice cube in each of the glasses. Watch what happens. Children's answers. A card with the result of the experience is displayed)
Where could you see this in your home life? (children's answers)
And now, perhaps, we can bring our ice sweets.
Do lollipops look like these shapes? (Similar)
What does it mean? (when water is poured into some form and placed in a cold place, the water will turn into ice and will be of the same shape)
Can babies eat that cold candy? (No you can not)
Why? (because you can get sick)
Yes, kids, that's right. Children cannot eat it.
Educator. - Children, we have completed all the tasks of the Snow Queen and we can return to the kindergarten. Close your eyes and I'll say the magic words:
"Krible, Krable, spin,
And be in the garden."
Final part
Kids, it’s not for nothing that we depicted all the results of our tasks on such charming crystals. And in order to remember the properties of ice even better, we must put these crystals into a large crystal.
Outcome. Reflection
Children make "puzzle crystals" into one and explain what each image means.
So what is the danger of ice? (children's answers)
What joy does ice bring us? (children's answers).
