Presentation on the project "treasures of the earth" in the preparatory group of the garden. Synopsis of the game educational situation in the senior group on the world around "Natural materials: stone, clay, sand

"Comparison of sand, clay and stones"

preparatory group
Educator-ecologist

Kournikova I.P.

Program content. Clarify children's ideas about the properties of sand, clay, stones, learn to compare materials, correctly name all their features, in accordance with their properties, use in crafts. Introduce children to hourglass, develop a sense of time, creativity in modeling, the ability to correctly name different phenomena, explain them.

Material. Stones and clay (for each child), dry sand in a bowl, hourglasses (for 1 and 10 minutes), a large jar of water, 2-3 nails, a hammer, modeling boards, plywood or a tray for collective modeling, prize chips .

Lesson progress

l-th part. Children sit around one large table. The teacher divides them into two teams and gives each team a name. Holds a competition: offers to compare materials in pairs - sand (dry) and stones, sand and clay, stones and clay. With each pair of materials, experiments and sensory examination are carried out: children examine them, feel them, try to pour, press, hammer in a nail, listen to the knock when a stone, a piece of Clay falls, the rustle of a stream of sand. Comparing stones and sand, the teacher conducts an experiment - finds out which is harder: he pours sand and stones into a jar of water, mixes everything with a stick. Children observe how materials settle to the bottom (the experiment is carried out 2-3 times), they conclude that stones are heavier than grains of sand, they settle earlier. In the competition, teams answer in turn, for each correct answer they receive a chip. The teacher strictly observes the rules of the competition.

2nd part. Physical education: children stand up, count chips, determine the results of the competition. The winning team makes a lap of honor, the other team applauds.

3rd part. The children sit down. The teacher clarifies in a conversation how and why people use natural materials (sand, clay, stones), then demonstrates an hourglass. Children watch for 1 minute the movement of sand. Then the teacher puts another hourglass, offers to mold any pet, bird in 10 minutes, and at the same time he makes a plywood barnyard fence out of clay and stones. After the time has passed, he draws the attention of the children to the fact that ten minutes is a lot and together they managed to make a whole herd of different animals during this time. Everyone places their products in the yard. In the future, the teacher allows the children to play with crafts.

Explanatory note

Relevance

Conducting classes on the module “Sand. Clay. Stones" in senior group is an integral part of all work environmental education and the development of interest in preschoolers. The tasks set in the lesson become more complicated, as the teacher is interested in the child, it would seem at first glance, a boring topic.

In addition to generalized knowledge about the subject of research, there is an accumulation of specific ideas about inanimate nature, experience of experimentation is replenished. solved important task– development of skills and improvement of its methods.

Particular attention is paid to the development of skills to purposefully consider, analyze, compare objects of nature, establish deeper connections, and make generalizations.

Taking into account the need to prepare children for school, in the older group of the kindergarten, a variety of teaching methods are included in the lesson for this module: visual, verbal and, very importantly, practical.

Since the game is the most natural and joyful, forming the character of children, classes on the module “Sand. Clay. Stones” is planned to be held only in game form. Games are selected in such a way that they would have an active and developing game activity in accordance with the educational tasks set.

Classes on this module can be carried out both indoors and outdoors: the site and beyond.

In the classroom, natural material is also used directly, a collection of stones and a large number illustrations, videos.

Calendar-thematic planning module “Sand. Clay. Stones»

Planned results of mastering the program for the module “Sand. Clay. Stones":

By the end of the year, the child should be able to:

Observe, analyze, compare, highlight the characteristic, essential features of objects and phenomena, generalize them according to these features;

Use special terminology;

With the help of an adult, and then independently identify and pose a problem that needs to be solved;

Prove possible solutions draw conclusions from the data;

Follow verbal instructions given by an adult;

By the end of the year, the child should know:

On the use by man of the factors of the natural environment;

Various properties of substances;

Some properties of the soil and its constituent sand and clay.

In a playful way, consolidate the knowledge of children about inanimate nature, about the properties of sand, clay, stones.

Develop attention, memory, thinking and tactile sensations.

Games on the theme: "Sand, stones, clay"

Theme: "Remember the fairy tale"

Target: develop attention, memory, thinking.

Material: cards with a red circle, cards with excerpts from works.

Game progress:

The educator calls or reads passages from famous fairy tales("Mistress copper mountain», « silver hoof”,“ The Wizard of the Emerald City ”,“ The Three Little Pigs ”). The task of the children is to remember which of them speaks of stones. If the teacher named the desired fairy tale, the children clap their hands or raise a card with a red circle.

Theme: "Rock, scissors, paper"

Target: develop attention, speed of reaction, thinking, the ability to prove one's case, to follow the rules of the game.

Game progress:

This game can be used as a warm-up. Children are divided into two groups of two or three people and agree on what movements they will designate these objects. For example, open palms- paper, clenched fists - a stone, two straightened fingers (the rest are clenched into a fist) - scissors. An adult says: "Rock, scissors, paper!", Hearing the last word, the participants in the game with the help of their hands depict one of the indicated objects. Then each proves that his "subject" has won. So, scissors cut paper, which means they are “stronger”. But on the other hand, a stone can dull scissors, etc. The one whose object can “defeat” all the others wins.

Topic: What's gone?

Target: develop memory, observation.

Material: stones different colors and sizes.

Game progress:

The teacher lays out several different stones and offers to fill them. Then the child is selected with a counting rhyme, and the teacher invites him to turn away at this time one of the pebbles is removed. The task of the child is to determine which stone is removed.

How more stones and the less they differ, the more difficult the task. This game can also be played during excursions, walks, by drawing squares on the ground, in each of which one pebble is placed.

Theme: "Find your stone"

Target: develop tactile sensations, attention, memory.

Material: collection of stones.

Game progress:

Each child chooses the stone he likes most from the collection (if this game is played on the street, then finds it), carefully examines, remembers the color, touches the surface. Then all the stones are stacked in one pile and mixed. The task is to find your stone.

Subject: "I put in my backpack"

Target: give an idea of ​​the profession of a geologist, his work; fix the name of the stones; develop attention, ingenuity.

Material: backpack, various stones,

Game progress:

The teacher tells the children that there is such a profession - a geologist. He studies stones, often goes on expeditions, walks with a backpack and a special geological hammer, with which he beats off pieces of the mountain - pebbles. Have the children sit in a circle and pretend they are geologists “stuffing” different rocks into a backpack. The teacher says: “I put granite in my backpack”, the second participant in the game adds: “I put granite and flint in my backpack”, “I put granite, flint and marble in my backpack”, etc.

Modeling on the topic: "What are mountains"

Target: give ideas about the plains and mountains and their formations through modeling; develop curiosity interest.

Material: a piece of fabric dyed green and brown, stones, plasticine different color, cake.

Game progress:

1 way

Lay the fabric out on a flat place, such as a table. Imagine that this is a piece of land. Can such a place be called flat? That's what it's called - the plain. Now invite the children to put objects of different heights under the fabric, such as stones (they can only be placed under the areas Brown). Let's take a look at our site. Is he even or not? There were mountains on it. So in nature, mountains alternate with flat areas.

2 way

Several people hold the fabric by the ends - it stretches. Then other children from below raise the fabric with their hands in those areas that are indicated brown(you can create mountains of different heights).

3 way

Each child holds a piece of cloth in their palm. At the command of the educator, he moves his hand, raises his fingers, clenches his palm into a fist - “mountains” are obtained

Topic: "What do mountains have inside?"

Target:consolidate knowledge about the formation of mountains, develop modeling.

Material: plasticine, cake.

Game progress:

Take plasticine in brown, gray, black and other colors, a cake or a piece of cake with clearly visible layers. Pay attention to the children that the cake consists of several layers. In the same way, similar layers can be found inside the earth. Sometimes they come to the surface and mountains appear. Let the children mold from plasticine long strip consisting of several layers of different colors. Then cut the surface of the resulting “cake” in several places and offer to make a fold, a wave out of it, carefully moving the plasticine from the ends in the middle. You get a mountain, inside which the layers different stones. This is a kind of stone book, reading which scientists learn about the past of our planet.

Theme: "Mountain and pebbles"

Target: give an idea that water and wind grind a stone; develop empathy and imagination.

Game progress:

Children - pebbles stand together, tightly pressed against each other - this is a mountain. Music sounds. The adult says: “Once upon a time there was a big, big mountain. She considered herself the strongest. But the wind and water considered themselves the strongest. But wind and water claimed they were stronger. Years passed. Water poured onto the mountain in rains (music imitating raindrops sounds) and sharpened stones. Frost froze the water in the cracks, and the wind carried away all the small pebbles and grains of sand from its surface (music imitating the wind sounds). Here a pebble rolled down from the mountain (one child moves away then the rest), then another, a third (another part of the children take turns moving away from the center). The mountain became smaller and smaller and, in the end, became completely invisible, (all the children disperse) so the wind and water worked day after day - they defeated the big mountain.

Topic: "Creating musical instruments"

Target: give an idea that musical instruments can be created using natural materials; develop an ear for music.

Material: metal coffee cans, plastic containers with tight-fitting lids, stones different sizes(not very large).

Game progress:

Note.

The game is best played outside, as musical instruments invented by children usually make very loud sounds.

We create our musical instrument. Put the stones in a metal coffee can or plastic utensils, close it tightly. You can change the pebbles (increase or decrease their number, place pebbles of different sizes, weights). This changes the sound. How does one pebble rattle? Two? A lot of? Rattles and some other instruments, such as maracas, are made according to this principle.

Theme: "Pick up a pebble"

Target: fix the names of natural and artificial stones; give an idea of ​​their use by a person.

Material: various natural and artificial stones(chalk, brick, flint, agate, etc.).

Game progress:

The teacher says: “If I were a builder, I would build a house from…”; “If I were an artist, I would make jewelry out of…”; “If I were a blacksmith, I would forge a sword from…”; “If I were an aircraft builder, I would build an airplane from ..”, etc. (children point to the right stone).

Topic: "What for what"

Target: continue to acquaint children with artificial and natural stones and products from them; develop thinking, memory; consolidate the ability to work in pairs, agree to explain your choice.

Material: picture cards various products made of stone (monuments, houses, decorations, etc.), various stones(brick, granite, coal, etc.), rocks and minerals and articles thereof: quartz crystals and quartz watch, graphite and pencils, copper ore and copper wire, sulfur and matches, etc.

The teacher suggests picking up pictures for each stone depicting objects made from it (one or more pictures can correspond to one stone).

Topic: "Composing stories and fairy tales"

Target: develop creativity; connected speech; memory, thinking, attention.

Material: different stones.

Game progress:

The teacher invites the child to choose a pebble and tell a fairy tale or a story about it: where this pebble “lived” before, how it was born, how it got into kindergarten whether people need it. You can compose on behalf of a stone. You can also make a collective fairy tale or a story about one stone. Or children stand near big stone and write a story in turn. The adult suggests the beginning: “Far, far away, on the largest peak of the mountain, lay big - big, old stone ... ". Each of the children gives his own version of the continuation of the text.

Topic: "Living and inanimate nature"

Target: to consolidate knowledge about animate and inanimate nature; learn to prove their case; cultivate attention; memory.

Material: sand, clay, stones, houseplants, shells, dry autumn leaves and so on.

Game progress:

The teacher, together with the children, examines the material located on the table and gives the task: to divide all the objects into two groups. What is living and what is non-living? Justify your choice.

Theme: "Sand and Clay"

Target: to consolidate in children the idea of ​​\u200b\u200bthe properties of sand and clay; follow the rules of the game.

Game progress:

The teacher "turns" children into grains of sand, how do grains of sand behave? (each child stands separately, without touching a friend). blew strong wind: what happens to the grains of sand? (players scatter).

The teacher "turns" children into clay. How will you behave? (in groups, holding hands). They stayed put. If the wind is strong, the lumps of clay move slowly (children move in groups, but do not open their arms).

The teacher divides the children into two teams. One of them is grains of sand, the second is lumps of clay. A strong wind blew, (teams behave differently).

Subject: "If I were..."

Target: consolidate knowledge about animals, develop coherent speech, thinking.

Material: photos of the desert, hourglass.

Game progress:

The teacher invites the children to look at photographs depicting the inhabitants of the sandy desert. Let each of them choose the animal that he likes the most. At the “magic signal” of an adult (for example, turn the hourglass over), the participants of the game turn into the animals, birds, reptiles they like and tell about themselves: “If I were a lizard and lived in the desert, I would ...” (how I hid, how I ate, how he ran, dug holes, etc.).

Theme: "Box of Feelings"

Target: develop tactile memory, attention.

Material: box of sensations, different stones.

Game progress:

1st option. Put several items in the box, including one or two stones. Invite the child to identify what is inside and choose the stones. Ask the child, by what signs did he determine that it was a stone? Let him say what he feels - what object to the touch? (smooth, rough, angular, with sharp edges, warm, cold, heavy, light, etc.).

2nd option. In the box of sensations there are only stones (their number is equal to the number of children). Each child pulls out one sample, having previously told about its characteristics, which he determined by touch. When all the stones are on the table, compare them.

3rd option. The teacher describes the stone, and the child finds it by touch among other samples, for example: "Choose a round, smooth, small stone." In this case, the stones in the sensation box should be well distinguished from each other.

Synopsis of GCD

Acquaintance with nature

Senior group

« Natural material - sand, clay, stones.

Synopsis of GCD

Acquaintance with nature

Senior group

Topic: "Natural material - sand, clay, stones."

Teacher Gulyaeva Nadezhda Sergeevna

Educational:

To consolidate children's ideas about the properties of sand, clay and stone.

To form the ability to explore the properties of natural materials.

Clarify the knowledge that sand, clay, stone are inanimate nature.

Developing: develop interest in natural materials; develop cognitive interest, speech of children, visual perception, memory, imagination, logical thinking, communication skills, motor imagination and coordination of movements, develop fine motor skills hands.

Educational: To cultivate a friendly attitude towards peers; cultivate a respectful, caring attitude towards the flora and fauna.

Types of children's activities: cognitive research, play, communicative, motor, visual.

Didactic visual material

Demo material. Illustrations, dry sand cup, wet sand cup, water bottles, 2 3 liter jars, hair dryer, sand toy set.

Handout. Magnifier for each table; aprons, 2 cups of dry sand, 1 cup of clay, a stick, 2 pebbles per child, yellow and brown mugs (10 pcs. each color).

Course progress.

1. Organizational, motivational

Organization

The children are sitting at the table.

Educator. Guys, look at your tables, what do you see unusual?

Children. There are cups, sticks, cups, stones, sand on the tables.

Educator. What are our tables like?

Children. To the laboratory.

Educator. That's right, today we will conduct experiments, you can enter the laboratory only in aprons, so let's put on aprons and remember how to behave in the laboratory?

Children. Do not shout, do not litter, do not push, work carefully.

Educator. Right.

2. The main part.

Organization

Sand exploration

"Experiments"

Finger gymnastics

Physical education minute

Clay research

"Experiments"

Gymnastics for the eyes "Leaf"

mobile game

"Sand and Clay"

Study of stones.

"Experiments"

Educator. Guys, you each have sand in a cup, take a magnifying glass and examine the sand through a magnifying glass. What is sand made of?

Children. From grains of sand.

Educator. What are the colors of sand grains? By form? To size? Color? Transparency?

Children. Different.

Educator. Sand grains are different in size, shape, color, lie separately from each other.

Educator. Children, take a glass in one hand and pour half of the sand into an empty glass.

The children are doing the task.

Educator. Does it crumble easily?

Children. Easily.

Educator. Sand is a loose natural material.

Educator. Take a bottle of water and pour some water into one glass of sand.

Children perform.

Educator. What happens to the sand in which water is poured?

Children. The sand is wet.

Educator. Sand is friends with water. It easily absorbs and passes water.

Educator. Take a glass of dry sand in one hand, wet sand in the other. Are the cups the same weight?

Children. No.

Educator. Why is a cup of wet sand heavier?

Children. Because in a glass of wet sand is water.

Educator. A wet sand cup is heavier than a dry sand cup. Dry sand contains air, while wet sand contains water. Water is heavier than air, so a glass of wet sand is heavier.

Educator. Approach the cup with sand.

Children are divided into two groups, approach the cups with sand. Wet sand in one cup, dry sand in the other.

Educator. Make a ball out of sand. Why didn't dry sand make a ball?

Children. Because the sand is falling.

Educator. It is impossible to mold a ball from dry sand, since it is free-flowing.

Educator. What happens to the balloon when it dries?

Children. The ball will crumble.

Educator. Do people need sand?

Educator. Right. Sand is construction material, it is mined in nature, it is necessary in construction, in the manufacture of glass, and also, on the beach, where children like to play.

Show illustrations.

Get up quickly.
Get up quickly, smile
Pull up 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.

Educator. Solve the riddle.

The potter will kindle a hot flame for me

Dry, I am hard as a stone.

Soak, as the dough will be pliable

I can turn into toys, into dishes.

Very rich in healing properties

A shovel will help you find me.

I am white, red and blue

Did you guys know who I am?

Children. Clay.

Educator. Guys, look at the clay. What color clay?

Children. White, red, black.

Educator. Clay comes in different colors.

Stick the stick into a glass of dry sand and dry clay. Where does the stick stick easier? Why?

Children. In a glass of sand.

Educator. That's right, the stick sticks easier into a cup of dry sand, because the sand is loose.

Add some water to the glass of clay, what happened to the clay?

Children. The clay became sticky.

Educator. Yes, the clay has become viscous, it needs more time to absorb water, you can sculpt from clay. If you pour a lot of water, then it will not be possible to sculpt from clay.

Make balls out of wet clay.

The children are doing the task.

What happens to the balls when they dry?

Children. Becomes solid.

Educator. A clay ball is more durable than a sand ball. The clay ball will become hard when dry, and the sand ball will crumble.

Examine the clay with a magnifying glass. Are there grains of sand in the clay?

Children. No

Educator. What is clay like?

Children. On plasticine.

Educator. Sand consists of grains of sand that do not stick to each other, and clay consists of small particles that seem to hold hands tightly and pressed against each other.

Educator. And now, we will give a rest to our eyes. I need to follow my leaf without turning my head.

Eye exercises

One to the left, two to the right
(For "one" children look away to the left, For "two" - to the right)

Three up, four down.
(On "three" - up, on "four" - down)

And now we look around

To see the world better.
(Look at the leaf of the outstretched hand)

Exercising the muscles of the eyes.
(Look into the distance)

We'll see better soon

Check it out now!
(Do circular motions eyes)

Now let's press a little
(Lightly press with index fingers)

Dots near your eyes.
(Near the bridge of the nose)

We give them a lot of strength - a lot,

To amplify a thousand times!
(repeat 2-3 times)

Educator. Our eyes have rested, and I invite you all to come to this table and take a close look at what will happen now.

To create an air flow in 3-liter jars (in turn) is a wind.

Educator. What happens to the grains of sand?

Children. They move easily and deflate.

Educator. And what do we see in a jar of clay?

Children. Clay doesn't move.

Educator. Dry grains of sand are easily blown away, run away from the wind, and stuck together particles of clay are almost motionless, this was clearly shown to us by the experiment.

Educator. And now I invite you to play. The game is called "Sand and Clay"

Outdoor game "Sand and clay"

Educator. The game requires attention and the ability to act in a team.

Children are divided into two teams: "Grains of Sand" and "Clay". "Grains of sand" stand freely, "Clay" holding hands. To the music, children move "Clay" in a group, "Grains of Sand" next to each other. On command: “Wind” - “Grains of sand should scatter into different sides, and "Clay" stand in a friendly bunch.

Educator. Guys, do people need clay?

Educator. That's right, clay, like sand, is a natural material, clay is indispensable in construction, in household clay is used for medicinal purposes.

Show illustrations.

Educator. I have prepared another riddle for you:

In mom's earrings it burns with fire,

In the dust on the road lies unnecessary,

He changes form, he changes color,

And in construction it is good for a thousand years.

It can be small, lie in the palm of your hand,

Heavy, large, one cannot lift.

Who are the children, guessed my riddle?

Who recognized this item by signs?

Children. Stone.

Educator. What do you know about stones?

Children's answers.

Educator. That's right, stones are sea and river, as well as precious.

Educator. Examine the stones in a magnifying glass. What can be seen on the surface?

Children. Cracks.

Educator. On the surface of the stones you can see cracks, crystals, patterns, scratches, grooves.

What is the surface of the stones?

Children. Smooth, rough.

Educator. The surface of the stones is smooth, rough, with cracks.

Tap the stones against each other. Knock on the floor, on the chair.

The children are doing the task.

Educator. What are the sounds made?

Children. Voiced and not.

Educator. Stones knock against each other more loudly than when tapped with other objects.

Squeeze the stone in your hand. Has the stone changed its shape?

Children. No.

Educator. stone is hard material.

Where is the stone used?

Children. In construction.

Educator. Some are used in the construction of various buildings, others are used for decoration: these are marble and granite.

Show illustrations.

3.Reflection (2 min)

Organization

The children are sitting at the table.

Educator. Guys, let's remember where we conducted experiments now?

Children. In the laboratory.

Educator. What natural materials did we work with?

Children. With sand, clay, stones.

Educator. Sand, clay and stone are living or inanimate nature?

Children. Inanimate.

Educator. That's right, living nature is born, lives, eats, grows old and dies, but inanimate nature does not.

Educator. How does a person use sand, clay, stone in his life?

Children. In construction, in the manufacture of dishes, toys.

Educator. I have gifts for you to experiment on a walk. Are you ready to keep experimenting?

The teacher offers the children kits for playing with sand.

Children go for a walk, sand games are played in the sandbox.