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Head: Vidikova E.S. (educator). PROJECT PARTICIPANTS: CHILDREN OF GROUP No. 5 research project « magical properties water” State budgetary educational institution Moscow "School No. 1021"
Purpose: to support older children up to school age interest in experimental activities. To expand children's knowledge about the world around them through experimental activities, to cultivate curiosity, activity. Tasks: Activate creative thinking children. Reveal the properties of water (has no color, smell and taste) Introduce children to the state of water (has a gaseous different shape-steam, solid ice, and liquid form) Prepare decorations for the kindergarten area Develop observation, quick wit, curiosity, perseverance. To form an idea of the importance of water in the life of all life on Earth.
This project is dedicated to the experimental activities of children preschool age. Children's experimentation has a positive effect on emotional sphere child; for the development of creative abilities. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to feel like a researcher, a discoverer. During the project, children will learn that water is around us, regardless of the season, in different states (snow, hail, fog, rain, ice). annotation
Relevance Water is the first and favorite object for research by all children. Children come into contact with water from the first days of life. Children often answer the question of what color the water is: “White”. When asked how the water tastes, they answer that it is sweet or vice versa sour. And steam is often said to be smoke. We decided through experimentation to understand the properties of water. What are the properties of the sorceress-water.
Have you heard of water? They say she's everywhere! In a puddle, in the sea, in the ocean And in a faucet. As an icicle freezes It crawls into the forest with fog, It boils on our stove, The steam of the kettle hisses. Without it, we can't wash, don't eat, don't get drunk! I dare to report to you: We cannot live without it. (N. Ryzhova) Where is water found?
Stage 1: Preparatory stage Selection of the necessary literature and materials. Creating interest among project participants. Stage 2 Research phase Conducting GCD, experiments, experiments, conversations of creative activity, reading fiction Stage 3 The final stage Making a card index of entertaining experiments and experiments with water. Cognitive entertainment "What a miracle-water-sorceress" Stages of the project
Preparatory stage Purpose: to determine the main directions of work on the project, to convey to the participants of the project its significance.
In the process of experimental activities, they adhered to a single structure: statement, formulation of the problem; making assumptions, selecting methods of verification put forward by children; hypothesis testing; summarizing; conclusion
EXPERIENCE number 1 "What kind of water?". Purpose: To introduce children to the properties: liquid water Invite children to pour water from one container to another. Ask a question: “Water pouring? Why?" liquid water, pouring, flowing
Water takes the shape of the vessel in which it is poured. In each vessel, it has a different shape. Children are convinced of this by pouring water into vessels of various shapes. EXPERIENCE number 2 "What is the shape of the water?". Purpose: To introduce children to the properties: water has no shape.
EXPERIENCE #3 “Does water have a smell and taste? » Purpose: to determine if the water has a taste, smell? Water has no smell. Water does not have its own taste, it acquires a taste if something is added to the water. When mom bakes pies and buns, you will feel a delicious smell outside the door of the apartment. A delicate aroma is emitted by perfumes, flowers. And smell the water, what does it smell like? Taste the water. What is she? Let's add lemon juice, tangerine to the water. What will happen?
The children were offered water in a transparent glass and asked to say what color the water was. In order to find out what color the water is, the children suggested adding different colors to the water. First, yellow paint was added and compared with plain water. The children found out that water turns yellow when yellow paint is added to it. After that, they began to add paints of different colors to plain water. EXPERIENCE #4 What color is the water? “Water is a solvent” Purpose: to determine if water has a color? The water is clear, that is, it has no color. It acquires color when paint is added to water. Water dissolves some substances, acquiring their color
EXPERIMENT No. 5: “We examine the state of water-ice. Making colored ice floes ”Conclusion: Water freezes when low temperatures. Frozen water has a shape. Ice is water, only in a solid state
EXPERIENCE No. 6: “Explore the state water - steam. Cloud experience. When heated, water can fly - this is steam. Pour some into the jar hot water. We put a few ice cubes on a metal lid and put it on a jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud.
EXPERIENCE #7: " Water is the source life" Purpose: to bring children to the understanding and meaning of the life-giving property of water, one of important properties Water is to give life to all living things. And our branches came to life!
Summarizing our knowledge, we came to the conclusion that water has three states: liquid ice (solid) vapor (gaseous) The final stage
Project performance indicators: -children show increased interest in cognitive and experimental research activities; -children independently do experiments, make simple generalizations or conclusions based on the results of experiments; - independently establish relationships: snow-water-ice; ice-water-ice; water-steam As a result of cognitive research activities, children have formed knowledge about the properties of water: water has no smell, no taste; the water is transparent; water is the solvent.
Children have formed ideas that water is the source of life on Earth, so water must be protected and protected. Let's save this miracle on our Earth! Today we all learned how water changes: it is liquid, then solid, then it suddenly turns into steam ...
Thank you for your attention!
Municipal state educational institution for children of preschool and primary school age elementary School – Kindergarten Inskoy rural settlement Okhotsk municipal district of the Khabarovsk Territory
Research project:
Prepared by:
Bryazkukha Yulia Leonidovna
2nd grade and 4th grade students
MKOU NSh DS with. Inya
2015
- To consolidate knowledge about the properties of water and the different states of water in nature.
- To form the first elementary knowledge about the water cycle in nature.
- Develop observation
Questions that arose during the study
- Where is water found on Earth? Should we conserve water?
- What properties does water have?
- Water conditions.
Water reserves on Earth.
- – Look at the globe. This is how astronauts see Earth from space. If you quickly rotate the globe, it will seem that it is one-color - blue. And all because there is more of this paint on it than white, green, brown. blue color the seas, oceans of our planet are depicted.
- Water covers 3/4 of the earth's surface. Water is everywhere. A thick layer of air envelops the entire globe in a continuous shell. And there is a lot of water, steam, clouds, clouds, etc. in the air.
- There is also water underground (springs, etc.). Huge accumulations of ice are located near the North and south poles. There is ice on land and in the ocean.
Water reserves on Earth.
Land ¼ of the surface. Water ¾ surface
Water is part of every living organism. It is enough to crush the leaf of the plant in your hands, and we will find moisture in it. Water is found in all parts of plants. Remember how much juice is in fruits - watermelon, orange, lemon. This juice is water with dissolved in it various substances. But even in dry plant seeds there is water, although not in such a large amount.
Water properties
- liquid
- transparent
Water properties
- Dissolves
- Freezes
- Evaporates
states
gaseous
(evaporation,
(Ice, snow)
The groundwater,
rain, dew)
patterns on glass
Water comes in three states: 1. Solid (ice, snow).
Where do the puddles go? Why is it raining?
Let's conduct an experiment: On a sunny day, we prepared 2 glasses and a plate. Both glasses were turned upside down and placed side by side: one on a plate, the other on the ground. Left for 2 hours.
- Observed: The glass, standing on the ground, fogged up inside, and drops of water flowed down its walls. The glass on the plate remained dry.
Conclusion: Water evaporates when heated. Invisible steam rises. In contact with a cold object, it turns back into water. Water droplets expand, break off and fall. There is a water cycle.
Water in nature exists in three states: liquid solid and gaseous . Water constantly commits cycle, evaporates from the surface of the earth, forms clouds and in the form rain and snow returns to the ground.
Preschoolers are born explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently find a solution to a problem situation. The task of the teacher is not to ignore this activity, but, on the contrary, to actively help. Speaking of cognitive research activity, we mean the activity of the child, directly aimed at comprehending the structure of things, the connections between the phenomena of the surrounding world, their ordering and systematization. This activity originates in early childhood, at first representing a simple, as if aimless (procedural) experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards, simple instrumental actions are mastered. In the period of preschool childhood, an “island” of cognitive research activity is accompanied by a game, productive activity, woven into them in the form of indicative actions, testing the possibilities of any new material.
The cognitive and research activity of a preschooler in a natural form manifests itself in the form of the so-called children's experimentation with objects, and in the form of a verbal study of questions asked by an adult (why, why, how?).
In a preschool educational institution, direct educational activities are carried out to familiarize children with the environment, to form a holistic picture of the world in them. Such classes are built in the form of partner activity between an adult and a child, which unfolds as a study of things and phenomena of the surrounding world, accessible and attractive to children, where the latter get the opportunity to show their own research activity. Therefore, we considered it possible and useful to include the project method in this direction, since it covers the entire educational process. Based on the interaction of all participants in this process according to the type environment, phased practical activities to achieve the goal.
Project structure |
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| Project theme | The unknown is near | |
| Project name | Water, water, all around water | |
| Project type | Research, creative, short-term, group | |
| Target | Expansion and deepening of children's ideas about water, its properties, states. Education of respect for water as a source of human life and all life on Earth. | |
| Tasks | Educational areas | |
| Physical Culture | Learn outdoor games, physical minutes on the topic “Water”. | |
| Health | To form cultural and hygienic skills: the habit of washing hands, washing. | |
| Security | To acquaint with the rules for the safe handling of materials, tools and equipment in the process of conducting experiments, experiments. | |
| Socialization | To educate children in the skills of joint interaction in the process of experimental activities, in the performance of pair and collective creative work on art activities, the ability to coordinate their actions, the desire to work together. | |
| Work | To form labor skills during the organization of experiments: prepare and clean the workplace. | |
| Cognition | To expand and deepen children's ideas about water, its properties, states. To form children's ideas about the importance of water in human life and all life on Earth. Develop the logical thinking of children through the use of model symbols. Summarize the information of children about water bodies, about water transport. | |
| Communication | Develop speech, complicating the forms of verbal communication: monologues (descriptive-narrative), dialogues (question-answer), polylogues (collective discussion - during the discussion of experiments). | |
| Reading fiction | To acquaint children with works of art, proverbs, sayings, incantations, riddles on the topic “Water”. | |
| Artistic creativity | Perform individual, pair and collective creative work on the topic “Reservoirs”. | |
| Music | Introduce the sounds of nature associated with water: the sound of rain, the sea, etc. Learn children's songs about rain, river, sea. | |
| Project participants | Children, educators, parents, educational psychologist, social partners. | |
| Deadlines | 11/05/2013 - 11/27/2013 | |
| Project preparation and implementation plan | ||
| Activities of teachers |
Create informational material:
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| Children activities | Consideration of illustrations, multi-albums, slide shows on the topic “Water in nature”. Familiarity with the content of the Power Point presentation on the topic “What is water?”. Interactive games. Reading poems and stories, getting to know proverbs, sayings, incantations, guessing riddles about water. Listening and learning songs about water, rain, reservoirs, mp3 audio recordings from the “Sounds of Nature” cycle: “Sound of the Sea”, “Surf”, “Rain Music”, “Thunder”, “Sounding Stream”. Performance of children's creative works on the theme of the project. Observations of phenomena related to water. Experiments with water. |
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| Parents activities | Acquaintance with the content of poster information. Joint work with educators to replenish the corner of experimentation. Conducting experiments with children at home on the topic “Wonderful transformations of water”. Together with educators - the creation of photographic materials of the project. |
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| Bottom line | Practical development of material on the topic of the project, replenishment of the corner on cognitive research activities. | |
| Material, equipment | Didactic: illustrations, audio recordings, multi-albums, slide shows, interactive games, Power Point presentations, individual sets of materials and tools for children's creative activities. Experimental. Technical: interactive board, DVD player, TV monitor with USB port. |
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| Project presentation form | The final complex lesson "Journey to the kingdom of water." | |
| Planned result of the project implementation | Children have an idea about water, its states, properties. They know about the importance of water in human life and all life on Earth. Understand the meaning of model symbols, know how to apply them in GCD. They know how to use the materials and equipment of experimental activities to study water and its properties. | |
Perspective plan for working with children
| the date | Content |
| I week 05 – 08.11.2013 |
Conversation No. 1 "Water around us." Conversation No. 2 “Water around us” (continued). Conversation No. 3 “travel of a droplet”. Observation number 1 - for water. Observation No. 2 - for evaporation. Experience No. 1 “Clear water”. Experience No. 2 “Water has no color, taste and smell.” Experience No. 3 “Liquid water”. View slide show “Natural Reservoirs”. Listening to the audio recording mp3 - children's song "Water bul-bul". Drawing “Natural reservoirs: spring, stream, lake”. Riddles about a spring, a stream, a lake. Outdoor games “Go through the river on the bridge”, “Brook”, finger game “A fish lives in a lake”. Physical minute “Rain”. Listening to audio recordings from the cycle “Sounds of Nature”: “Sounding Stream”. Reading poems “How much rain I know” (A. Taraskin), “Brook” (T. Zhibrova). |
| II week 11 – 15.11.2013 |
Conversation No. 4 "Water is necessary for everyone." Conversation No. 5 “Water sorceress”. Conversation number 6 "Save water." Observation number 3 - for plants. Observation No. 4 - for the snow. Experience No. 4 "Water has no form." Experience No. 5 "Some substances dissolve in water, some do not dissolve." Experiment No. 6 “Water, by dissolving substances, acquires their taste, color, smell.” View slideshow "Waterfalls". Drawing “Natural reservoirs: swamp, river, waterfall”. Riddles about the swamp, river, reservoir. The outdoor game “Swamp: from bump to bump”, finger game “It’s raining for a walk”. Interactive physical minute “Merry swamp”. Listening to an mp3 audio recording - a children's song "Rain in the palms". Listening to audio recordings from the series “Sounds of Nature: Sound of a Waterfall”. Modeling "Lake with reeds". Reading the poems “What happened to the river” (B. Zakhoder), “Raindrop” (T. Marshalova). Calls, proverbs, sayings. |
| III week November 18 – 22, 2013 |
Conversation No. 7 “Rain”. Conversation No. 8 "Fog". Conversation No. 9 “Hail and snow”. Observation No. 5 - for the melting of ice, snow. Observation No. 6 - for icicles. Experience No. 7 “Water is warm, cold and hot.” Experience No. 8 “Steam is also water.” Experiment No. 9 “Ice is solid water, it melts in heat.” Viewing Slideshow “ Undersea world ocean." Watching the educational cartoon “The ABC of safety is overboard”. Drawing “Natural reservoirs: sea, ocean”. Riddles about the sea, the ocean. The outdoor game “Snowflakes-Fluffies”, the finger game “Wind on the Sea”, the physical minute “Snowman”. Listening to audio recordings from the cycle “Sounds of Nature”: “Ocean Sound”, “Sea Sound”, “Surf”. Listening to an mp3 audio recording - a children's song "Blue Water". Reading the poems “Alyoshka and the Snowball” (E. Andreeva), “Hardworking Water” (V. Ivanova). Calls, proverbs, sayings. |
| IV week November 25 – 29, 2013 |
Conversation No. 10 "Dew". Conversation No. 11 “Reservoirs”. Conversation No. 12 “Water transport”. Observation No. 7 - behind the clouds. Observation No. 8 - for the autumn rain. Experience No. 10 “Ice is lighter than water”. Experience No. 11 “Light objects do not sink, heavy ones sink to the bottom.” Experiment No. 12 “Objects do not sink in salt water.” Listening to an mp3 audio recording - a children's song "Clouds are white-maned horses." View slideshow "Artificial reservoirs". Watching the educational cartoon “Water safety in summer”. Drawing “Artificial reservoirs: fountain, pool, aquarium”. Riddles about the pool, aquarium, fountain. The mobile game “Rain”, the finger game “Captain”, the interactive physical exercise “Chunga-changa”. Listening to audio recordings from the “Sounds of Nature” cycle: “Calm music and the surf”, “Dolphins”, “Birds singing and the sounds of the sea”. Application "Fish in the aquarium." Reading poems “River in winter” (V. Fetisov), “Sailor” (E. Stekvashova) Calls, proverbs, sayings. Final lesson on cognitive research activities “Journey to the kingdom of water” (as part of the lesson - a Power Point training presentation “Water, water, water all around”). |
Literature
- Journal “Preschool Education”, No. 3, 2003.
- Journal “Preschool Education”, No. 6, 2007.
- I.E. Kulikovskaya N.N. Sovgir - Children's experimentation, senior preschool age: M - Pedagogical Society of Russia, 2003.
- G.P. Tugusheva A.E. Chistyakova - Experimental activity of children of middle and senior preschool age: Detstvo-Press, 2013.
- Zaporozhets A.V. - Issues of psychology of a child of preschool age / ed. A.V. Zaporozhets, A. I. Leontieva - M .: Pedagogy, 1995.
- Organization of experimental activities of preschoolers: Guidelines / ed. Prokhorova L.N. – M.: Arkti, 2004.
Klochkova Anastasia
Project Manager:
Shitikova L.V.
Institution:
MOU "Penovskaya secondary school" of the Tver region
Research in biology "Amazing properties of water" is devoted to the study of the importance of water in nature and its application in economic activity person. The student conducts experiments to familiarize herself with the physical and chemical properties water.
Biology Project ( the world) "The amazing properties of water" contains experiments that demonstrate the properties of the main substance contained in living organisms. Thus, a 5th grade student connects the results obtained with natural phenomena.
The research project "The Amazing Properties of Water" will show how interesting and useful it is to apply the acquired knowledge in biology classes.
Introduction
Chapter 1. Water in human life and its economic activity.
Chapter 2 Amazing water.
2.1 Water standard for measuring temperature, mass, amount of heat and height
2.2 Three states of water
2.3" super chilled» water
2.4" Mpemba effect»
2.5 Change in properties of ice under pressure
2.6 Heat capacity of water
2.7 Thermal conductivity of water
2.8 Surface tension of water
2.9 Water is the universal solvent
Chapter 3 Description of the experiments carried out, demonstrating amazing properties water.
Conclusion
Bibliography
Applications
Introduction
This year I moved to the fifth grade, and we began to study a new, very interesting subject - biology. In the lesson, I learned that from the windows spaceships The Earth's surface appears blue. This is because 71% of the planet's surface is covered in water and ice.
If the glaciers melt, the water in the World Ocean will rise by more than 50 meters, which will lead to the flooding of giant land areas around the globe. It seems to me that it would be more correct to call our planet not Earth, but Water or Ocean. (see fig.1)
Few of us have thought about what water is. She accompanies us everywhere and it seems that there is nothing more ordinary and simple. However, this is not the case. Almost all properties of water are an exception in nature. She really is the most amazing substance in the world.
Scientists have already learned a lot about water, unraveled many of its mysteries. But the more they study water, the more they become convinced of the inexhaustibility of its properties, some of which still defy explanation.
And here's what I put in front of me:
Target: explore the amazing properties of water.
Tasks:
- study information on this topic;
- learn about the importance of water in nature and its application in human economic activity;
- to get acquainted with the physical and chemical properties of water;
- conduct experiments demonstrating the amazing properties of water and try to connect them with natural phenomena.
Object of study: water
Subject of study: water properties.
Hypotheses: although water is the standard of several quantities, it is the most anomalous substance in nature and our everyday understanding of it does not always correspond to reality;
If the properties of water were not so unusual, then life on Earth would be impossible, or it would take on completely different forms.
The project can be used forworking with children under the program "From birth to school, edited byN. E. Veraksy, T. S. Komarova, M. A. Vasilyeva (2014) and corresponds to the Federal State educational standard preschool education.
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The project "Water and its properties" Prepared by the educator: Ilyina I.V. Moscow 2016
Project The project can be used when working with children under the program "From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva (2014) and complies with the Federal State Educational Standard for Preschool Education. Project type: research and creative, medium-term. Project implementation period: January 2016 - March 2016 Project participants: children of a different age group (children from 3.5 to 5), group teacher, parents of pupils.
Purpose: To expand children's knowledge about the properties of water, the role in human life and other living organisms, to cultivate a careful attitude to natural resources.
Educational tasks To give children an idea about water, its properties (transparency, fluidity), its three states (liquid, steam, ice). 2. Improve children's knowledge about the importance of water in human life. 3.To teach children the skills of conducting laboratory experiments.
Developmental tasks 1. To develop phonemic hearing in children. 2. Activate and enrich the vocabulary of children with nouns, adjectives, verbs on the topic of the lesson. 3. Learn to guess riddles. 4. Develop creative imagination, logical thinking.
Educational tasks Develop social skills: the ability to work in a group, take into account the opinion of a partner, defend own opinion, to prove their case, to instill a careful attitude to water.
Relevance The formation of knowledge in children about various phenomena of the natural environment should be combined with an understanding of the value of nature for society and man, with mastering the norms of behavior in natural environment. This is achieved by solving the problems of educating the ecological culture of preschoolers. The implementation of the project is carried out in a block of specially organized training and in the process of organizing joint activities of an adult and children in the afternoon.
Project results Considered illustrations, cartoons, slide shows on the topic "Water and its properties" Listened to audio recordings from the cycle "Sounds of Nature", "Sound of the Sea", "Rain Music". Observed phenomena associated with water. Experiments with water. Conducted a consultation for parents on the topic: "How to organize experiments with water at home." A memo for parents "How to organize experiments at home" has been prepared.
EDUCATIONAL AREA cognitive development FEMP Acquaintance with the subject environment Development of cognitive and research activities Acquaintance with the social world Ecology Acquaintance with the natural world
Exploring and experimenting "Water is liquid, it can flow"
"Water has no color, but it can be dyed"
"Water has no taste"
"Water has no taste"
Water is warm, cold, hot. Hot Cold
"The water is clear"
"Water solvent" Experiments
"Sinking does not sink"
"Plants need water too"
Listening to phonograms: "Sounds of water in nature"
Speech development Rain, rain, more fun! Drip, drip don't be sorry! Just don't get us wet! Don't knock on the window. Spray in the field more densely: The grass will become thicker! Slap! Slap! Slap! Slap! We splash through the puddles. Slap! Slap! Slap! Slap! We don't need an umbrella. We are not afraid of heavy rain! Well, we got wet! So what? Let's wash with soap!
Cognitive research and productive (constructive) activities
GCD Drawing "Lilac branch"
"SHIP"
GCD for drawing "Fountain"
Artistic creativity - application "Aquarium"
Outdoor games
Collaboration between parent and child
In playing with water, a child, with the help of an adult, not only learns its properties, but water has a relaxing effect on the body. It is very interesting to see how the simplest actions with water bring joy to children and leave wonderful memories in the future.
Thank you for your attention
