Relevance of the topic
A preschool child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal sensations, actions, experiences. “The more a child has seen, heard and experienced, the more he knows and learned, the more elements of reality he has in his experience, the more significant and productive his creative, research activity will be, other things being equal,” wrote Lev Semyonovich Vygotsky .
The development of the cognitive interests of preschoolers is one of the urgent problems of pedagogy, designed to educate a person capable of self-development and self-improvement.
Experimentation becomes one of the leading types of activity for the child: "The fundamental fact is that the activity of experimentation permeates all areas of children's life, all types of children's activities, including play."
The game in the study often develops into real creativity. And then, it does not matter at all whether the child discovered something fundamentally new or did something that everyone has known for a long time. At the scientist problem solver at the forefront of science, and the same mechanisms of creative thinking are involved in the baby, discovering a world that is still little known to him.
Cognitive research activities in preschool allows not only to maintain the existing interest, but also to excite, for some reason, extinct, which is the key to successful learning in the future.
The development of cognitive activity in preschool children is especially important in modern world, because thanks to the development of cognitive research activities, children's curiosity, inquisitiveness of the mind develop, and stable cognitive interests are formed on their basis.
Today, a new system of preschool education is being established in society. The role of a modern educator is not limited to conveying information to the child in a finished form. The teacher is called upon to bring the child to the acquisition of knowledge, to help the development of the child's creative activity, his imagination. It is in cognitive research activity that a preschooler gets the opportunity to directly satisfy his inherent curiosity, to streamline his ideas about the world.
The purpose of the work on the topic of self-education: create optimal conditions for the development of cognitive and research activities of older preschoolers as the basis of intellectual, personal, creative development; to unite the efforts of teachers and parents for the development of cognitive and research activities of older preschoolers.
Tasks:
To study methods, technologies for cognitive research activities;
Create conditions for maintaining the research activity of children;
To support children's initiative, ingenuity, inquisitiveness, independence, evaluative and critical attitude towards the world;
To develop the cognitive activity of children in the process of experimentation;
To develop observation, the ability to compare, analyze, generalize, develop the cognitive interest of children in the process of experimentation, the establishment of a causal relationship, the ability to draw conclusions;
Develop attention, visual and auditory sensitivity.
WORK PLAN FOR THE YEAR.
September.October.
Investigation of the properties of sand and clay during play activities on a walk.
Experiments with sand and clay.
November.
December.
Observation, study of the properties of water during regime moments, in play activities, in everyday situations, in research activities.
Experiments with water.
"Soap Magician".
January.
February.
The study of the properties of air in everyday situations, in play activities, in research activities.
Air experiments.
Soil experiments.
(garden on the windowsill).
March.
The study of the properties of the magnet in independent activities, during collective classes, experimental activities.
Experiments with a magnet.
"Disappearing Coin"
April.
May.
Observation of indoor plants, studying the conditions for
optimal development and growth of plants.
Experiments "With water and without water", "In the light and in the dark."
Family work
September
Involving parents in the creation of the Young Explorers corner: equip the corner with shelves, collect natural material.
Creation and equipment of the corner "Young researchers".
October
Consultation for parents on the topic "Organization of children's experimentation at home."
Newspaper for curious parents.
January
Open display of educational activities "The Kingdom of the Three Winds"
Open Day.
May
Preparation of photographs of children during experimentation, cognitive research activities.
Photo exhibition "Young researchers".
Self-education plan on the topic:
"Cognitive and research activities"
preparatory group"DROPS"
2016-2017
Chinese saying
What I heard I forgot
What I saw I remember
What I did, I know.
Educator: Turchenko O.V.
BIBLIOGRAPHY.
1. Vinogradova N.F. "Mystery stories about nature", "Ventana-Graf", 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. Child in the world of search: Program for the organization of search activities for children of preschool age. Moscow: Sfera 2005
4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sphere, 2004
6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
7. Smirnov Yu.I. Air: A book for talented children and caring parents. SPb., 1998.
EXAMPLE TOPICS.
Theme: Water
1. "What properties"
2. "Helper - water", "Smart jackdaw"
3. "The water cycle"
4. "Water filter"
Theme: Water pressure
1. "Pulverizer"
2. "Water pressure"
3. "Watermill"
4. "Submarine"
Theme: Air
1. "Stubborn Air"
2. "Straw gimlet"; "Strong matchbox"
3. Candle in a jar
4. "Dry out of water"; "Why doesn't it pour out"
Subject: Weight. Attraction. Sound. Heat.
1. "Why everything falls to the ground"
2. "How to see attraction"
3. "How sound travels"
4 "Magic Transformations"
5. "Solid and liquid"
Theme: Transformations
Material properties
1. "Mixing colors"
2. "Disappearing coin"
3. "Colored sand"
4. "Straw-flute"
5. "World of paper"
6. "World of fabric"
Theme: Wildlife
1. "Do plants have respiratory organs"
2. "What is under our feet"
3. "Why do they say" Like water off a duck's back"
4. “Reportage “I liked the experiment…”
Topic: "The development of search and research activities in children
middle group as a condition for successful socialization"
Relevance:
Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship between nature and man. Mastering the ways of practical interaction with environment provides the formation of the worldview of the child, his personal growth. An essential role in this direction is played by the search and cognitive activity of preschoolers, which proceeds in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena.
Objective - development of sustainable cognitive interest of preschoolers in search and research activities.
Tasks:
- The formation of dialectical thinking in children, i.e. the ability to see the diversity of the world in a system of interconnections and interdependencies;
- Development of one's own cognitive experience in a generalized form with the help of visual aids (standards, symbols, conditional substitutes, models);
- Expanding the prospects for the development of experimental research activities of children by including them in mental, modeling and transformative actions;
- Maintaining initiative, quick wits, inquisitiveness, criticality, independence in children.
Form of work with children: group, individual.
Methods and techniques for working with children: practical, problem-search.
Teacher's work:
· The study of scientific and pedagogical literature;
· Development of long-term plans, summaries of educational activities on the topic;
· Creation of a modern subject-developing environment in the group;
· Carrying out diagnostics on the assimilation of the program in this section;
· Conducting open viewings in preschool educational institutions or at the district level;
· Acquaintance with advanced pedagogical experience in the region;
· Speech with a report on the experience of work at the teachers' council, participation in seminars, preparation of consultations;
· Active participation in the work of the methodological association of teachers of the institution;
· Participation in competitions of pedagogical skills in the preschool educational institution, district, in all-Russian Internet competitions;
· Training in advanced training courses;
· Summarizing the experience of work on self-education. The expected result of work on the topic of self-education.
I, as a teacher-educator, will form: the basics of pedagogical skill:
· ability to analyze scientifically methodical literature;
· the ability to apply the acquired knowledge in practice;
· to activate creative abilities and promote their achievements.
Children will learn:
· independently identify and pose a problem that needs to be solved;
· offer possible solutions;
· explore objects and phenomena of the surrounding world, using the methods of search activity.
Stages of creating a system of work:
1. Preparatory stage.
Creation of conditions for children's experimentation (research centers, play activity centers, etc.).
The study of scientific and methodological literature, advanced pedagogical experience on the problem.
2. Analytical and diagnostic.
Conducting diagnostics on the problem (children, teachers, parents)
3. Main stage.
Development of long-term planning of experimental activities with children. Implementation conditions.
4. Reflective stage.
Final diagnosis of the degree of stability of the child's cognitive interest.
Working with parents
Bring to the attention of parents at the meeting about the start of work on this topic, involve them in active participation in replenishing the necessary equipment in the children's laboratory, as well as in the design of a mini-laboratory, collections.
Advice for parents on topics:
- "Organization of children's experimentation at home"
- "Teach your child to love wildlife."
- Individual consultations on interesting topics of experimentation.
Thematic photo exhibitions:
- "My family on the site"
- "My pets"
Joint event with children and parents on the topic: "Laboratory of miracles and transformations."
On the summer period parents and children are offered a task - to replenish the mini-laboratory with new materials and tools.
- Questionnaire for parents:
Target: reveal the attitude of parents to the search and research activity of children.
Working with teachers
Develop advice for educators:
- "Development of research and experimental activities in children of the middle group as a condition for successful socialization";
- "Requirements for Observations".
- Open display of the OD "Amazing is near".
- Questionnaire for teachers:
Target: to study the state of organization of children's experimentation in practice work of preschool educational institution, to reveal the role of the teacher in the development of the search activity of preschoolers.
MBOU "Sakhzavodskaya secondary school"
Zhironkina Elena Vasilievna
self-education report
preschool age.
2015 – 2016 academic year
Preschool children are naturally inquisitive explorers of the world around them. The basis of the experimental activity of preschoolers is the thirst for knowledge, the desire for discoveries, curiosity, the need for mental impressions, and my task is to satisfy the needs of children, which in turn will lead to intellectual, emotional development. Children's experimental activity is aimed at developing independent research skills, promotes the development of creative abilities and logical thinking, combines knowledge gained in the course of the educational process, and attaches to specific vital problems.
Throughout the year, I studied a variety of methodological literature on this topic: O.V. Dybin "Introduction to the subject and social environment"; Dybina O. V. "Child and the world»; O.A. Solomennikov "Introduction to nature" in the middle group; Tugusheva G. P., Chistyakova A. E. "Experimental activity of children of middle and senior preschool age"; Nishcheeva N. V. “Experimental and experimental activities in preschool educational institutions; scientific and methodological journal "Methodist" - article "Ecological laboratory in kindergarten" author Potapova T.V.; magazine "Child in kindergarten" articles: "Little Ecologists" by V. S. Afimin; “We are magicians” L. B. Petrosyan; "School of magicians" N. A. Miroshnichenko. I also studied the experience of colleagues on the Internet sites: maam.ru, nsportal.ru.
I tried to organize children's search and research activities, including independent ones, in such a way that pupils would exercise themselves in the ability to observe, memorize, compare, act, and achieve their goals. For high-quality experiments, I selected the right didactic material and a variety of equipment. Something that is attractive, funny, interesting, arouses curiosity and is quite easy to remember. I didn’t forget that the material with which the child did something himself was especially easy to remember and long retained in memory: he felt, cut, built, composed, depicted. During our experiments, children gain experience in creative, search activities, put forward new ideas, update their previous knowledge when solving new problems.
To implement the search and research activities of children, in my group I created favorable conditions and a creative environment for the development of cognitive activity of preschoolers. A "mini-laboratory" is equipped in a corner of nature. It is equipped with special equipment, a variety of materials:
- assistant devices: magnifying glass, hourglass, magnets;
- natural material: pebbles, clay, sand, shells, cones, feathers, leaves, etc.;
- various vessels from various materials (plastic, glass, metal);
- medical materials: pipettes, wooden sticks, syringes, measuring spoons, rubber pears, etc.;
- other materials: mirror, balloons, colored and clear glass, sieve, etc.
- recycled material: pieces of leather, fur, fabric, corks, etc.
In the "mini-laboratory" children conduct independent and joint research activities with the educator. One of the main tasks of the laboratory as a developing environment is to teach children to ask questions, to independently search and find answers to them.
I try to include experimentation in various activities: play, work, walks, observations, independent activities. This helps to keep children interested in learning. My experimental work with children is based on observations in nature during warm and cold periods. I pay special attention to the warm period, when children spend a lot of time outdoors. I try to consolidate and clarify the knowledge already acquired by children, to introduce new materials in an entertaining, playful way. To conduct an experiment independently and in full, the child must be able to control his senses, analyze the information received with their help, perform certain actions, use tools, pronounce his actions and formulate conclusions, explain the results of his work.
Conversations were held with the children about experimentation in order to support and develop the child's interest in research and discoveries. Children were familiarized with the necessary equipment and materials for research activities.
Throughout the study time, she conducted classes, experiments, experiments.
She created educational situations in her work.
Throughout her research activities she used didactic games.
As a result of the work for the year I:
I studied the theoretical material on this topic in the pedagogical and methodological literature.
Created a card file of experiments and experiments.
Created a file cabinet didactic games for experimental activities.
Created conditions for the organization of experimental activities of children in the group.
Developed lesson plans for experimentation.
Conducted consultations for parents on this topic.
Designed sliding folders in the parent corner.
Developed recommendations for preschool teachers.
After analyzing the results of my teaching activities, I came to the conclusion that the experience in this area is very effective. Such a method of teaching as a search and research activity, quite powerfully activates the cognitive interest in children and contributes to the assimilation of new knowledge and skills by children.
Summing up, I want to say that by encouraging children's curiosity, quenching the thirst for knowledge of little why and guiding their research initiative, I was able to develop children's ingenuity, creative activity, cognitive interest; opened to the children wonderful world experimentation.
MBOU "Sakhzavodskaya secondary school"
structural unit "Kindergarten"
Zhironkina Elena Vasilievna
self-education report
"The development of search and research activities in children
preschool age.
2015 – 2016 academic year
15
Attached files
Moskvicheva Svetlana Mikhailovna 2-qualification category; work experience Academic year: 2013-2014 School preparatory group
Relevance of the topic:
The kid is a natural explorer of the world around him. The world opens up to the child through the experience of his personal sensations, actions, experiences.
“The more a child has seen, heard and experienced, the more he knows and learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative, research activity will be,” wrote the classic of Russian psychological science. Science Lev Semyonovich Vygodsky.
The development of the cognitive interests of preschoolers is one of the urgent problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading activity in young children: “The fundamental fact is that the activity of experimentation permeates all spheres of children's life, all children's activities, including play.”
The development of cognitive activity in preschool children is especially relevant in present stage, as it develops children's curiosity, inquisitiveness of the mind and forms on their basis sustainable cognitive interests through research activities.
The preschooler is characterized by an increased interest in everything that happens around. Every day, children learn more and more new objects, strive to learn not only their names, but also similarities, think about the simplest causes of the observed phenomena. Supporting children's interest, you need to lead them from acquaintance with nature to understanding it.
Help to reveal to children the wonderful world of experimentation, develop cognitive abilities;
Study the methodological literature on this topic;
To help the child in mastering the appropriate vocabulary, in the ability to accurately and clearly express his judgments and assumptions;
Generalization of knowledge on the topic.
- Creation of conditions for the research activity of children;
- Organization of individual activities to comprehend and work out the given material;
- The study of methods, technologies for search and research activities.
Bibliography
1. Vinogradova N.F. "Mystery stories about nature", "Ventana-Graf", 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. Child in the world of search: Program for the organization of search activities for children of preschool age. Moscow: Sfera 2005
4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sphere, 2004
6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
7. Smirnov Yu.I. Air: A book for talented children and caring parents. SPb., 1998.
8. Experimental activities of children 4-6 years old: from work experience / ed.-comp. L.N. Megnshchikov. - Volgograd: Teacher, 2009. - 130 p.
|
practical way out |
|||
|
September |
Selection and study of literature on the topic; |
Reminders for parents "I know the world" |
|
|
"Step by step" |
Creation of a "piggy bank of experiences and experiments" |
Consultation for teachers of the preschool educational institution "The importance of search and research activities in the development of the child." |
|
|
November December |
Creation of a subject-developing environment |
Studying the conditions for organizing experimental activities of children in a group, creating mini laboratories with objects of inanimate nature; |
Advice for parents on: "Creation of conditions for conducting search and research activities." |
|
7 questions for studying the conditions and forms of organization of children's experimentation |
Study of the pedagogical competence of parents and educators in the development of children's experimentation. |
Questionnaires for parents and caregivers. |
|
|
"Assistant devices" |
Acquisition of skills in working with research instruments (loupes, microscope ...) |
Thematic lesson "Magic glass" |
|
|
Innovative technologies-TRIZ |
The use of TRIZ elements in experiments |
Thematic lesson “What is water like” (liquid, solid, gaseous state) |
|
|
Media library for search and research activities in the educational space |
Selection of DVD discs on the topics studied |
Use of DVD discs in and out of class |
|
|
"What? What for? Why?" |
Studying the method of game problem learning |
Creation of various problem situations and ways to solve them. |
Guryanova Tatyana Vladimirovna
Position: educator
Educational institution: MDOU Novospassky d / s No. 5
Locality: r.p.Novospasskoye
Material name: methodical development
Subject:"Cognitive and research activities of children of senior preschool age"
Publication date: 18.08.2017
Chapter: preschool education
Municipal Preschool educational institution Novos-
passkiy d/s № 5
Work on self-education
Topic: "Cognitive-researcher-
sky activity of children of the senior pre-
school age"
educator
Gurianova
Vladimirovna
Relevance of the topic
A preschool child is a natural explorer of the environment
the current world. The world opens up to the child through the experience of his personal sensations,
feelings, experiences. “The more the child saw, heard and experienced, the
the more he knows and has assimilated, the greater the number of elements really
he disposes of in his experience, the more significant and productive
other equal conditions will be his creative, research activity
ness,” wrote Lev Semyonovich Vygotsky.
The development of the cognitive interests of preschoolers is one of the
actual problems of pedagogy, designed to educate a person capable of
to self-development and self-improvement. Experimentation becomes
for a child of 5-6 years old one of the leading activities: “Fundamental
The hard fact is that the activity of experimentation
permeates all spheres of children's life, all types of children's activities, including
number and game ". The game in the study often develops into real creativity.
stvo. And then, it does not matter at all whether the child has discovered something fundamentally new.
voe or did what everyone has known for a long time. A scientist who solves problems
at the forefront of science, and the kid discovering little
the world known to him, the same mechanisms of creative
leniya. Cognitive and research activities in a preschool institution
ing allows not only to maintain the existing interest, but also to excite
wait, for some reason extinguished, which is the key to successful learning
niya in the future.
The development of cognitive activity in preschool children
especially relevant in the modern world, because thanks to the development of knowledge
research activities develop and children's curiosity
intelligence, inquisitiveness of the mind and on their basis stable cognition is formed.
vested interests.
Today, a new system of preschool education is being established in society.
education. The role of the modern educator is not limited to conveying
before the child information is ready. The teacher is called upon to lead the child to
acquisition of knowledge, help the development of the creative activity of the child, his
images. It is in the cognitive research activity that
the student gets the opportunity to directly satisfy his inherent
curiosity, streamline their ideas about the world.
The purpose of the work on the topic of self-education: create optimal conditions
for the development of cognitive and research activities of senior do-
schoolchildren as the basis of intellectual - personal, creative development
tiya; unite the efforts of teachers and parents for the development of cognitive
research activities of older preschoolers.
Tasks:
To study methods, technologies for cognitive research
activities;
To create conditions for maintaining the research activity of de-
To support in children the initiative, ingenuity, inquisitiveness,
independence, evaluative and critical attitude to the world;
To develop the cognitive activity of children in the process of experimentation
Develop observation, the ability to compare, analyze, generalize
to develop, develop the cognitive interest of children in the process of experimentation
identification, establishing a causal relationship, the ability to draw conclusions
Develop attention, visual and auditory sensitivity.
Work plan for the year
Note
Study of
methodical
Russian letter-
September
1. Vinogradova N.F.
“Mystery stories about nature
de”, “Ventana-Count”, 2007
2. Early childhood education
3. Dybina O.V. and other Rebbe-
Noc in the search world: Pro-
gram by organization
lawsuit de-
children of preschool age.
Moscow: Sfera 2005
4. Dybina O.V. Unknown-
Noe nearby: entertaining
experiences and experiments
preschoolers. M., 2005.
5. Ivanova A.I. Methodology
environmental
observations and experiments
Comrade in kindergarten. M.:
Sphere, 2004
6. Ryzhova N. Games with water
and sand. // Hoop, 1997. -
7. Smirnov Yu.I. Air:
Book for the talented
noah literature
children and caring parents
bodies. SPb., 1998.
8. Experimental activity
the activity of children 4-6 years old: from
work experience / auth.
L.N. Menshchikov. – Volga-
city: Teacher, 2009.
Work
September
The study of the properties of the
ka and clay during the game
activities
and clay.
Observation, research
properties of water during re-
pressing moments, in the game
howling activities, in everyday
daytime
yah, in the research de-
activities.
Experiments with water.
The study of the properties of air in
everyday household si-
ness,
research-
body activity.
Studying the properties of a magnet
in an independent activity
ness, during the collective
experimental-ex-
perimental
Observation
room-
plants,
study of
conditions for optimal
plant development and growth.
Experiments with water
and without water", "On
light and in dark
Work
September
Involving parents in
creating a corner "Young
researchers”: equipment
put a corner on the shelves, co-
Creation
corner ore
take natural material.
Consultation
on the topic “Organization
children's
experimental
tying
domestic
conditions."
Newspaper for anyone
knowledgeable relatives
educational
"Kingdom
open
Preparing photographs for
tey during the experiments
tying,
informative-
research worker
Photo exhibition
Self-realization
September-
Collection of information for co-
buildings for filing cabinets of experiments and
experiments.
Card file of experiments
experiments
for children 5-6 years old.
Consultation for education
tel "The value of the search-
research worker
ness in the development of the child.
Performance
pedagogical
presentation
topic “Experience in different
the development of the child's interest in
cognitive-research-
body activity".
Performance
teachers' council
Progress Report
self-education
niya at the final teachers' council.
Performance
teachers' council.
Advice for parents
"Organization of children's experimentation at home
Children's experimentation is one of the leading activities
sti preschooler. Obviously, there is no more inquisitive researcher than
child. BUT small man seized with a thirst for knowledge and mastery of the vast
new world. But among parents, a mistake is often common - limiting
on the path of children's cognition. You answer all the questions of the young
what? Readily show objects that attract curiosity
new look and talk about them? Do you regularly visit the dollhouse with your child?
theatre, museum, circus? These are not idle questions that are easy to laugh off -
Xia: "he will know a lot, he will grow old soon." Unfortunately, "mother's misses"
will make themselves felt very soon - in the very first grades of school, when your
the child will turn out to be a passive being, indifferent to any
innovations. The research activities of children can become one
from the conditions for the development of children's curiosity, and ultimately
the best interests of the child. Much attention is paid to children in kindergarten.
sky experimentation. Organized research activities
children, special problem situations are created, direct
essentially- educational activities. The groups have created conditions for
children's orgy cognitive activity in all activity centers and
corners there are materials for experimentation: different types of paper,
fabric, special devices (scales, watches, etc.), unstructured materials
rials (sand, water), maps, diagrams, etc.
Simple experiments and experiments can be organized at home. For
this does not require much effort, only desire, a little imagination and
sure, some scientific knowledge. Any place in the apartment can become a me-
stoma for the experiment. For example, a bathroom, while washing a child
can learn a lot of interesting things about the properties of water, soap, solubility
For example:
Which dissolves faster?
Sea salt
Bath foam
coniferous extract
Bars of soap, etc.
The kitchen is a place where the child disturbs the parents, especially the mother,
when she cooks. If you have two or three children, you can arrange a
jealousy between young physicists. Put a few on the table
kovy containers, a low bowl of water and foam rubber sponges of different sizes
and colors. Pour about 1.5 cm of water into the bowl. Let the children put the sponges
into the water and guess which of them will pick up more water. Press the water into
prepared jars. Who has more? Why? Is it possible to type in a sponge
as much water as you want? And if you give the sponge complete freedom?
Let the children answer these questions themselves. It is only important that the questions
children were left unanswered. If you do not know the exact (scientific) answer
that, it is necessary to refer to the reference literature.
The experiment can be carried out during any activity.
For example, a child draws, He has run out of green paint. Suggest-
let him try to make this paint himself. See how it will work
to do what he will do. Don't interfere or suggest. Guess
Does he need to mix blue and yellow paint? If he has nothing
shine, tell me that you need to mix two colors. By trial and error
the child will find the correct solution.
Experimentation is, along with the game, the leading activity of
schoolboy. The purpose of experimentation is to lead children up step by step.
new in the knowledge of the world around. The child learns to determine the best
the best way to solve the problems facing him and find answers to emerging
stinging questions. To do this, you must follow some rules:
1. Set the purpose of the experiment (what we are doing the experiment for)
2. Pick up materials (a list of everything you need to carry out
experience)
3. Discuss the process (step-by-step instructions for conducting an experiment
rimenta)
4.Summarize ( exact description expected result)
5. Explain why? words accessible to the child.
Remember! When conducting an experiment, the main thing is safety
you and your child.
Consultation
"The value of search and research activities
in child development
Preschool age is unique, which is why it is important not to miss this
rhode for disclosure creativity everyone child.
"Children's search- research activity for the development of the environment
living world is a kind of activity child aimed at Search object-
effective information about the structure of the world through personal practice
logical experimentation with the object of study "
Research study activities as a holistic education of personal
ness made it possible to reveal its psychological basis, consisting of the interrelationship
related processes. These include, according to A. I. Savenkov:
Intelligent processes related to development of mental operations
nia(analysis, synthesis, generalization, comparison, classification, which G.I.
Shchukina calls the “core of the cognitive process”, the focus of the
questions on the essential properties and characteristics of the studied
object, search new ways of solving cognitive problems;
Emotional processes characterized positive attitude to
object and most clearly manifested during interaction with another
person (rendering assistance, manifestation of responsiveness, empathy, positive
positive emotions from joint activities with adults and peers).
Embedded in the research activities emotional start,
notes Yu. N. Kulyutkin, contains powerful energy resources, which
rye reinforce it, make it more stable, thereby providing
its development into an inalienable property of the personality;
Volitional (regulatory) processes. aspiration, purposefulness,
overcoming difficulties, making decisions, focusing attention,
attitude towards process and results activities, development reflective
abilities - all this regulates and develops research activities
validity. In the studies of L. S. Vygotsky, A. K. Dusavitsky, V. N. Mya-
Sishcheva, N. G. Morozova, A. I. Sorokina and others, it was proved that the researcher-
skye activity is an incentive for development volitional qualities personally-
Creative processes are expressed in the independent transfer of previously learned
ways activities in a new situation, by combining previously from-
known ways activities into new activities, manifestation
capacity for original thought activities. Researcher-
skye activity serves as a basis for improving abilities and
inclinations child to various types of creative activities. Creative-
joint adult and child activities contributes to
in activities impressions from past experience child. Under
research activities imagination is activated, fan-
tasia, anticipation, creation of new images, models and more.
Thus, thoughts, emotions, will and creativity - in the aggregate
form the basis of research activities. The presence of all diversity
processes included in the research activity, is conditional
vision of intellectual and creative personal development, her self-development.
Preschoolers are born explorers, which confirms their curiosity.
diligence, constant striving for experiment, desire to independently
find a solution in problem situation. The task of preschool teachers is to
that this activity in children to actively encourage.
Design and research activity fits seamlessly into the system
educational work of the kindergarten. She is actively involved in everything.
kinds activities and is one with them. The content of the experimental
experimental activities implemented in the following forms worker-
news:
1) educational activity carried out in the process of organization
various types of children's activities(playing, communicative, OOD,
labor, cognitive research, productive, musical
artistic, reading);
2) educational activity, carried out during regime moments -
3) interaction with families of children.
Main organized activity(OOD) of the cognitive cycle before-
is filled with experimental, search activity that pos-
wants to enrich the task of cognitive development and
enhance the developmental effect.
Outside of classes, experiments in the laboratory are carried out at the request of children on their own.
Indeed, the educator clarifies with child goal experience, but do not intervene in its course
waking up. The results of experiments and the output of knowledge gained in independent
Noah children's activities are reflected in subsequent conversations. Children with hobbies
they talk about who did what, and what happened to whom, analyze
yut received data. This has a positive effect on development of speech de-
tei, the ability to build complex sentences, draw conclusions. The role of
tatelya - to prepare key questions that launch and support
pupils' activity. The final conclusion is formulated by the educator.
In the development of experimental children's activities are of great importance
nie has observation. With its help, children learn not only external pa-
parameters of objects of nature (color, structure, smell, etc., but also acquire
various skills aimed at knowledge or practical transformation
nature (labor for the care of plants and animals, fine arts worker-
ness and stories of children based on observations).
During excursions and targeted walks, acquaintance
with the diversity of the organic world, observations are made of the object -
mi and natural phenomena at different times of the year; children learn to navigate
on the ground. Walking is a wonderful time when caregivers can
gradually introduce children to the secrets of nature - living and inanimate, tell
call about the life of a wide variety of plants and animals, and they have
the opportunity to experiment in natural conditions.
It is known that not a single educational or educational task it is forbidden
successfully solve without fruitful contact with the family and full mutual understanding
mania between parents and teacher. For successful interaction, it is necessary
- to establish partnership relations with the family of each pupil and
join forces for development and education of children;
– to create an atmosphere of common interests;
- to activate and enrich the parenting skills of parents;
- the formation of a responsible attitude in parents for the nature of the native
edges through education child.
In individual conversations consultations, on the parent meetings, th-
cut various types of visual agitation, we convince parents of the need
daily attention to children's joys and sorrows, encouraging
aspirations child to learn new things, independently find out the incomprehensible,
to delve into the essence of objects and phenomena, offer a card file of elementary
experiences and experiments that can be done at home.
Experiments can be classified according to different principles.
1. By the nature of the objects used in the experiment:
Experiments with plants;
Experiments with animals;
Experiments with objects of inanimate nature;
Experiments, the object of which is a person.
2. At the place of the experiments:
In the group room;
On the site, etc.
3. By the number of children:
Individual (1-4 child) ;
Group (5-10 children);
Collective (whole group).
4. By reason of their implementation:
Random. Special training do not require.
Scheduled. Preparation for planned observations
and experimentation begins with the definition of goals and objectives.
Posted in response to a question child. After listening to the question, the teacher
does not answer it, but advises to kid establish the truth by yourself
easy observation.
5. By the nature of inclusion in the pedagogical process:
Episodic (conducted on a case-by-case basis);
Systematic.
6. By duration:
Short-term (from 5 to 15 minutes);
Long (over 15 minutes).
7. By the number of observations of the same object:
Single use;
Multiple, or cyclic.
8. By place in the cycle:
Primary;
Repeated;
Final and concluding.
9. By the nature of mental operations:
- ascertaining(allowing you to see any one state of the object
or one phenomenon out of connection with other objects and phenomena);
Comparative (allowing you to see the dynamics of the process or note
changes in the state of the object) ;
Generalizing (experiments in which general laws are traced)
dimensionality of the process studied earlier in separate stages).
10. By the nature of cognitive children's activities:
Illustrative (children know everything, and the experiment only confirms
waiting for familiar facts) ;
- search(children do not know in advance what the result will be);
Solution of experimental problems.
11. According to the method of application in the audience:
Demo;
Frontal.
Experiment structure
In each experiment, it is possible to single out a sequence of changing
each other stages.
1. Awareness of what you want to know.
2. Formulation of the research problem.
3. Thinking through the methodology of the experiment.
4. Listening to instructions and criticisms.
5. Prediction of results.
6. Doing work.
7. Compliance with safety rules.
8. Observation of results.
9. Fixing the results.
10. Analysis of the received data.
11. Verbal report about what he saw.
12. Formulation of conclusions.
Experiments are accompanied in children by pronunciation and pronunciation of many
hypotheses-guesses, attempts to predict the expected results. Multiple-
repeated repetition of the same experiences, characteristic of many children, developed
gives them a certain algorithm of actions, the clarity of the implementation of individual
operations, accuracy in work (otherwise the experiment may fail
sya). And the questions "Why?", "How?" and why?" required from educators
competence in various fields the world around us. In conditions
kindergarten, I use only elementary experiences and experiments. Them
elementality is:
Firstly, in the nature of the tasks to be solved: they are unknown only to children.
Secondly, in the course of these experiments there is no scientific discoveries, a
elementary concepts and conclusions are formed.
Thirdly, they are practically safe.
Fourthly, such work uses ordinary household, playful and non-
standard equipment.
Thus, in the work on experimental activities children
nessesary to use different forms and methods in a complex, correctly
read them to each other. The choice of methods and the need for their integrated
use is determined by the age capabilities of preschoolers and
character of upbringing and educational tasks that are solved by upbringing
Mastering the systematized search-cognitive knowledge, becoming-
ing of experimental actions forms the basis of logical
thinking, ensures maximum efficiency of intellectual
th development preschoolers and their full readiness for schooling
Card index of experiments and experiments for preschool children.
Purpose: 1. To help children get to know the world of inanimate nature around them better.
2. Create favorable conditions for sensory perception, improvement
the formation of such vital mental processes as sensations is
which are the first steps in the knowledge of the surrounding world.
3. Develop fine motor skills and tactile sensitivity, learn to listen
tap into your feelings and speak them out.
4. Teach children to explore liquid and solid bodies(water, sand, stones,
spirit) in their various states
5. Through games and experiments, teach children to identify physical properties once-
personal bodies (water, sand, air)
6. Teach children to make independent conclusions based on the results of the
following
7. To educate the moral and spiritual qualities of the child during his education
relationship with nature
8. Continue to teach to admire the beauty of summer nature
9. Strengthen the health of children using natural factors
(water, sun, air)
EXPERIMENTS WITH AIR.
Experience 1. Air in a glass.
Turn the glass upside down and slowly lower it into the jar. invert
children's attention to the fact that the glass must be held very evenly. What gets-
sya? Does water get into the glass? Why not? Conclusion: there is air in the glass, it
won't let water in. Experience 2. Air is invisible and transparent. Children are offered
it is suggested to put the glass back into the jar of water, but now it is suggested to keep
the glass is not straight, but tilted slightly. What appears in the water? (Visible pu-
air bubbles). Where did they come from? The air comes out of the glass and its place
occupies water. Conclusion: Air is transparent, invisible. Experience 3. A storm in a stack
not. Children are invited to dip a straw into a glass of water and blow into it.
What happens? (It turns out a storm in a teacup). Experience 4. We lock the air in
ball. Children are invited to think, where can you find a lot of air at once? (
in balloons). How do we inflate balloons? (By air) Caretaker
invites the children to inflate balloons and explains: we kind of catch air and write
heaven it in a balloon. If the balloon is inflated too much, it may burst.
Why? All the air won't fit. So the main thing is not to overdo it.
(invites children to play with balls). Experience 5. Air pushes objects.
After the game, you can invite the children to release the air from one balloon.
Does it have sound? It is suggested that children put their palm under the jet
air. What do they feel? Draws the attention of children: if the air from the
Rika comes out very fast, he kind of pushes the ball, and it moves forward.
If you release such a ball, it will move until
all the air will come out. Experience 6. The more air in the ball, the higher it jumps.
The teacher asks the children in what toy they are familiar with.
lots of air. This toy is round, it can jump, roll, it can be thrown
sat. But if a hole appears in it, even a very small one, then the air
will come out of her and she won't be able to jump. (Children's answers are heard,
balls are given). Children are invited to knock on the floor first with the deflated soft
Chom, then - the usual. Is there a difference? What is the reason that one ball
easily bounces off the floor, while the other hardly jumps? Conclusion: the more
spirit in the ball, the better it jumps. Experience 7. Air is lighter than water. Children are offered
is going to "drown" toys filled with air, including life-saving ones
circles. Why don't they drown? Conclusion: Air is lighter than water. Experience 8. Air has
no weight. Let's try to weigh the air. Take a stick about 60 cm long.
Fasten a rope in its middle, to both ends of which tie two
identical balloons. Hang the stick on the string. stick hanging in
horizontal position. Invite the children to think about what will happen
if you pierce one of the balls with a sharp object. pierce with a needle
one of the inflated balloons. Air will come out of the balloon, and the end of the stick, to which
he is tied up, rise up. Why? The balloon without air became lighter. What
will happen when we pierce the second ball? Check it out in practice.
You will regain your balance. Balloons without air weigh the same
just like inflated ones. Experience 9. Warm air at the top, cold at the bottom. For
its implementation requires two candles. It is better to conduct research in a cool
hot or cold weather. Open the door to the street. Light the candles. Der-
live one candle at the bottom, and the other at the top of the gap formed. Let the children
determine where the flame of the candles leans (the lower flame will be directed
inside the room, the top - outside). Why is this happening? We have in the room
warm air. He travels easily, loves to fly. There is such air in the room
rises and escapes through the gap above. He wants to get out as soon as possible
outside and walk freely. And the cold air is creeping in from the street.
He is cold and wants to warm up. Cold air is heavy, clumsy (he
because he is frozen!), so he prefers to stay near the ground. Where will he enter
to enter our room - from above or below? So, there is a flame at the top of the door crack
candles "bends" with warm air (after all, he runs away from the room, flies to
street), and cold below (he crawls towards us). Conclusion: It turns out
that one air, warm, moves above, and towards it, below, crawls
"other", cold. Where warm and cold move and meet
air, there is wind. Wind is the movement of air. Experience 10. What is stronger
the more the wind, the bigger the waves. Prepare bowls of water on the tables for each
long child. Each bowl has its own sea - Red, Black, Yellow. Children -
it's the winds. They blow on the water. What happens? Waves. Conclusion: The stronger
blow, the bigger the wave. Experience 11. Wind moves ships. Lower the ships
ki on the water. Children blow on boats, they float. So are real ships.
moving with the wind. What happens to a ship if there is no wind? And if
is the wind very strong? A storm begins, and the boat can endure insistence
a total wreck (all of which the children can demonstrate). Experience 12. Waves.
For this experience, use the fans made in advance by the guys themselves.
Children wave a fan over the water. Why did the waves appear? The fan moves and
like it's circulating the air. The air also starts to move. And the guys already know
yut, the wind is the movement of air (try to have the children do as much as possible
more independent conclusions, because the question has already been discussed, where
takes the wind). Experience 13. Fan. And now let's wave the fan in front of the face. What
we feel? Why did people invent the fan? And what did they replace the fan in our
life? (Fan, air conditioner). Experience 14. How dunes are formed.
To conduct this experiment, pick up an illustration of a sandy desert, on
which depicts dunes. Review it before starting work. How are you
Where do you think these sand hills come from in the desert? (Answers listened to
click, but do not comment, the children themselves will answer this question again later
end of experience). Place a glass jar of sugar in front of each child.
chemical sand and rubber hose. Sand in a jar is everyone's personal desert
long child. Again we turn into winds: slightly, but for quite a long time
we blow en sand. What is happening to him? First, waves appear like
on the waves in a bowl of water. If you blow longer, then sand from one place
will move to another. The most "conscientious" wind will have a sandy
knoll. Here are the same sandy hills, only larger, can be found in
real wilderness. The wind creates them. These sandy hills are called bar-
khans. When the wind blows from different directions, sand hills appear in
different places. So, with the help of the wind, the sand travels in the desert.
Return to the desert illustration. On the dunes or in general
plants are not yet growing, or there are very few of them. Why? They probably don't have something
Like. And what exactly, now we will try to find out. "Plant" (in-
poke) a stick or dry grass into the sand. Now the kids have to blow on the sand
so that it moves towards the stick. If they are correct
but they will do it, over time, the sand will almost cover your entire plant.
Dig it up so that the top half is visible. Now the wind is blowing
directly on the plant (children gently blow sand from under the stick). At the end
in the end, there will be almost no sand near the plant, it will fall. Come back
again to the question of why there are few plants on the dunes. Conclusion: the wind
covers them with sand, then blows it out, and the roots have nothing to hold on to. Besides
the sand in the desert is very hot! Under such conditions, they can survive
only the most hardy plants, but there are very few of them. EXPERIMENTS WITH WATER
Experience 15. Coloring water Purpose: To identify the properties of water: water can be
warm and cold, some substances dissolve in water. The more
of this substance, the more intense the color; the warmer the water, the faster the solution
the substance breaks. Material: Containers with water (cold and warm), paint, pa-
mixing bowls, measuring cups. Adult and children are considering
they eat 2-3 objects in the water, find out why they are clearly visible (the water is transparent
offers to color the water yourself (in cups with warm and cold water).
In which cup will the paint dissolve the fastest? (in a glass of warm water).
How will the water be colored if there is more dye? (The water will become more
shennoy). Experience 16. How to push out the water? Purpose: To form representations
that the water level rises when objects are placed in the water. Mother-
al: Measuring container with water, pebbles, an object in the container. Before the children
the task is: to get the object out of the container without lowering your hands into the water and without using
using various helper items (for example, a net). If the children are difficult
deal with the decision, then the teacher offers to put the pebbles in the vessel until
until the water level reaches the brim. Conclusion: pebbles, filling the container
bone, push out water. Experience 17. Where did the water go? Goal: Identify the process
evaporation of water, the dependence of the evaporation rate on the conditions (open and
covered water surface). Material: Two dimensional identical containers. Children
pour an equal amount of water into the container; do together with the teacher
level mark; one jar is closed tightly with a lid, the other is left
open; both banks put on the windowsill. During the week, they observe
evaporation process, making marks on the walls of the containers and recording the results in
observation diary. Discuss whether the amount of water has changed (level
of water became below the mark), where the water from the open can disappeared (water particles
rise from the surface into the air). When the container is closed, evaporation is weak
(water particles cannot evaporate from a closed vessel). Experience 18
water is taken? Purpose: To introduce the process of condensation. Material: Yom-
bone with hot water, refrigerated metal lid. Adult on-
cover the water container with a cold lid. After a while the children
it is proposed to examine the inside of the lid, touch it with your hand.
Find out where the water comes from (these are particles of water that have risen from the surface,
they could not evaporate from the jar and settled on the lid). adult offers
repeat the experiment, but with a warm lid. Children watch that on a warm roof
there is no water, and with the help of the educator they conclude: the process of transformation
steam into water occurs when the steam is cooled. Experience 19
mu can spill out of the vessel. "Put dolls at the table. Guys, on the street
it's hot, the dolls are thirsty. Now we will give them water to drink. Pour into a hundred
can water to the top. Invite one of the children to carry water quickly
step and see if water spilled or not. What happened to the water? (Pro-
poured on the floor, on clothes, wet her hands). Why did this happen? (Cup
was too full). Why can water spill? (Because she
liquid). We poured too full glasses; liquid water splashes in them
and spills. How to make sure that water does not spill? fill glasses
half and carry slowly. Let's try. Conclusion: What are we talking about today?
learned? What water? (Water is liquid). If the glass is too full, what can
happen to water? (It may spill). Experience 20
may become cloudy." Pour clean water into a glass, throw an object into it.
it is seen? Good visibility? Why? (The water is clear). What is in the glass? AT
another glass of clean water add a little flour, stir, lower
thing. It is seen? Why? (The water is cloudy, opaque). You can see what lies
in glass? Look at the aquarium. What kind of water is in it - cloudy or transparent?
naya? (Transparent). Can the fish see well? Look, we are pouring food,
the fish can clearly see it, they quickly swim up and eat. If the water
was cloudy, maybe the fish were hungry. Why? (In the muddy
food is hard to see in the water). Conclusion: What did you learn today? Clear water
can become what? (Muddy). In what kind of water are things hard to see? (In mut-
water). Experience 21. "Water has no color, but it can be colored." Open
faucet, offer to watch the flowing water. Pour into a few glasses
new water. What color is the water? (Water has no color, it is transparent). Water can
tint by adding paint to it. (Children watch the coloring of the water).
What color is the water? (Red, blue, yellow, red). The color of the water depends
learned? What can happen to water if paint is added to it? (Water lay-
ko is painted in any color). Experience 22
walk". Pour water into a watering can. The teacher demonstrates watering indoor
plants (1-2). What happens to the water when I tilt the watering can? (Water pours -
sya). Where is the water pouring from? (From the spout of a watering can?). Show the kids a special
spray device - spray gun (children can be told that
this is a special sprayer). It is needed in order to sprinkle on flowers in
hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers
take a shower. Offer to observe the spraying process.
Note that the droplets are very similar to dust because they
very small. Offer to substitute palms, sprinkle on them. palms
became what? (Wet). Why? (They were splashed with water.) Today we
watered the plants and sprinkled them with water. Conclusion: What are we talking about today?
learned? What can happen to water? (Water may flow, or it may
splatter). Experience 23. "Wet wipes dry faster in the sun,
than in the shade. Soak the napkins in a container of water or under a tap.
live to touch the children's napkins to the touch. What are the napkins? (Wet, wet
nye). Why did they become like this? (They were soaked in water). They will visit us
dolls and will need dry napkins to lay on the table. What is de-
lament? (Dry). Where do you think the napkins dry faster - on the sun?
nyshke or in the shade? This can be checked on a walk: we will hang one on the sun
on the dark side, the other on the shady side. Which napkin dried faster - the one
the one hanging in the sun or the one hanging in the shade? (In the sun). Conclusion: Oh
what did we learn today? Where does laundry dry faster? (Linen in the sun is high
haet faster than in the shade). Experience 24
water and loosen. "Offer to examine the soil in the flower bed, touch it.
What does she feel like? (Dry, hard). Can you loosen it with a stick? How-
why did she become like this? Why is it so dry? (The sun dried up). In such a land
plants can't breathe. Now we will water the plants in the flower bed. After the
Liv: feel the soil in the flower bed. What is she now? (Wet). A wand
easily enters the ground? Now we will loosen it, and the plants will begin to breathe.
Conclusion: What did we learn today? When do plants breathe easier? (grow-
It is easier for niyama to breathe if the soil is watered and loosened). Experience 25."Hands will become
cleaner if you wash them with water. "Suggest using molds to make fi-
sand piles. Draw the children's attention to the fact that the hands have become dirty.
What to do? Maybe let's dust off our hands? Or shall we blow on them?
Are your palms clean? How to clean your hands from sand? (wash with water). Sun-
the feeder suggests doing so. Conclusion: What did we learn today? (Hands become
chickpeas are cleaner if you wash them with water). Experience 26. "Which puddle will dry faster?"
Guys, do you remember what remains after the rain? (puddles). It rains sometimes
very strong, and after it large puddles remain, and after a small
Waiting for puddles are: (small). Offers to see which puddle is dry
no faster - big or small. (The teacher pours water on the as-
false, making puddles of different sizes). Why did the little puddle dry up
faster? (There is less water there). And large puddles sometimes dry up all day long.
Conclusion: What did we learn today? Which puddle dries faster - large
or small. (A small puddle dries out faster.) Experience 27
water." There were crumbs on the table after breakfast, tea stains. Guys, after
breakfast tables were dirty. It's not very good to sit down at such tables again.
Nice. What to do? (Wash). How? (Water and cloth). Maybe,
can you do without water? Let's try to wipe with a dry cloth
tables. It was possible to collect the crumbs, but the stains remained. What is de-
lament? (Moisten a cloth with water and rub well). The tutor showing
There is no process of washing tables, invites children to clean the tables themselves. During
washing emphasizes the role of water. Are the tables clear now? Conclusion: What are we talking about?
know the day? When do tables get very clean after eating?
(If you wash them with water and a cloth). Experience 28
ice, and ice turns into water." Pour water into a glass. What do we know about water?
What water? (Liquid, transparent, colorless, odorless and tasteless). Now let's pour
water into molds and put in the refrigerator. What happened to the water? (She is frozen
oh, it turned to ice. Why? (The fridge is very cold.) Let's leave
molds with ice for a while in a warm place. What will happen to the ice?
Why? (The room is warm). Water turns to ice and ice turns to water. Conclusion: Oh
what did we learn today? When does water turn to ice? (When very
cold). When does ice turn into water? (When it's very warm). Experience
29. "Dry sand can crumble." Offer to collect a handful of dogs in the fist
ka and release it in a small trickle. What happens to dry sand? (He
crumbles). Conclusion: What did we learn today? Dry sand crumbles. Experience
30. "Wet sand takes any shape you want." Offer to dial in
fist a handful of sand and release it in a small stream. What's going on with
dry sand? (He tumbles.) Let's try to build something from
dry sand. Do you get figurines? Let's try to wet the dry sand. Take-
crush it into a fist and try to pour it out. Does it also crumble easily? (Not).
Pour it into molds. Make figurines. It turns out? What figurines
turned out? What kind of sand did you make the figurines out of? (From wet). Conclusion:
What did we learn today? What kind of sand can be used to make figurines? (From mo-
krogo). Experience 31. "Traces, prints remain on the wet sand." caregiver
offers to leave handprints on dry sand. Marks are clearly visible
chats? The teacher wets the sand, mixes it, levels it. Offers
leaving handprints on the wet sand. Now it works? Look-
those, every finger is visible. Now let's make footprints. What do you see? By-
What are handprints and footprints? (Because the sand gets wet-
whether). Conclusion: What did we learn today? What kind of sand leave footprints and
hands? (Traces, prints remain on the wet sand). Experience 32." Sand -
this is a lot of grains of sand. "Guys, what's in my glass? (Sand). I'll take
white sheet of paper and sprinkle some grains of sand on it. See what
they are small. Each of them is clearly visible on a sheet of paper. To get-
there was a big hill of sand, you need a lot of grains of sand. Embankment educator-
There are several hills of sand of different sizes. Which one has more (less)
grains of sand? Are there many grains of sand in the sandbox? Conclusion: What did we learn today?
Are there many grains of sand in the sandbox? Experience 33. "Wind is the movement of air." Sun-
the feeder offers to look out the window - is there any wind? Is it possible to directly
now invite the wind to visit? (If there is a strong wind outside, enough
open the window, and the children will see how the curtain sways. If the weather is without
windy, the teacher arranges a draft, - and then the wind "comes to go-
sti"). You can say hello to him. Then the teacher suggests thinking,
where does the wind come from? (As a rule, children say that the wind blows because
trees sway). Wind is born from the movement of air. caregiver
distributes threads, at the ends of which butterflies, ladybugs are attached,
cut out of paper. The teacher suggests taking a deep breath,
take air into your mouth and blow on the strings. What's happening? (Butterflies and God's
cows fly away). Yes, butterflies and ladybugs fly away, thanks to a trickle
wind coming from the mouth. We made the air in the mouth move,
and he, in turn, moves the strings with figures. Conclusion: What are we talking about today?
learned? Wind is the movement of air. How can you represent the wind? Do
deep breath and blow. Experience 34
see, you have to catch him. "Children are invited to look at the group
room. What do you see? (Toys, tables, etc.) And there are a lot of things in the room
spirit, but it is not visible, because it is transparent, colorless. To see
air, it must be caught. The teacher offers to look in polyethylene
new package. What's there? (It's empty). It can be folded several times. Smot-
look how thin he is. Now we fill the bag with air, tie
his. Our bag is full of air and is like a pillow. Now let's unpack the package,
Let's get the air out of it. The package became thin again. Why? (It doesn't have
air). Again we will draw air into the bag and let it out again (2-3 times). You-
Vod: What did we learn today? The air is transparent. To see him,
must be caught. Experience 35
Spirit". Which toy has a lot of air? This toy is round, can jump,
roll, you can't throw. What it is? (Ball). Look what he is
big, elastic, how high he jumps. But if a hole appears in the ball,
even very small, then the air will come out of the ball, and he will no longer be able to jump.
The teacher hits the ball on the floor. Offers to knock on the floor with different balls -
mi. Which ball bounces better? (Large, where there is a lot of air). Conclusion: what
did we find out today? The ball bounces high because there is a lot of air in it.
Experience 36. "The wind blows - the boat floats." The teacher lowers the boat
water. Offers to take in more air and blow on it. What's happening
with a boat? (She floats). Why is she swimming? (Because we blow on it).
So real boats can also sail thanks to the wind. Conclusion: What are we talking about?
did you find out today? Who is pushing the boat? (Wind). ENTERTAINING EXPERIENCES
AND EXPERIMENTS FOR PRESCHOOL CHILDREN 37. How to pierce an air
ball without harm to him? The child knows that if you pierce the balloon, then he
burst. Stick on the ball on both sides of a piece of adhesive tape. And now you
You can easily pierce the balloon through the tape without any harm to it. 38. Flowers lo-
tosa Cut out flowers with long petals from colored paper. With the help
with a pencil, twist the petals to the center. Now drop the multi-colored
lotuses on water poured into a basin. Literally before your eyes flower petals
will start to unfold. This is because the paper gets wet, becomes
gradually heavier and the petals open. 39. Natural magnifying glass If
you needed to make out some small creature, for example, a spider
ka, mosquito or fly, it is very simple to do this. Plant the insect in three
liter jar. From above, tighten the neck with cling film, but do not tighten
wash it, but, on the contrary, push it so that a small capacitance is formed
bone. Now tie the film with a rope or elastic band, and pour into the recess
water. You will get a wonderful magnifying glass through which you can perfectly
consider the smallest details. The same effect will be obtained if you look at
object through a jar of water, fixing it on the back wall of the jar of transparent
tape. 40. Water candlestick Take a short stearin candle
chu and a glass of water. Weight the lower end of the candle with a heated nail (if
the nail is cold, the candle will crumble) so that only the wick and
the edge of the candle remained above the surface. A glass of water in which a flame
this candle will be a candlestick. Light the wick and the candle will burn until
too long. It seems that it is about to burn down to water and go out. But this
will not happen. The candle will burn out almost to the very end. And besides, the candle
such a candlestick will never cause a fire. The wick will be extinguished
water. 41. Where did the ink go? Transformation into a bottle of water drip
ink or ink to make the solution a pale blue. Put that there
tablet of crushed activated charcoal. Close the mouth with your finger and
shake the mixture. She brightens up before her eyes. The fact is that coal absorbs
the surface of the dye molecule and it is no longer visible. 42. Doing
cloud Pour into a three-liter jar of hot water (approximately 2.5 cm). By-
put a few ice cubes on a baking sheet and place it on a jar. WHO-
the spirit inside the jar, rising up, will begin to cool. Contained in
where the water vapor will condense to form a cloud. This experiment
simulates the formation of clouds during cooling of warm air.
And where does the rain come from? It turns out that the drops, having warmed up on the ground, raise
toil upward. There it becomes cold for them, and they huddle together, forming
poke clouds. Meeting together, they increase, become heavy and
fall to the ground as rain. 43. I can't believe my hands Prepare three
bowls of water: one with cold water, another with room water, and a third with hot water.
Ask the child to put one hand in a bowl of cold water, the other in
hot water. After a few minutes, have him dip both hands into the water.
temperature. Ask if she seems hot or cold to him. How-
Mu there is a difference in the sensations of the hands? Can you always trust your hands?
44. Suction of water Place the flower in water, tinted with any paint.
Watch how the color of the flower changes. Explain what a stem has
conductive tubules through which water rises to the flower and colors
his. This phenomenon of water absorption is called osmosis. 45. Equal to all
Take an ordinary coat hanger, two identical containers (this can
be also large or medium disposable cups and even aluminum
drinks cans, however, the top of the cans must be cut off). AT
top of the container on the side, opposite each other, make two holes,
insert any rope into them and attach to the hanger that you hang,
for example, on the back of a chair. Balance containers. And now in such im-
fill the provisioned scales with either berries, or sweets, or cookies, and then
where the children will not argue who got more goodies. 46. Boiled
or raw? If there are two eggs on the table, one of which is raw and the other is
wow, how can you determine this? Of course, every housewife will do it with ease.
bone, but show this experience to a child - he will be interested. Of course, he
is unlikely to relate this phenomenon to the center of gravity. Explain to him that in boiled
The egg has a constant center of gravity, so it spins. And a raw egg has an internal
the morning liquid mass is like a brake, so a raw egg is round
can't wiggle. 47. Melting snow. Purpose: To lead children to understand that
that snow melts from any source of heat. Move: Watch the snow melt on
a warm hand, a mitten, on a battery, on a heating pad, etc. Conclusion: The snow melts from the warm
air coming from any system. 48. Is it possible to drink melt water. Target:
Show that even the most seemingly clean snow is dirtier than tap water
water. Move: Take two light plates, put snow in one, pour in the other
ordinary tap water. After the snow melts, consider
water in the plates, compare it and find out which of them had snow (determine
pour over the garbage at the bottom). Make sure the snow is dirty meltwater and
it is not suitable for people to drink. But, melt water can be used for
watering plants, and it can also be given to animals. 49. Water Ability
reflect surrounding objects. Purpose: to show that water reflects the environment
crafting items. Move: Bring a basin of water into the group. Suggest to the guys
consider what is reflected in the water. Ask the children to find their reflection,
remember where else you saw your reflection. Conclusion: Water reflects the environment
objects, it can be used as a mirror. 50. Transparency
water. Purpose: To bring children to the generalization “clean water is transparent”, and
"dirty - opaque" Move: Prepare two jars or glasses of water
and a set of small sinking objects (pebbles, buttons, beads, coins).
Find out how the concept of “transparent” was learned by children: offer the children
find transparent objects in the group (glass, glass in the window, aquarium). Give
assignment: prove that the water in the jar is also transparent (let the guys dip it into
jar small objects, they will be visible). Ask a question: “If you lower it into
aquarium a piece of land, will the water be as transparent?
answers, then - to demonstrate by experience: put a piece of water into a glass of water
ground check and stir. The water became dirty and cloudy. Dropped into such
water objects are not visible. Discuss. Is there always water in the fish tank?
transparent, why does it become cloudy. Is the water clear in the river, lake,
sea, puddle. Conclusion: Clear water is transparent, objects are visible through it; mut-
the water is opaque 51. What do birds build their nests with? Purpose: To identify some
some features of the lifestyle of birds in spring. Material: Threads, shreds,
cotton wool, pieces of fur, thin twigs, sticks, pebbles. Move: Consider
tree nest. Find out what the bird needs to build it. Take out sa-
my varied material. Place it near the nest. During
several days to observe what material is useful to the bird. What else
the birds will follow him. The result is made up of ready-made images and ma-
materials. 52. Water cycle in nature Materials: large plastic
container, smaller jar and plastic wrap. Progress: Pour into a vessel
some water and put it in the sun, covered with foil. The sun will heat
water, it will begin to evaporate and, rising, condense on a cool
film, and then drip into a jar. 53. Rainbow effect
dark light on individual colors - reproduce the rainbow effect. Materials:
A necessary condition is a clear sunny day. Water bowl, white sheet
cardboard and a small mirror. Stroke: Place the bowl of water on the most sunny
some place. Lower a small mirror into the water, leaning it against the edge
bowls. Turn the mirror at an angle so that the sun falls on it.
ny light. Then moving the cardboard in front of the bowl, find the position where
a reflected "rainbow" appeared on it. 54. Fluidity of water. Purpose: Show,
that water has no form, spills, flows. Move: take 2 glasses filled with
water, as well as 2-3 items made of solid material (cube,
ruler, wooden spoon, etc.) determine the shape of these objects. Ask
Question: Does water have a form? Invite children to find the answer on their own
effectively, pouring water from one vessel into another (cup, saucer, vial and
etc.). Remember where and how puddles spill. Conclusion: Water has no form,
takes the form of the vessel in which it is poured, that is, it can easily change
shape. 55. Melting ice in water. Purpose: To show the relationship between quantity and quality
size. Move: Place a large and small "ice" in a basin of water.
us." Ask the children which one will melt faster. Listen to the gi-
propositions. Conclusion: The larger the ice floe, the slower it melts, and vice versa. 56.
solar laboratory. Purpose: To show objects of what color (dark or
light) heat up faster in the sun. Move: Lay out on the window on the sun
nyshke sheets of paper of different colors (among which there should be sheets of white
logo and black). Let them bask in the sun. Ask the children to
touch those sheets. Which leaf will be the hottest? What is the coldest
nym? Conclusion: Dark sheets of paper heated up more. Dark items
colors trap heat from the sun, while light-colored objects reflect it.
That's why dirty snow melts faster than clean snow! 57. Multicolored plants.
Purpose: To show sap flow in the stem of a plant. Material: 2 jars
yogurt, water, ink or food coloring, a plant (clove, daffodil,
sprigs of celery, parsley). Action: Pour ink into a jar. Dip Ste-
bli plants in a jar and wait. After 12 hours, the result will be visible.
Conclusion: Colored water rises along the stem thanks to thin channels.
tsam. That's why plant stems become of blue color. 58. Drowning - floating
No Purpose: To make children understand that metal sinks in water, but wood does not. Move: Ask
See what happens when you put a nail and a wooden stick into water.
Test the children's hypotheses by dropping objects into the water. Conclusion: metal sinks into
water, and the tree floats - does not sink. 59. Life-giving property of water. Purpose: By
say important property water - to give life to the living. Move: Watching
cut branches of a tree, placed in water, they come to life, give
roots. Observation of the germination of identical seeds in two saucers:
ostomy and with wet cotton. Observation of the germination of the bulb in dry
jar and water jar. Conclusion: Water gives life to living things. 60. Flame pollutes
air. Light a candle. The flame is burning. Can it pollute the air? Poder-
live above the flame of a candle at a distance (1-2 cm) glass or porcelain
cup. After a while, you will see that this item has turned black from below -
covered with a layer of soot. 61. Plants drink water. Put a bouquet of flowers in
colored water. After a while, the stems of the flowers will also turn colored.
Conclusion: Plants drink water. 62. Sand passes water well, and clay is flat
ho. Take 2 identical funnels and put on the glasses. In every raven
ku put some cotton wool. Pour sand halfway into one funnel, and into
put another crushed clay. Fill both funnels to the top with water.
Watch. Sand passes water well, and clay poorly. Sand - loose
substance. Clay consists of small particles, strongly bonded between
the battle. 63. Submarine "No. 1. Submarine from grapes. Take a hundred
can with fresh sparkling water or lemonade and throw grapes into it
dinka. It is slightly heavier than water and will sink to the bottom. But they will start on it right away
sit down gas bubbles, similar to small balloons. Soon they
there will be so much that the grape will float. But bubbles on the surface
burst, and the gas will fly away. The heavy grape will again sink to the bottom.
Here it will again be covered with gas bubbles and rise again. So it will be
should be repeated several times until the water "exhales". According to this principle
a real boat floats up and rises. And the fish has a swimming pool
zyr. When she needs to dive, the muscles contract, squeezing the bubble.
Its volume decreases, the fish goes down. And you have to get up - the muscles are dis-
weaken, dissolve the bubble. It increases and the fish floats up. 64.
Submarine "No. 2. Submarine from an egg. Take 3 cans: two half-
liter and one liter. Fill one jar with clean water and lower it into
her raw egg. It will drown. In the second jar, pour a strong solution of
salt (2 tablespoons per 0.5 liters of water). Dip the second egg in there -
it will float. This is because salt water is heavier, so
swimming in the sea is easier than in the river. Now put on the bottom of a liter jar
egg. Gradually adding water from both small jars in turn, you can
but get a solution in which the egg will neither float nor sink.
It will be held, as if suspended, in the middle of the solution. When the experience is
den, you can show the focus. By adding salt water, you will achieve that
the egg will float. Adding fresh water - that the egg will sink.
Externally salty and fresh water is not different from each other, and it will be you-
look amazing. 65. How to get a coin out of the water without getting your hands wet? how
come out dry from water. Put the coin on the bottom of the plate and fill it with water.
How to take it out without getting your hands wet? The plate must not be tilted. Put it in a ball
a small piece of newspaper, set fire to it, throw it into a half-liter jar and
immediately place it face down with the hole in the water next to the coin. The fire is out-
no. The heated air will come out of the can, and due to the difference in atmospheric
pressure inside the can, the water will be drawn into the can. Now you can take my
No, without getting your hands wet. 66. Lotus flowers. Cut flowers out of colored paper
long petals. Using a pencil, twist the petals towards the center.
And now lower the multi-colored lotuses into the water poured into the basin. Literally on
your eyes, flower petals will begin to bloom. This happens because
that the paper gets wet, it becomes gradually heavier and the petals open-
sya. 67. Natural magnifying glass. If you need to see any ma-
small creature, such as a spider, a mosquito or a fly, it is very easy to do this
hundred. Plant the insect in a three-liter jar. Tighten the neck at the top
cling film, but do not stretch it, but, on the contrary, push it so that
formed a small container. Now tie the film with a rope or
with a rubber band, and pour water into the recess. You will get a wonderful magnifying glass, through
which you can see the smallest details perfectly. Same effect
it will turn out if you look at an object through a jar of water, fixing it on
back wall of the jar with transparent tape. 68. Water candlestick. Take
a short stearin candle and a glass of water. The lower end of the candle is weighted
those with a heated nail (if the nail is cold, the candle will crumble) so
so that only the wick and the very edge of the candle remain above the surface.
The glass of water in which this candle floats will be the candlestick. Light up
wick, and the candle will burn for quite some time. It seems that she is about to
rit to water and will go out. But that won't happen. The candle burns out almost to
the very end. And besides, a candle in such a candlestick will never be
cause of fire. The wick will be extinguished with water. 69. How to get water for drinking?
Dig a hole in the ground about 25 cm deep and 50 cm in diameter.
place an empty plastic container or wide bowl in the center of the hole,
circle it put fresh green grass and leaves. Cover the hole with clean
with plastic wrap and fill its edges with earth so that it does not come out of the pit
air. Place a pebble in the center of the film and lightly press the film over
empty container. The device for collecting water is ready. Leave your
construction until the evening. Now gently shake the earth off the film, which-
so that it does not fall into the container (bowl), and look: there is a chi-
flock of water. Where did she come from? Explain to the child that under the influence of salt
Some warmth grass and leaves began to decompose, releasing heat. Warm air
the spirit always rises. It settles in the form of evaporation on the cold
film and condenses on it in the form of water droplets. This water flowed into
your capacity; remember, after all, you slightly pressed the film and put it there
a rock. Now all you have to do is come up with an interesting travel story.
nikah who went to distant lands and forgot to take water with them, and
start an exciting journey. 70. Wonderful matches. You will need-
5 matches. Break them in the middle, bend at a right angle and lay
on a saucer. Put a few drops of water on the folds of the matches. Watch.
Gradually, the matches will begin to straighten out and form a star. The reason of that
phenomenon called capillarity, in that the fibers of the tree are absorbed
left-handed fibers "get fat", and they can no longer bend strongly and begin to
deal with. 71. washbasin from a plastic bottle. Toddlers have
one feature: they always get dirty when there is even the slightest
possibility. And the whole day to take a child home to wash is pretty cool
sweaty, besides, children do not always want to leave the street. To resolve this issue
very simple. Make a simple washbasin with your child. For this
you need to take a plastic bottle, on its side surface about
5 cm from the bottom, make a hole with an awl or nail. The work is done,
washbasin is ready. Plug the hole made with your finger, pour to the top
water and close the lid. Slightly unscrewing it, you will get a trickle of water,
screwing - you "close the tap" of your washbasin. 72. Where did the black-
nile? Transformations. Drop some ink or ink into a bottle of water to
the solution was pale blue. Put a tablet of crushed ac-
tivated coal. Close the mouth with your finger and shake the mixture. She in-
brightens before the eyes. The fact is that coal absorbs moisture with its surface.
dye molecules and it is no longer visible. 73. Making a cloud. Pour in three
a liter jar of hot water (about 2.5 cm.). Put on a baking sheet
a few ice cubes and put it on the jar. The air inside the can, under-
going up, it will cool down. The water vapor it contains will
condense to form a cloud. This experiment simulates the process
cloud formation when warm air cools. And where does it come from
rain? It turns out that the drops, heated up on the ground, rise up. There
they get cold, and they huddle together, forming clouds. Meeting-
together, they increase, become heavy and fall to the ground in
the form of rain. 74. I don't believe my hands. Prepare three bowls of water: one -
with cold, another - with room, the third - with hot. Ask a child
dip one hand into a bowl of cold water, the other - with hot water. Che-
After a few minutes, have him immerse both hands in water at room temperature.
ry. Ask if she seems hot or cold to him. Why is there a difference in
hand feel? Can you always trust your hands? 75. Suction
water. Put the flower in water, tinted with any paint. Observe-
let's see how the color of the flower changes. Explain that the stem has a conductive
tubules through which water rises to the flower and colors it. Ta-
The process of absorbing water is called osmosis. 76. Vaults and tunnels.
Glue a thin paper tube slightly larger in diameter than the caran-
dash. Insert a pencil into it. Then carefully pour the tube from the pencil
with sand so that the ends of the tube come out. Pull out the caran-
dash - and you will see that the tube remains uncrumpled. The grains of sand form
safety vaults. Insects caught in the sand get out from under
thick layer whole and unharmed. 77. All equally. Take the usual
coat hanger, two identical containers (it can also be
large or medium disposable cups and even aluminum cans
from under drinks, however, the top of the cans must be cut off). Top
parts of the container on the side, opposite each other, make two holes, insert into
them any rope and attach to a hanger, which you hang, for example, on
the back of the chair. Balance containers. And now in such improvised
fill the scales with either berries, or sweets, or cookies, and then the children will not
They argue about who got more goodies. 78. Good-for-nothing and roly-
standing up". Obedient and naughty egg. First try to put
a whole raw egg on a blunt or sharp end. Then start experimenting
cop. Poke two holes the size of a match head at the ends of the egg.
ku and blow out the contents. Rinse the inside thoroughly. Give me a scor-
do not dry well from the inside for one to two days. After this hall
drink the hole with plaster, glue with chalk or whitewash so that it becomes un-
noticeable. Pour into the shell of clean and dry sand about one quarter
twirl. Seal the second hole in the same way as the first. obedient
the egg is ready. Now, in order to put it in any position, get
just shake the egg lightly, holding it in the position that it should
but will take. The grains of sand will move, and the set egg will be preserved.
take balance. To make a "roly-poly" (roly-poly), you need to
throw a hundred sand into an egg 30-40 pieces of the smallest pellets and pieces
stearin from a candle. Then put the egg on one end and heat it up. Stearin
melts, and when it hardens, blinds the pellets together and glues them to
shell. Cover the holes in the shell. Tumbler will be impossible
lay down. An obedient egg will stand on the table, and on the edge of the glass, and on
knife handle. If your child wants, have them paint both eggs or glue
and they have funny faces. 79. Boiled or raw? If there are two on the table
eggs, one of which is raw and the other is boiled, how can you determine this?
Of course, every housewife will do it with ease, but show this experience to the
benku - he will be interested. Of course, he is unlikely to connect this phenomenon with the price
trom of gravity. Explain to him that in a boiled egg the center of gravity is constant,
so it spins. And in a raw egg, the internal liquid mass is
like a brake, so a raw egg cannot spin. 80. Stop, hands
up! Take a small plastic medicine bottle
mines, etc. Pour some water into it, put any effervescent tablet -
ku and close it with a lid (not screwed). Put it on the table, re-
returning "upside down", and wait. Gas released from a chemical reaction
pills and water, pushes the bottle out, there will be a "roar" and the bottle will be
will throw up. 81. "Magic mirrors" or 1? 3? 5? Set up two mirrors
at an angle greater than 90°. Put one apple in the corner. This is where it starts-
Xia, but just beginning, a real miracle. There are three apples. And if gradually
but reduce the angle between the mirrors, then the number of apples begins to increase
to be. In other words, the smaller the angle of approach of the mirrors, the more
bursts of objects. Ask your child if one apple can
do 3, 5, 7 without using cutting objects. What will he answer you? And those-
put the above experience. 82. How to wipe the green from the grass ko-
lenok? Take fresh leaves of any green plant, put them in
pour into a thin-walled glass and pour a small amount of vodka.
Place the glass in a pot of hot water (in a water bath), but do not
mo to the bottom, but on some wooden circle. When the water is in the pot
cool, remove the leaves from the glass with tweezers. They will discolor, and vodka
will become emerald green, as chlorophyll has been released from the leaves, green
plant dye. It helps plants "eat" solar energy.
This experience will be useful in life. For example, if a child accidentally gets dirty
knees or hands with grass, then you can wipe them off with alcohol or cologne. 83.
Where did the smell go? Take corn sticks, put them in a jar, in which
which was dripped cologne in advance, and close it with a tight lid. Through
10 minutes, opening the lid, you will not feel the smell: it was absorbed by the porous
substance of corn sticks. This absorption of color or smell is called
adsorption. 84. What is elasticity? Take a small rubber in one hand
a new ball, and in the other - a plasticine ball of the same size. Drop it
them to the floor from the same height. How did the ball and the ball behave, what changes
niya with them happened after the fall? Why does plasticine not bounce, but
the ball bounces, perhaps because it is round, or because
is it red, or because it's rubber? Invite your child to be
ball. Touch the baby's head with your hand, and let him sit down a little,
bending your knees, and when you remove your hand, let the child straighten his legs and
jump up. Let the baby jump like a ball. Then explain to the child
that the same thing happens to the ball as to him: he bends his knees, and the ball
slightly depressed when he falls to the floor, he straightens his knees and jumps
bends, and what is pressed into the ball straightens out. The ball is elastic. And plasticized
a new or wooden ball is not elastic. Tell the child: "I will
put your hand to your head, but don’t bend your knees, don’t be elastic.
touch the child's head, and let him not bounce like a wooden ball -
etc. If you do not bend your knees, then it is impossible to jump. It is impossible to dis-
bend knees that were not bent. The wooden ball when it falls on
floor, is not pressed in, which means it does not straighten out, so it does not bounce
vaet. He's not resilient. 85. The concept of electric charges. Inflate the non-
large balloon. Rub the ball on wool or fur, and even better on your
hair, and you will see how the ball will begin to stick to literally all objects.
there in the room: to the closet, to the wall, and most importantly - to the child. This explains-
All objects have a certain electric charge. In re-
As a result of contact between two different materials, separation occurs
leniya electrical discharges. 86. Dancing foil
foil (shiny chocolate or candy wrapper) very narrow and
long stripes. Run the comb through your hair and then lift
sieve it close to the segments. The stripes will begin to dance. It attract-
positive and negative to each other electric charges. 87.
Hanging on the head, or is it possible to hang on the head? Make a light spinning top
cardboard, planting it on a thin stick. Sharpen the lower end of the stick, and
top, stick a tailor's pin (metal, not plastic)
howling head) deeper so that only the head is visible. Start the spinning top
"dance" on the table, and bring a magnet to it from above. The wolf will jump
and the pinhead will stick to the magnet, but I wonder if it won't stop,
and will rotate, "hanging on the head." 88. Secret letter. Let the baby on
a blank sheet of white paper will make a drawing or an inscription with milk, lemon
juice or table vinegar. Then heat a sheet of paper (preferably over a
rum without open fire) and you will see how the invisible turns into the visible
my. The impromptu ink will boil, the letters will darken, and the secret
Sherlock Holmes. Mix the soot from the stove with talc. Let the child
sew on some finger and press it to a sheet of white paper. Powder
this is the place of the cooked black mixture. Shake the paper to
the mixture well covered the area to which the finger was attached. Remains
Pour the powder back into the jar. There will be a clear imprint on the sheet
finger. This is explained by the fact that our skin always has a little
subcutaneous fat. Everything we touch leaves untouched
mark trace. And the mixture we made sticks well to fat. Thanks to
black soot, it makes the imprint visible. 90. More fun together. Cut out
thick cardboard circle, circling the rim of a tea cup. On one side in le-
on the howl half of the circle, draw a figure of a boy, and on the other side - fi
girl's gurku, which should be located in relation to the boy
upside down. Make a small hole on the left and right of the cardboard,
insert the elastic loops. Now stretch the elastic bands in different directions.
The cardboard circle will spin quickly, pictures from different sides are compatible
close, and you will see two figures standing side by side. 91. Secret kidnapper
renya. Or maybe it's Carlson? Grind the pencil lead with a knife.
Let the child rub his finger with the prepared powder. Now you need to press
finger to a piece of adhesive tape, and stick the adhesive tape to a white sheet of paper - on it there is a
children can see your baby's fingerprint pattern. Now we will know whose
prints remained on a jar of jam. Or maybe it was Carlson who flew in? 92.
Unusual drawing. Give your child a piece of clean, light-colored
fabrics (white, blue, pink, light green). Pick the petals off
different colors: yellow, orange, red, blue, blue, and also green
ny leaves of different shades. Just remember that some plants are poisonous.
you, for example aconite. Spread this mixture on a cloth laid on a section
local board. You can both involuntarily pour petals and leaves, so
and build the intended composition. Cover it with plastic
film, fasten on the sides with buttons and roll it all out with a rolling pin or
tap on the fabric with a hammer. Shake off the used "paints", stretch
fabric on thin plywood and insert into the frame. The masterpiece of young talent is ready!
It made a great gift for mom and grandma. 93. Experiment "Sandy
cone" Take a handful of sand and release it in a trickle so that it falls
to one place. Gradually, a cone is formed at the point of fall, growing in
honeycomb and occupying an increasing area at the base. If you pour for a long time
sand, on the surface of the cone, now in one place, then in another there are floating
you, the movements of the sand, like a current. Children conclude: loose sand
and can move (to remind the children about the desert, that it is there that the sands
can move, be like the waves of the sea). 94. Experiment
"Properties of wet sand" Wet sand cannot be poured in a stream from the palm of your hand,
but it can take any desired shape until it dries. Explanation
a thread for children, why figures can be made from wet sand: when sand
gets wet, the air between the edges of each grain of sand disappears, wet edges
stick together and hold each other. If cement is added to wet sand, then
and when dry, the sand will not lose its shape and become hard as a stone. Here
this is how sand works in building houses. 95. Experiment "Magic
material" Invite the children to mold something from sand and clay, after
what to check the strength of buildings. Children draw a conclusion about the viscosity of the wet
clay and retaining its shape after drying. Find out that dry sand
does not retain the form. They argue whether it is possible to make dishes from sand and clay.
Children test the properties of sand and clay by molding dishes from them and drying them.
her. 96. Experiment "Where is the water?" Invite children to find out the properties of sand
and clay, tasting them to the touch (loose, dry). Children pour glasses
at the same time with the same amount of water (water is poured exactly as much,
to completely disappear into the sand). Find out what happened in the containers with sand
clod and clay (all the water has gone into the sand, but stands on the surface of the clay); why
(for clay, the particles are closer to each other, do not let water through); where are the puddles
after rain (on asphalt, on clay soil, because they do not let water through
inside; on the ground, there are no puddles in the sandbox); why are the paths in the garden sprinkled
sand (to absorb water). 97. Experiment "Wind" Suggest to children
find out why it is inconvenient to play with sand in strong winds. Children
consider the prepared "sandbox" (a jar with poured thin
layer of sand). Together with an adult they create a hurricane - they sharply squeeze with force
jar and find out what is happening and why (because the grains of sand are small, light,
do not stick to each other, they cannot hold on to each other or to
ground with a strong air stream). Invite the children to think about how
make it possible to play with sand even in strong winds (well
wet it with water). 98. Experiment "Vaults and tunnels" Suggest to children
insert a pencil into a paper tube. Then carefully fill it with sand
so that the ends of the tube protrude outward. We take out the pencil and
dim that the tube remains not crumpled. It doesn't matter if it was legal
pan in a vertical, inclined or horizontal position. Children of the case
yut conclusion: grains of sand form protective vaults. Explain why
insects that have fallen into the sand are selected from under a thick layer intact and not
harmful. 99. Experiment "Hourglass" Show children hourglass
clock. Let them watch how the sand is poured. Give the children
the ability to feel the duration of the minute. Ask the children to dial in fret-
shovel as much sand as possible, squeeze the fist and watch how the trickle runs
sand. Children should not unclench their fists until they have emptied
all the sand is flying. Offer to reflect on the saying "Time is like a
juice", "Time is like water". 100. Experiments with other objects inanimate
nature: 1. Measure the air temperature in the apartment, on the street and compare.
2. Pour water into ice cube trays and freeze it in the refrigerator or on
street on a frosty day. Offer to pick up ice cubes and observe
as the ice melts and turns into water. Compare who melts the ice faster:
who held it in mittens or bare hands. Bring water to a boil on fire
nia, watch the steam, substitute a glass and see how the steam again
turns into water. 3. In a bath of water, lower pre-
meta. In one glass, dissolve 5 teaspoons of salt, and leave the other with
fresh water, dip the eggs into both glasses. Throw in a glass of water first
a pinch of granulated sugar, then salt, manganese crystals. 4. Wave your
erom near the face to feel the movement of air. Drop empty
bottle into a basin of water - bubbles come out of the bottle. Put a layer
bulk bottle in the refrigerator. When she cools down, put on her gor-
little balloon, Put the bottle in a bowl of hot water. 5.
Run water through sand and clay. Consider, weigh, determine the ru-
which temperature of objects made of various metals. 6. Measure temperature
hot and cold water. Light a match, a candle, examine the flame. What is left
moose as a result of burning. 7. "Rainbow film". Place bowl of water on
table so that direct rays of light do not fall on it. Hold over a bowl of ki-
a line from a bottle of varnish until a drop of varnish falls into the water. Watch for
the surface of the water. 12. Determine the sides of the horizon with a compass. Define-
pour on a compass, where to be north, south, east, west. 101. Fun game
"Sand paintball" Create a playing field and roll tennis balls on it
chiki. Make a high mound of wet sand on the sides,
path grooves, labyrinths, tunnels in different directions. launch balls
above. 102. Experience "How to get drinking water from salt water" Pour into a basin
water, add two tablespoons of salt, mix. To the bottom of an empty square
stick glass put the washed pebbles, and lower the glass into the basin so
so that it does not float, but its edges are above the water level. Top pull
film, tie it around the pelvis. Push the film in the center over the glass and
put another stone in the recess. Put the basin in the sun. Through
unsalted clean water will accumulate in a glass for several hours. Conclusion: water
evaporates in the sun, the condensate remains on the film and drains into an empty glass
kan, the salt does not evaporate and remains in the basin. 103. Game-fun "Treasure hunters"
Bury small buttons and other small items in the sand. Via
sieves, sifting the sand, "treasures" are found. 104. Drawings
stick with a finger or a stick, and then lay out with pebbles, shells,
buttons, creating a plot. 105. Angle of rest experiment Plastic cup
(bucket) fill with dry sand and slowly pour onto the ground. The child for
interested in the fact that no matter how many times he did this experiment, the height of the piles
ki of sand will be the same (provided that it will be poured every time on
new place). Experiment: maybe pour more slowly and more accurately, then
will the hill get higher? No it's physical phenomenon is called "the angle
which. When the sand cone reaches this value, all subsequent
the grains of sand no longer linger on the top, but roll down. For each
loose rock has its own “rest angle”, which means that the height of the hill is also its own. 106.
"Sand garden, park, city" Build various buildings on the sand, roads
gi, bridges, using dry sticks, flowers, pebbles. Create a real
composition of the city, park, garden. 107. Experiment "Sinking - not sinking"
Invite the children to check: which of the objects around them are drowning in
water, and which remain on the surface. For the experiment, a spoon is suitable,
cork, a piece of plasticine, parts from "LEGO", etc. Follows in turn
drop objects into a container of water and observe what is happening. Can
complicate the task by connecting sinking and non-sinking objects together, after
follow what is happening. 109. Experiment "Iceberg" Fill the balloon with water
and put it in the freezer. When the water freezes, cut the ball, and the ice
lower the block into a container with water. Observe: a small piece of ice
is above water, and the rest is under water. This is a mini iceberg. 110. Express
riment "Submarine from an egg" Salt in one glass, press in another
naya. An egg floats in salt water and sinks in fresh water. Conclusion: in salt water
it is easier to swim, because the body is supported not only by water, but also by dissolved
particles of salt in it. Tell the children about the Dead Sea, which is very
very salty, so much so that people do not drown in it, but lie on the water as if on di-
van. 111. Experiment "Lotus Flowers" Making a paper flower, petals
we twist to the center, lower it into the water, the flowers bloom. Conclusion: paper,
getting wet, it becomes heavier, Therefore, the petals bloom. 112. "Miracles-
matches” Break the matches in the middle and drop a few drops of water
on the folds, gradually the matches will straighten out. Conclusion: wood fibers absorb
moisture and cannot bend much, they begin to straighten out. 113. "Underwater
a boat of grapes" Throw a grape into a glass of sparkling water, it
sink to the bottom. After a while, bubbles of gas settle on it, and it
pops up. Conclusion: until the water is exhaled, the grape will sink and
pop up. 114. "Is it possible to glue paper with water" Let's take two sheets of paper.
We move one in one direction, the other in another. Moisten with water, lightly
squeeze, try to move - unsuccessfully. Conclusion: water has a glue-
shchy effect. 115. "Does the air get cold" Air can get warm
and cool down. Place an open plastic bottle in the refrigerator.
When cool, put a ball on the neck of the bottle and put the bottle in
bowl of hot water. The balloon will inflate. Conclusion: air when heated-
NII is expanding. Put the bottle in the fridge again - the balloon will deflate,
as the air compresses as it cools. 116. "Properties of seeded sand"
Pour the sand evenly over the entire surface through a sieve. Put on top
on the sand without pressure on the subject of a sharpened pencil or stick. Then
place a heavy object (key, 5 ruble coin). Note
to the depth of the footprint left in the sand. After that, sprinkle not sifted
sand on this surface and repeat the same steps. Conclusion: on-
seeded sand is denser, builders use this property, in sketched
nye sand the object sinks deeper than in the seeded one. 119. "Competition of ri-
sunk in the sand "The rule of the game: draw anything, but you can not use
hands. 120. "Squiggle" A squiggle is drawn with a finger or a twig. Another
the child continues to draw it in such a way that it turns out something meaningful
lazy. Another option: a lot of squiggles are drawn, and the children connect them,
after which the overall picture is obtained. 121. Experience with sand through a magnifying glass
rushes through a magnifying glass dry and wet sands. We see that dry sand is visible through
cut a magnifying glass with grains of sand of different colors and shapes, and sticks when wet. Conclusion: mo-
The covered sand sticks because the grains of sand are combined. 122. "What smells
water "Three glasses (sugar, salt, clean water). Add a solution to one of them
valerian. There is a smell. Water begins to smell of those substances that are in
it is added. 123. "Make a cloud" Pour hot water into a jar, then pour
observe. Put ice cubes on a baking sheet and put on a jar. Air inside
jars cools and rises. Conclusion: water vapor concentrates-
sya, forming a cloud. 124. Does water evaporate? Pour water into a bowl and
leave for a few days. The water will evaporate. 125. Magic Snowball B
add salt to the water and leave for a few days, the water will evaporate, there will be
salt crystals like snow. 126. Experience "Level" Introduce children to
level, what it is and what its builders use it for. Learn to do uro-
vein yourself and apply it. Take a transparent tube and water. 127.
The game "Water Carriers" Rule: bring water faster without spilling. The one who wins
who came to the finish line first and carried more water. Can carry water
on all fours in plastic bowls on their backs 128. Where did the ink go?
drop ink into a glass of water, and a tablet of activated charcoal there. Water
will brighten. CONCLUSION: coal absorbs particles of dye with its surface
bodies. 129. "Drop-ball"
droplet balls.
Experience number 1. “Does everything attract a magnet?”
Q: You have different objects on your table, disassemble the objects in such a way
at once: on a black tray, put all the items that the magnet attracts
pulls. On a tray orange color, put which the magnet does not attract-
Q: How do we check it?
D: With a magnet.
Q: To check this, you need to hold a magnet over objects.
Let's get started! Tell me what did you do? And what happened?
D: I held a magnet over objects, and all iron objects attracted
flock to him. This means that the magnet attracts iron objects.
Q: And what objects did the magnet not attract?
D: The magnet did not attract: a plastic button, a piece of cloth, paper, wood
dry pencil, eraser.
Conclusion: The magnet attracts only metal objects.
Experience number 2. "Don't get your hands wet"
Q: Does the magnet work through other materials?
Q: Guys, how to get a paper clip without getting your hands wet?
D: Children's versions.
Q: We must lead the magnet along the outside of the glass.
(Children perform)
Q: Tell us what happened?
D: The paperclip follows the upward movement of the magnet.
Q: What moved the paperclip?
D: Magnetic force.
Q: What can be the conclusion?
Conclusion: Magnetic force passes through glass.
Experience number 3. Paper race game.
Q: Guys, what do you think, is it possible to start a paper typewriter?
D: Children's answer.
Q: Let's put the car on a sheet of cardboard, a magnet under the cardboard. Then move-
we drive the car along the drawn paths.
Let's start racing.
Q: What can be the conclusion?
Conclusion: The magnetic force passes through the cardboard.
Game-experience "Flying Butterfly"
AT: Guys, I want to show you a little trick. (show).
AT: And who guessed why my butterfly flies? (children's answers)
An iron clip is attached to the butterfly.
The magnet attracts the paperclip along with the butterfly, it starts to move,
flies. Now, I suggest that you do the trick yourself with your butterfly-
Conclusion: A magnet has an effect even at a distance.
naya educational activities
for environmental education.
Research activities in the senior group
"Magic water".
Prepared and hosted: educator per-
ped. experience 20 years
Yelabuga
Tasks: form realistic ideas about nature, circular
a company of water in nature; continue to learn to compare, analyze, enrich
show cause-and-effect relationships, promote the development of coherent speech,
enrich vocabulary; develop logical thinking, attention, pa-
Integration of educational areas: communication, socialization,
artistic creativity, knowledge, physical culture.
Material: poem by E. Moshkovskaya "Drop and Sea", globe, toy
"Droplet", riddles, watercolors, napkins, brushes, jars of water
Doy, sheets of paper.
Course progress.
Children sit in a semicircle.
Children, listen, I will read a poem to you, and you will carefully
listen and say what it is about.
E. Moshkovskaya "Drop and Sea"
The sea saved up water
And years passed...
And one Brook was upset.
Well, I'll cook the seagulls at home
I'm working in vain, in vain!
I'm no longer nice to the sea ...
Little rain decided to ask:
Maybe no more drizzle?
Why do you need some drops?
You are the Sea! Is not it?
Yes, I am the Sea. Yes, I'm proud.
But I will not refuse a drop ...
Drop and drop by drop
Made the sea, right?
Guys, what is this piece about? Why did the Sea need the Drop?
Guys find a place on the globe yellow color- it's a desert. There is not enough
melts water even to quench your thirst, to get drunk.
Tell me, why do we need water in our life? How does she help us?
(Children's answers.)
Water is rivers, lakes, seas, and oceans. There seems to be so much water
it should be enough for everyone. But this is not so, the water we use is on the
a little on the planet. And every year there is less and less water. So
How do people pollute water bodies? It is necessary to protect nature, not to pollute it.
Guys, Droplet came to visit us today, and she wants to listen and
find out from you how she travels. Who will tell about the journey of drops-
ki? (Illustration with the water cycle in nature.)
And she also wants to play the game “We are droplets” with you (Educator -
mother is a cloud, children are droplets. See outdoor game, p. 22 "Magic Water".)
Guys, tell me, is snow water? Or not?
Remember, we brought a lump of snow to the group, what happened to it?
(He turned into water.) We have water in liquid (still solid - ice) composition
Guys, and Droplet brought riddles, she wants you to guess them.
It does not burn in fire, and does not sink in water. (Ice.)
She grows upside down
It does not grow in summer, but in winter.
A little sun will bake her -
She will cry and die. (Icicle.)
What kind of stars are see-through on a coat and on a scarf,
All through, cut out, but will you take water in your hand? (Snowflakes.)
What master did this on the glass
And leaves, and herbs, and thickets of roses? (Freezing.)
First it flies, then it runs
Then on the street lies ...
Then without a bot or galoshes,
You won't cross it dry! (Rain.)
Well done, solved all the riddles. Guys, a droplet tells me something.
She wants you to draw where water meets and in what form. And after
tell her what you drew. (Drawing of children.)
Guys, we will be friends with water, with our cheerful droplet. After all, she
we need so much.
GBOU secondary school No. 1034 DO-4 "Lad"
Synopsis of integrated educational activities
value.
The age of the children is the older group.
Cognitive research activity.
Topic: "Properties of a magnet"
Prepared
villa and spent
teacher of the highest category
Zhdanova Galina Ilyinichna
Moscow 2016
Purpose of educational activity:
Creation of conditions for the formation of the main integral worldview
of a child of senior preschool age by means of physical
Purpose of the experiment:
Systematization of knowledge about the magnet and mastering the basics of research
telskoy activities based on the expansion and refinement of ideas about
properties of a magnet.
Tasks:
Educational:
1. Introduce the concepts of "magnetism", " magnetic forces».
Form an idea of the properties of a magnet, activate in
children's speech words: "attract", "magnetize", "magnetic
forces", "magnetic field".
2. Continue to develop skills on your own, take
solutions in line with experimental activities; check these re-
solutions; draw conclusions from the results of this test, make generalizations
3. To consolidate knowledge about the direct and reverse sequence of chi-
sat down, the ability to name the next and previous number.
Developing:
1. To develop the cognitive activity of the child in the process of significant
companionship with the hidden properties of a magnet, curiosity, striving
direction to independent knowledge and reflection, logical
lenie, the ability to highlight an extra subject and justify your answer.
2. To develop the cognitive experience of children in a generalized form with
the power of visual aids - symbols, conditional substitutes, algorithms
rhythms, patterns.
3. Develop communication skills.
4. Develop social skills: the ability to work in pairs, negotiate
rush, take into account the opinion of the partner, and also defend their opinion.
Educational:
1. Cultivate friendly relations, the desire to come to
helping others.
2. Cultivate accuracy in work, compliance with the rules of technology without
danger.
Equipment:
iron, plastic, glass, wood, rubber objects
you, piece of cloth, magnets different kind, magnetic board, magnetic numbers,
magnetic letters, fish, plates for handouts, diagrams of
fork of behavior in the laboratory, a self-made "portal" of time, a ball, illus-
stratative material: pictures for the game "The Fourth Extra".
For a couple of children: jars of water, glasses.
Technical equipment: MP3 player, music
disc, laptop, video disc "Luntik and his friends".
Preliminary work:
Experiments with a magnet; games with a magnetic board and magnetic letters;
games with a magnet in the corner of experimentation; research activity
home “What attracts a magnet?”.
The course of educational activities:
1. Organizational moment.
Educator: Guys, today I invite you to go to the country
magic, where we will become real Wizards.
Educator: Everyone stood in a circle, joined hands, feel the strength of each
of us and say a magic spell:
Hurry up, let's get in the circle!
You are my friend and I am your friend.
looked at each other
They hugged and smiled.
2. D / and "Neighbors of the number." Count up and down to 10.
Then let's not delay. Right now the portal of time is opening
between the real and the magical world. But here's the problem. We need to enter
code to open the time portal. But over time, some numbers
codes have been erased. Restore it.
What numbers are missing?
1…3 4….6 ..5.. 6…8 ..7..
Children lay out magnetic numbers on a magnetic board.
Guys, what good fellows you are! The portal is up and running.
3. Visual gymnastics.
Hurry up, let's get in the circle!
You are my friend and I am your friend.
looked at each other (eyes)
They hugged and smiled.
Down we lowered our eyes
Our land was carried out.
Eyes up, boldly forward.
The portal leads to the magical world.
Eyes closed. We start counting from 1 to 10 and back.
4. Rules of conduct and safety during experiments.
- They opened their eyes. So we arrived at the school of magical sciences. To
become like wizards, transform into them:
Top top! Clap clap!
turn around yourself
In little wizards
Rather turn!
Now we are real wizards.
Guys, the magic school has its own rules of conduct. unravel
These magical pictures will help us.
1. you can not taste anything;
2. sniff carefully, directing the air with your palm;
3.! means that this focus is unsafe. It can only be done
with adults;
4. be careful with prickly objects. Don't play with them.
5. Experience “Does a magnet attract everything? »
Does a magnet attract everything?
You have a bunch of items on the table. Disassemble the items
how:
In the container to your right, put all the items
which the magnet attracts;
In the container to your left, put the items that
which do not react to the magnet.
How do we check it? (using a magnet)
To check this, you need to hold a magnet over objects.
Independent work.
Get started! Tell me what did you do? And what happened?
Children's answers - I held a magnet over objects, and all iron
objects were attracted to him. So the magnet attracts iron objects
What objects are not attracted by a magnet? (plastic button, ku-
tissue juice, paper, wooden pencil, eraser, iron clips, screws,
And in order for us to remember well and tell others, yes-
let's write down the results of the experiment in the table using the signs "+" and
Material. Is it attracted by a magnet?
Plastic -
Children put conditional icons and formulate a conclusion.
This is one property of a magnet - to attract, magnetize objects. It
called magnetism.
6. Physical education (with a ball).
The game "Attracts - does not attract"
Guys, let's play a game. I will name the object, and you catch,
if the magnet attracts it and hide your hands if the magnet does not attract.
7. The legend of the magnet.
Now sit down on the carpet and listen.
(Music sounds).
I will tell you one old legend.
Calm music sounds.
In ancient times, on Mount Ida, a shepherd named Magnes was tending sheep. He
noticed that his sandals lined with iron and a wooden stick with iron
tip, stick to the black stones that lay in abundance under
feet. The shepherd turned the stick with the tip up and made sure that the wood
Wo is not attracted to strange stones. He took off his sandals and saw that they were barefoot
the legs don't move either. Magnes realized that these strange stones did not
know other materials besides iron. The shepherd captured several of these
stones home and amazed his neighbors with it. On behalf of the shepherd and appeared
name "magnet".
Did you like this legend?
Why is the magnet so called?
8.D / and "The fourth is superfluous"
On the floor are cards with drawings of objects that attract
magnet, and marker.
Guys, and now we will play the game "The Fourth Extra". Cross out
extra item. What is missing here and why?
9. Game-experience "Without getting your hands wet." Does the magnet work through other
materials?
And now we go to the laboratory of wizards. We work in pairs.
Listen to the next task. How to get a paper clip without getting your hands wet?
And an amazing plan will help us in this - a map. Let's explore
our map. She will tell us how to properly conduct our magic.
What should be done first? (pour water into a glass)
What then? (throw a paperclip into a glass)
And then you need to lead the magnet along the outer wall of the glass.
Tell what you did and what you got. (The paperclip follows the
magnet up).
What moved the paperclip? (Magnetic force)
What conclusion can be drawn: do magnetic forces pass through the glass
Magnetic forces pass through glass.
10. The game "Fishing".
You and I, too, with our skillful hands, can independently make
make a fun game using a magnet. It's called "The Fisherman". We
we will be able to play ourselves and please the kids and our little sisters,
and brothers. Look at the materials on the table and tell us how we
we can use them to make the game.
Construction (children express their versions, we fix the sequence
work, let's start making the game)
Will magnetic forces pass through water? Now we will check it. We
we will catch fish without a fishing rod, only with the help of our magnet. Spend-
those with a magnet above the water. Get started.
Children hold a magnet over the water, iron fish, located
at the bottom, are attracted to the magnet.
Tell us what you did and what worked for you.
I held a magnet over a glass of water, and a fish lying in the water
attracted, attracted. This means that magnetic forces pass through the water.
Take your seats.
11. Game-experience "Magic Labyrinth".
We continue our journey in the land of magic.
Educator: Oh, look what's on the floor?
there are pictures in the envelope - a magical maze game. And what about us
using a magnet to play this game. We don't have a pencil or a pen.
How do we find the right path. Let me start playing and you continue
Educator: Did you see how interesting, how unusual the paperclip moved
Let's repeat her movements.
The guys take a cardboard card, put a paper clip on it, and from below to
bring the magnet to a stu and move it in different directions according to the drawing
tracks.
What happens to the staple? (the paperclip seems to be “dancing”
Why is the paperclip moving?
Children's answers.
What can we conclude?
The magnetic force passes through the cardboard.
Magnets can act through paper, so they are used,
for example, in order to attach notes to the metal door of a ho-
lodilnik.
What conclusion can be drawn, through what materials and substances
does the magnetic force pass?
The magnetic force passes through glass, water and cardboard.
That's right, the magnetic force passes through different materials and things.
stva. This is the 2 property of a magnet.
12. Visual gymnastics.
And it's time for us to go home. Get in a circle.
And now it's time to say goodbye
AT Kindergarten us to return.
Guys quickly in places
The movement has been started.
We closed our eyes. We count backwards. Opened my eyes, spent
eyes along that long path along which we made our move
13. The result of educational activities
Where were we?
What are the properties of a magnet? (chain)
-Magnet attracts iron objects.
-Magnetic forces pass through different materials.
Educator:
Guys, did you like our trip to the school of magical sciences?
Tell me where in our group we can meet with magnetic
where we can see its magical properties?
(Magnetic alphabet and numbers, magnetic board, magnetic constructor,
magnetic checkers, magnet-holders in the corner of nature).
Guys, you did a good job today, learned a lot about the magnet and
become real wizards.
And the wizards for your efforts sent you a gift - a disk with a cartoon
film "Luntik and his friends" about the magnet. I invite you to watch
