Card index Experiences and experiments with living and non-living nature
With
Selected and systematized
Educator
Topic: “Living and nonliving”
Goal: to continue to acquaint children with objects of living and inanimate nature, the interconnection and interdependence of objects; form ideas about the characteristic features of objects, objects, substances.
Experiment No. 1 “Replanting indoor plants” Materials and equipment: plants (shoots), pots, soil, shovels, pebbles, watering cans, aprons, napkins. Description. Vaska the cat was playing with a ball of thread. He got so played that he dropped a flower pot from the windowsill. Help Vaska - transplant the houseplant into a new pot. To do this, you need to take a pot with holes in the bottom so that excess water flows into the pan; then pour stones (pebbles) and soil to the bottom up to half the pot. Replant the plant (shoot), straightening the roots; sprinkle with earth. Finally, add water.
Experiment No. 2 “Planting pea and bean seeds” Equipment, materials: saucers with germinated pea seeds; bean seeds; containers with soil; watering cans with water, sticks for loosening, aprons, napkins. Description. Toshka the giraffe's favorite treat is peas. He came up with the idea of growing peas from seeds himself. He doesn't know how to plant peas in the ground correctly. First, the peas are soaked, they swell, shoots appear, and it’s time to plant the peas in the ground. To do this, you need to loosen the ground, make a hole in the ground with a stick, and put a pea in it. Stepping back a little, you need to make one hole and plant another pea. At the end, pour water. Place in a sunny place. Conclusions: for a plant to grow, it is necessary to create conditions: light, soil, water.
Topic: “Seeds, fruits”
Experiment “Examination and comparison of pine and spruce cones” Purpose: to continue to develop children’s knowledge about seeds and fruits, to teach them to identify the characteristic features of seeds and fruits of cultivated plants; reinforce the knowledge that plants grow from seeds. Materials and equipment: spruce and pine cones, magnifying glass. Description. The puppy Sharik was running through the forest and saw cones in the clearing in the grass. He wondered what tree they were from. He looked around and saw pine and spruce. “Try to figure out which tree the cones are from,” the puppy thought. Children use a magnifying glass to examine the cones, find out how they are similar and how they differ. They come to the conclusion that the pine cone is round and hard, while the spruce cone is long and soft. Conclusion: a cone is a seed from which a tree grows.
Topic: “Water and its properties”
Experiment “Dissolving substances in water (salt, sugar, flour)” Purpose: to introduce the properties of water - it has no shape, is transparent, odorless. Materials and equipment: vessels of different sizes, water, salt, flour, sugar, spoons. Description. One day, the cat Vaska came to visit the puppy Sharik and brought many different substances. He asked to help him figure out what would happen to water when interacting with them. Children find out what will change if the substances under study are dissolved in water. Dissolve different substances in different vessels. Salt dissolves quickly in water, the solution remains clear. Sugar dissolves quickly in water, the solution remains clear. Flour dissolves in water, but the water becomes cloudy. Conclusion: the water is clear, some substances dissolve in water.
Topic: “Snow and its properties”
Experience “Studying the properties of snow in frosty weather and during a thaw” Goal: to continue to acquaint children with the properties of snow and ice - color, shape. Learn to understand the relationship between natural changes and the appearance of snow. Materials and equipment: saucers with snow. Description. Little Fox once told his friend the giraffe Toshka that in the northern regions snow falls from the sky in winter. The giraffe was surprised: “What is snow?” I've never seen him. Tell the giraffe what snow is. Children look at the snow, touch it and describe it. While walking, children notice that at the beginning of winter the snow is white, but over time it darkens, primarily because dust and soot in the air are deposited on it. Conclusion: snow is white, cold, crumbly and turns into water; The properties of snow are very dependent on temperature and weather.
Theme: "Sand"
Experience “Pouring sand, wet and dry sand, sand crafts, looking at grains of sand (sand in a glass of water)” Purpose: to consolidate children’s knowledge about the properties of sand, its varieties (yellow, white, brown) and the use of sand. Materials and equipment: a container with sand, watering cans with water, a glass of water, a tray. Description. The giraffe Toshka did not listen to his mother, ran away from her and got lost. - I don’t know where I live. I only remember that in my homeland there is a lot of sun and sand. “I forgot where my homeland is,” said Toshka. Let's introduce the Giraffe to sand and tell you where sand is most found. Take a glass of dry sand. Carefully pour some sand onto the tray. Does dry sand fall out easily? That's why they say that dry sand is free-flowing. Take a magnifying glass and carefully examine the sand. What does it consist of? (from individual grains of sand) What do these grains of sand look like? The teacher invites the children to pour a handful of sand into a container of water and watch the experiment. Conclusion: sand consists of grains of sand that do not stick to each other.
Topic: "Clay"
Experience “Identifying the properties of clay: dry, hard, clay in powder form, how to make clay soft” Purpose: to introduce children to the properties of clay and its use. Materials and equipment: powder for preparing clay, modeling boards, stacks, water, napkins, aprons. Description. Little Fox forgot about table manners, played around and broke his mother's favorite cup. —What are the dishes made of? - the cunning little fox thought. Let's help the little fox figure this out - we'll make a new cup for his mother. Children and the teacher independently prepare clay from powder. They examine it and answer the questions: - What color is the clay? -What does clay look like? — Are individual grains of sand clearly visible in a lump of clay? A cup is made from clay. They try to pour water into the resulting container. They are watching. Conclusion: clay (wet, soft, viscous), you can change its shape, divide it into parts, sculpt.
Topic: “Stones” Experience “Inspection of stones: size, weight, color” Purpose: to tell children about stones, teach them to determine their properties. Materials and equipment: stones of different shapes, colors, sizes, magnifying glass. Description. One day, Vaska the cat found a treasure - pebbles of different colors and shapes. He wanted to share his secret with his friend the puppy Sharik. Children look at all the stones (Vaska’s treasure), determine what color, size and shape they are. They come to the conclusion that stones vary in color, shape and size. The teacher offers to stroke each pebble. — Are the surfaces of the stones the same or different? Which? (Children share discoveries) The teacher asks the children to show the smoothest stone and the roughest. To see the surface of the stones even better, you need to use magnifying glasses. (Children look at all their stones) Children take turns holding stones in their palms and determine the heaviest and lightest stone. Conclusion: stones in color, shape, size, stone can be smooth and rough; There are different weights - light, heavy.
Topic: “Paper and cardboard” Experience “Study of the properties of paper and cardboard: folding, cutting, wetting, tearing” Purpose: to introduce children to paper (properties, purpose, types). Materials and equipment: paper and cardboard, scissors, container with water, magnifying glass. Description. Fox cub decided to go visit his friend the giraffe Toshka. But here's the problem: his friend lives on the other side of the lake. And then he remembered that in the Do-It-Yourself magazine he saw how you can make a boat out of paper (cardboard). Will Fox the fox be able to get to the other side of the lake on a ship made of cardboard and paper? The teacher suggests studying the basic properties of paper and cardboard. Study of paper properties: - appearance; - crumpling; - tearing; - cutting (make a square from a rectangular sheet); - folding the boat; — interaction with water (put a paper boat in a container of water). Conclusion: paper can be wrinkled, folded, torn, cut, and when interacting with water, it gets wet; cardboard is thick paper.
Topic: “Wood and metal”
Experiment No. 1 “Identifying the properties of wood: whether it sinks or not in water, hardness” Purpose: to introduce children to the properties of wood, wood products, and their purpose. Materials and equipment: wooden blocks, cotton wool, containers with water, magnifying glass. Description. Fox cub decided to go visit his friend the giraffe Toshka. But here's the problem: his friend lives on the other side of the lake. - What to do? - Fox thought. He already tried to cross on a paper boat, but it didn’t work out. The paper is fragile and gets wet in water. This boat is sinking. Looking around, he saw a wooden raft and a metal plate. Will a little fox be able to cross on a wooden raft or metal plate to the other side of the lake? Study of the properties of wood: 1. Invite children to touch and compare a wooden block and cotton wool by touch. 2. Offer to examine with a magnifying glass and smell freshly sawn blocks of various tree species. 3. Offer to place wood and paper products in a container of water. Conclusion: wooden products are solid and do not sink in water; furniture is made from wood, houses are built, etc.
Experiment No. 2 “Identification of the properties of metal: does it sink or not in water, can it be crushed, bent, broken?” Purpose: to introduce children to metal, its properties, meaning in human life. Materials and equipment: paper clips, metal bars, aluminum, copper coins, copper wire, magnet, container of water. Research on the properties of metal: 1. Invite children to examine and compare wooden and metal bars. Place the bars in a vessel with water. 2. Provide children with a magnet and different types of metals: aluminum, copper coins, copper wire, paper clips, etc. Children test the magnetization properties of metals experimentally. Conclusion: metal products are solid, sink in water, and can be magnetized; Cars, airplanes, coins, etc. are made from metal.
Topic: “Plas” Goal: to introduce children to plastic, its properties and objects made from it. Materials and equipment: plastic cups, toys. Description. Vaska the cat has a favorite toy - a mouse. Tell Vaska what his favorite toy mouse is made of. Children determine that toys are made of plastic. An adult suggests determining the surface structure and thickness by touch. Children are offered plastic glasses filled with water so that they can determine what is in them without looking inside. They find out that this cannot be done, since the plastic is opaque. Next, place the glass in a bright sunny place to determine the temperature change (heating) after 3 - 4 minutes. They bend the glass and find out that it bends under the influence of force, and if more force is applied, it breaks. Conclusion: plastic is a dense, flexible material that conducts heat; Toys, dishes, household appliances, etc. are made from plastic.
Topic: “Fabrics” Experience “Study of fabric properties: wetness, color, strength, beauty” Purpose: to consolidate children’s knowledge about warm and thin fabrics, to teach how to establish the dependence of the manufacture of clothing and fabric on the season; show a variety of colors and patterns on fabric. Materials and equipment: scraps of fabric (chintz, drape), a container with water. Description. The giraffe Toshka gathered to celebrate the New Year together with the fox cub Fox in the snowy forest. What should he wear? After all, in Africa, where he lives, there is no winter. Help Toshka choose clothes for the season. - Look how many different pieces of fabric there are here. Take each piece of fabric and hold it in your fist. Look what happened? (The fabric wrinkles) - How do fabrics differ from each other? - Color, weight - light, heavy; thick, thin, dense, delicate, transparent. - Now let’s find out whether the fabric absorbs water well? We have a container with water, put the shreds in it. -What happened to them? (Wet) - Did both flaps get wet equally quickly? Conclusion: the fabric has different properties, wrinkles and absorbs water.
Topic: “Lionfish” Materials: Soil, leaves and seeds of maple (or other plant), vegetables. Progress: Dunno was unable to grow a tree - asks for help. Children look at the leaf and seeds, name them, find out that they need water or soil to grow. A leaf and seeds are placed on the bottom of a shallow container on damp cotton wool, covered with a damp cloth, and placed in a warm place, keeping the cloth and cotton wool moist. After 7-10 days, the results are revealed (with a sketch): the leaf rots, the seed sprouts. After another 2-3 weeks, the growth of the seedling is observed and it is transplanted into the soil (sketch). Observation ends with the appearance of a sprout from the soil. The sketches are drawn up in the form of a diary and sent by parcel to Dunno.
Topic: “Growing seeds” Materials: Seeds, plant care items; damp cloth, magnifying glass. Procedure: Younger children do not know how a fruit (for example, a tomato or pepper) appears from a small seed; they ask the children from the middle group to tell it. Children examine the seeds, prove that a plant can grow from them (there is a nucleolus), plant them in the soil after preliminary soaking, make sketches as they observe until the fruit appears, and send them to the kids.
Topic: “Conditions for plants” Materials: Two - three identical plants, care items, observation diary. Progress: Children care for three identical plants in different ways: first, they weed, water, loosen in a timely manner; second - water in a timely manner, weed without loosening; third - just water it. They observe the growth, condition, and fruiting for a long time, sketching each result, and draw conclusions about the need for care for the growth and condition of the plants.
Topic: “Observations in the flowerbed” Materials: a) flowers from the flowerbed, container for the plant, care items; b) branches of different trees, containers with water (spring and winter); vegetable seeds (cucumbers, peas, beans), containers for soaking, fabric. Progress: 1. Children watch the withering plants in the flowerbed. They find out why they wither if there is enough water for growth (they wither because they cannot feed in the cold). Replant the plant along with the soil into a suitable container, bring it indoors, and observe the changes occurring with the flowers indoors and in the flowerbed. The adult suggests sketching the results in an observation diary. 2. Children look at the branches of bare trees. They find out why there are no leaves (it’s cold) and how to make them appear (plants need warmth to grow). They bring the branches into the room, examine the buds, place them in water, observe the growth of the buds and the appearance of leaves. Sketch observations in a diary in comparison: on site - indoors. 3. Children look at the seeds. They find out whether it is possible to plant them in the garden in April (no, it’s cold, they will die). Soak the seeds to “wake up” them. Place the seeds in a damp cloth, place them in places of different temperatures, and keep them moist. After 2-3 days, the results are checked: they find out what prevented some seeds from “waking up” and helped others (the seeds sprouted in warmth and moisture, the rest only swollen from water). Sprouted seeds are planted in boxes to obtain seedlings.
Topic: “Water” Materials: Container of water (cold and warm), crystalline flavored dye, stir sticks, measuring cups. Procedure: An adult and children examine 2 - 3 objects in the water. They find out why objects are clearly visible (the water is transparent) and what happens if a drawing painted with paints is lowered into the water. They determine that the drawing has blurred and the water has changed color; they discuss why this happened (particles of paint got into the water). Find out how else you can color the water (add dye). An adult suggests coloring the water yourself (in cups with warm and cold water at once), touching both cups first, guessing why one is warm and the other cold, touching the water with your hand, smelling it (without smell). An adult sets the children the task of finding out in which glass the paint will dissolve faster, for which he suggests putting one spoon of dye in each glass; how the color and smell of water will change if there is more dye (the water will become more colored, the smell will be stronger). Children complete tasks and tell what happened. The adult suggests putting another spoonful of dye into a warm glass and sketching the results of the experiments. Then water of different colors is poured into different containers (for further production of colored ice floes), considering what color the resulting color is. Materials: Container with water, mittens with “webbed”, gloves, illustrations: duck, frog, sparrow; frog in an aquarium. Progress: An adult finds out from the children whether a sparrow can swim and dive like a duck and a frog; Why do ducks and frogs have such legs? He puts a webbed glove on one hand and a clawed one on the other. Children imitate the movement of their paws when swimming and determine which paws will be comfortable to swim with and why (it is more convenient to swim with webbed paws, it is better to rake out water with them, a sparrow does not have them). At the end of the lesson, children watch a frog swimming in an aquarium. Materials: A container with colored water, various molds, strings. Progress: Children look at a colored piece of ice, discuss the properties of the ice (cold, smooth, slippery, etc.) and find out how the piece of ice was made; how did this shape come about (the water took the shape of a container); how the rope holds (it is frozen to a piece of ice). Children look at regular water and colored water, and remember how they received the latter. Children make ice cubes: fill two molds with hot and cold water, remember their shape, place them on two trays and take them outside. They observe which water (cold or hot) froze faster, and decorate the area with ice flakes.
Theme “Wings” Materials: Bird wings made of paper, wing outline made of thin wire, cardboard and rubber birds, illustrations of birds and animals. Progress: Children look at the illustrations and choose birds. The adult offers to prove that these are birds (they have wings), and finds out why they need wings. Together with the children, he releases a cardboard bird with folded wings from a small height. They determine what happened to her and why (with unopened wings she cannot stay in the air). An adult attaches open paper wings to it, releases it and finds out what happened; why do domestic birds (chickens, geese) not fly (they are heavier, the wings cannot lift them into the air). Look at illustrations depicting wild and domestic birds. An adult invites children to attach “wings” to a rubber bird and finds out what will happen to it. Shows an illustration of an ostrich and asks whether it is a bird or not; can it fly (it is a bird, but it is very large and heavy, its wings cannot lift it into the air).
Topic: “Snow” Materials: Measuring containers with water of different temperatures (warm, cold, the water level is marked), snow, plates, measuring spoons (or scoops). Move: The adult claims that he can hold the water in his hands and not spill (gestures how much), then demonstrates this with a lump of snow. Children look at water and snow; identify their properties; Determine by touching the walls which container of water is warmer. An adult asks the children to explain how they found out what happens to snow in a warm room; what happens (with water, snow) if snow is placed in water; where the snow will melt faster: in a glass of warm or cold water. Children complete this task - they put snow on a plate, in glasses of water of different temperatures and watch where the snow melts faster, how the amount of water increases, how the water loses its transparency when the snow melts in it.
Topic: “Comparison of fur and bark” Materials: Pieces of fur (old), tree bark. Progress: An adult invites the children to think about what to do for animals that need warm fur coats in winter, but cannot buy them (grow new fur, dense, heavy). They examine the old, loose and dense fluffy skin of a fox. They find out which of them the fox could wear in the summer, which in the winter, where the fluffy coat came from in the winter and where it disappears in the summer. An adult leads children to understand how animals “hang” their winter coats in the forest (runs an old skin over the bark of a tree, hairs remain on it).
Topic: “Air” Materials: Plumes, ribbons, flags, bag, balloons, cocktail straws, container with water. Procedure: Invite children to prove with the help of objects that there is air around us. Children choose any objects and demonstrate experiments independently or according to the chosen model. Explain the ongoing processes based on the result of actions with the proposed equipment (for example, blow into a tube, the end of which is lowered into water; inflate a balloon or a plastic bag, etc.). Materials: A container with water, pieces of foam rubber, a block of wood, lumps of earth, clay. Children examine solid objects, immerse them in water, and observe the release of air bubbles. Discuss what it is (air); where did it come from (water displaced the air). They consider what has changed in the objects (they got wet, became heavier, etc.).
Topic “Clay, sand” Materials: Containers with sand and clay; containers for pouring; magnifying glass, screen, sieve. Procedure: An adult invites children to fill cups with sand and clay, examine them and guess them by the sound of the substances being poured. They find out what was poured best (sand) and check it by pouring the substances from glass to glass. Then pour the sand into a large container in a slide and watch what happens (the sand remains in the form of a slide with smooth edges). In the same way, pour out the clay and determine whether the slides are the same (the clay slide is uneven). They find out why the slides are different (the sand particles are all the same, the clay particles are all different shapes and sizes). Children use a magnifying glass to examine what sand is made of and what grains of sand look like; what clay particles look like; compare them (the grains of sand are small, translucent, round, do not stick to each other; the clay particles are small, pressed very closely together). Children sift sand and clay through a sieve and find out whether particles of sand and clay pass through it equally well and why. They examine the hourglass and find out whether it is possible to make a clay clock (no, the clay particles do not flow well and stick to each other).
Materials: Container with sand, clay, planks, sticks, ceramics. Progress: An adult invites children to make balls, sausages, figures from sand and clay; let them dry, and then check the strength of the buildings. Children draw conclusions about the viscosity of wet clay and the retention of its shape after drying. They find out that dry sand does not retain its shape. They are discussing whether it is possible to make dishes from sand and clay. Children test the properties of sand and clay by making dishes from them and drying them. They guess what the dishes are made of, why they pour water into them and check the material according to the results (“sand dishes” do not hold water and break; clay dishes retain their shape for some time).
Topic: “Time of day” Materials: Illustrations of landscapes, events in different parts of the day. Procedure: Children, together with their parents, observe in advance on the street the lighting in different parts of the day (morning, afternoon, evening, night), and the moon. They recall their observations and compare the illumination of the sun and the moon. An adult invites children to make a model (pie chart) of the parts of the day: choose a color (explaining your choice by the degree of whiteness of the paper and color) and paint over the sectors or glue them with colored paper. Children select illustrations (landscapes and images of routine moments) for each part of the day.
Topic: “Magnet” Materials: A mitten with a magnet, a paper napkin, a glass of water, a needle, a wooden toy with a metal plate inside. Procedure: An adult and children look at the paper, make an airplane out of it, and tie it with a thread. Unbeknownst to the children, they replace it with an airplane with a metal plate, hang it up and, bringing a “magic mitten,” controls it in the air. Children conclude: if an object interacts with a magnet, then it contains metal. Then the children look at the small wooden balls. Find out if they can move themselves (no). An adult replaces them with objects with metal plates, brings them a “magic mitten,” and makes them move. Determine why this happened (there must be something metal inside, otherwise the mitten will not work). Then the adult “accidentally” drops a needle into a glass of water and invites the children to think about how to get it out without getting their hands wet (hold a mitten with a magnet to the glass).
Topic: “Sound” Materials: Long wooden ruler, sheet of paper, metallophone, empty aquarium, glass rod, string stretched across the neck (guitar, balalaika), children’s metal utensils, glass cup. Progress: An adult suggests finding out why the object begins to sound. The answer to this question is obtained from a series of experiments: - examine a wooden ruler and find out whether it has a “voice” (if the ruler is not touched, it does not make a sound). One end of the ruler is pressed tightly to the table, the free end is pulled - a sound is produced. Find out what is happening with the ruler at this time (it trembles, oscillates). Stop shaking with your hand and check whether there is sound (it stops); - examine a stretched string and figure out how to make it sound (tug, make the string tremble) and how to make it silent (prevent it from vibrating, hold it with your hand or some object); - roll a sheet of paper into a tube, blow into it lightly, without squeezing, holding it with your fingers. They find out what they felt (the sound made the paper tremble, the fingers felt trembling). They conclude that only what trembles (oscillates) sounds; - children are divided into pairs. The first child selects an object and makes it sound, the second child checks by touching with his fingers to see if there is any vibration; finds out how to make the sound stop (press an object, take it in your hands - stop the vibration of the object).
Topic: “To taste” Materials: Mirrors, 4 saucers (with sugar, salt, mustard, a piece of lemon), wooden sticks (with cotton wool at the end), glasses of water (for wetting the sticks) according to the number of children. Procedure: An adult invites children to perform an experiment: moisten a stick in water, dip it in the contents of a saucer and apply the stick alternately to the middle part of the tongue, to the base, to the side parts, to the tip of the tongue. Think and name, after sampling from each saucer, where the “sweet papillae”, “salty papillae”, etc. live. Then summarize: which part of the tongue perceives which taste better. To develop logical thinking, suggest thinking about how best to place a bitter tablet on the tongue and why (you can’t put it closer to the root of the tongue, where the taste is felt best). Offer to determine the taste of products in the same way as the previous one, after drying (!) the tongue with a napkin. Draw a conclusion (a dry tongue cannot feel the taste).
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Abstract of GCD for experimentation “Wood and its properties” in the middle group
Larisa Shayakhmetova
Abstract of GCD for experimentation “Wood and its properties” in the middle group
Topic: “ Wood and its properties ”
Goal: Expand your understanding of wood , its qualities and properties .
Objectives: Introduce children to the properties of wood . Develop the ability to determine the essential features and properties of a material (surface structure, does not sink, retains heat, burns)
Materials: 2 glasses ( wooden and glass , 2 balls, 2 boats (paper and wood) , wooden toys , metal and wooden spoons , matches, container with water.
Progress:
Educator: Listen carefully to the riddle.
Its in spring and summer.
We saw him dressed.
And in the fall from the poor thing.
All the shirts fell off. ( Tree )
- And if an object is made of wood , then what is it? ( Wood )
.
— What objects are made from wood ? Didactic game for developing attention “Find objects made of wood .”
— What other benefits do trees ? (They help purify the air, replenish the earth with oxygen, decorate nature, and provide shade on a hot day.)
EXPERIMENT 1. “ The tree is burning ”
Educator: What are matches made of? (Made of wood .)
- Why can’t children take them? (You could get burned, there could be a fire, etc.)
The teacher lights a match and shows how quickly the wood .
— What happened to the wooden match ? (She burned down.)
CONCLUSION: The tree is on fire .
EXPERIMENT 2. “ The tree is not transparent ”
Educator: Look, I have 2 glasses. What are they? ( Wooden and glass .)
Now I'll put the balls in them.
Tell me, in which glass is the ball visible, and in which one is not? (Children's answers.)
- Why is the ball not visible in a wooden glass? (Children's answers.)
CONCLUSION: The tree is opaque .
EXPERIMENT 3. “ A tree does not sink ”
2 boats, paper and wooden .
Educator: Guys, the bear is going to go on a boat, but he doesn’t know which one to choose, let’s help him figure it out. (Children offer versions, we check them.)
- What property of wood did we learn about ? (Children's answers.)
CONCLUSION: Wood does not sink in water , so people make , ships and water vehicles from wood
Physical school
.
There is a pine tree in the yard,
She reaches for the sky. (get up on your toes)
Poplar grew up next to her,
He wants to be longer (hands up)
The wind was blowing strong,
All the trees shook . (body tilts forward and backward.)
The branches bend back and forth,
The wind shakes them, bends them. (swing your arms above your head)
Let's squat together -
One two three four five. (squats.)
We warmed up from the heart,
And we'll hurry to the place. (children go to their seats.)
EXPERIMENT 4. “ Wood retains heat ”
.
Wooden and metal spoons
Educator: You have wooden and metal spoons on your tables. Place the wooden one on one cheek and the metal one on the other. How did you feel, where is it colder? (Children's answers.)
CONCLUSION: Wood retains heat and therefore houses are built from it. to keep them warm.
— Wood is easy to process, which is why toys are made from it. (We are looking at wooden toys .)
Educator: What properties of wood have we learned from experiments ?
1. The tree is on fire.
2. The tree is not transparent.
3. The tree doesn't sink.
4. Wood retains heat.
5. Toys are made from wood . It is easy to process.
A collection of experiences for children of senior preschool experience
Ministry of Education and Youth Policy of the Sverdlovsk Region
State Autonomous Professional Educational Institution
Sverdlovsk region
"Kamyshlovsky Pedagogical College"
Collection
conducting experiments with children of senior preschool age
Developed by:
Sidorova O.I.
Kamyshlov, 2020
Collection of schemes for conducting experiments with children of senior preschool age/comp. Sidorova O.I. - Kamyshlov: GAPOU SO "Kamyshlov Pedagogical College", 2022.
This collection presents various schemes that are necessary for conducting experiments with children of senior preschool age. This collection is addressed to preschool teachers for conducting experiments in the process of organizing experimental activities with children of senior preschool age, can be recommended to parents, and will also be useful to students of pedagogical specialties.
©GAPOU SPO "Kamyshlovsky Pedagogical College", 2022
- Water has no taste;
- Wet sand takes any desired shape;
- Where does sand come from?
- Dry sand painting;
- Examination and comparison of pine and spruce cones;
- Air is lighter than water;
- Water has no odor;
- Examination of stones: size, weight, color;
- Air in man;
- Making ice cubes;
- Conclusion.
Explanatory note
Preschool children are very curious and inquisitive. A child asks many questions a day.
A preschooler's interest in the world around him and the desire to learn everything new is personal development. Throughout preschool childhood, along with play activities, cognitive activity, as a process of acquiring knowledge, skills, and abilities, is of great importance in the development of a child’s personality. One of the leading activities is children's experimentation
.
The main advantage of experimentation is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech.
During experimental activities, situations are created that the child resolves through experimentation and, by analyzing, draws a conclusion, independently mastering the idea of a particular law or phenomenon.
Children of senior preschool age develop a stable habit of asking questions and trying to answer them independently; the initiative for experimentation passes into the hands of the children. Children learn to experiment, independently analyze the results of experiments, draw conclusions, and compose a detailed story about what they saw. Conducting experiments should become the norm of life; they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way to develop thought processes. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to understand the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, and create a creative personality.
The pattern of an experience is determined by its theme. Variants of the scheme must be selected so that the results obtained in the experiment give a clear answer to the question being studied in it, i.e. would confirm or refute the previously developed working hypothesis.
Cards-schemes for conducting experiments and experiments for children
of senior preschool age
1. Water has no taste.
Target:
clarify children's ideas about the properties of water.
You will need
glass of water, salt, sugar.
The teacher pours boiled water into cups and gives it to the children to try. Does water have taste?
Then he dissolves salt in water, stirs it and gives it to the children to try.
He asks the children if the taste of the water has changed.
Then the teacher pours water into other glasses and puts sugar in it and again invites the children to try.
Conclusion:
Water itself is tasteless; it takes on the taste of what is added to it.
2. Wet sand takes any desired shape.
Target:
Through games and experiments, teach children to determine the physical properties of sand.
You will need
tray with wet sand, various molds.
Pour wet sand into molds and make figures.
What kind of figures did you get?
Conclusion:
Wet sand takes any shape.
3
.
Where does sand come from?
Target:
Through games and experiments, teach children to determine the physical properties of sand.
You will need
stones, sheets of white paper, magnifying glass.
Take 2 stones and knock them against each other, rub them over a sheet of paper.
How do you think it's pouring in? Take your magnifying glasses and look at this. How did we get sand?
How does sand appear in nature?
Conclusion:
Wind and water destroy stones, resulting in sand.
4.
Dry sand painting.
Goal:
Through games and experiments, teach children to determine the physical properties of sand.
You will need
dry sand, sheets of paper with drawn pictures, glue sticks.
Suggest using a glue pencil to trace the entire drawing, and then pour dry sand onto the glue.
Shake off the excess sand and see what happened.
Conclusion: You can paint with dry sand.
5. Examination and comparison of pine and spruce cones
Target:
continue to develop children’s knowledge about seeds and fruits, teach them to identify the characteristic features of seeds and fruits of cultivated plants; reinforce the knowledge that plants grow from seeds.
You will need
spruce and pine cones, magnifying glass.
Description. The puppy Sharik was running through the forest and saw cones in the clearing in the grass.
He wondered what tree they were from.
He looked around and saw pine and spruce.
“Try to figure out which tree the cones are from,” the puppy thought.
Children use a magnifying glass to examine the cones, find out how they are similar and how they differ.
They come to the conclusion that the pine cone is round and hard, while the spruce cone is long and soft.
Conclusion:
A cone is a seed from which a tree grows.
6. Air is lighter than water
Target:
prove that air is lighter than water
You will need:
balloon, bowl of water.
Children are asked to “drown” a balloon filled with air. Why doesn't he drown?
Conclusion:
Air is lighter than water.
7. Water has no smell
Target:
introduce children to the properties of water
You will need:
glasses of tap water, garlic.
Invite the children to smell the water and say what it smells like (or doesn't smell like at all). Let them sniff again and again until they are sure that there is no smell. And then add finely chopped garlic to the glass and invite the children to smell the water again.
Conclusion:
The water itself is odorless, but the substances that are added to it begin to smell.
8. Examination of stones: size, weight, color
Target:
tell children about stones, teach them to determine their properties.
You will need
stones of different shapes, colors, sizes, magnifying glass.
Description.
One day, Vaska the cat found a treasure - pebbles of different colors and shapes. He wanted to share his secret with his friend the puppy Sharik.
Children look at all the stones (Vaska’s treasure), determine what color, size and shape they are.
They come to the conclusion that stones vary in color, shape and size.
The teacher offers to stroke each pebble.
— Are the surfaces of the stones the same or different? Which? (Children share discoveries)
The teacher asks the children to show the smoothest stone and the roughest one. To see even better
To examine the surface of the stones, you need to use magnifying glasses.
(Children look at all their stones)
Children take turns holding stones in their palms and determining the heaviest and lightest stone.
Conclusion:
stones vary in color, shape, size; stone can be smooth or rough; There are different weights - light, heavy.
9. Air in man
Target:
introduce children to the properties of air.
You will need
glass of water, cocktail straws.
Educator:
“Guys, do you want to see the air?
Take a glass of water and put a straw in it. Let's blow into a straw, what did you get? Guys, where did they come from?” Conclusion:
We exhale air and bubbles appear in the water, which means there is air inside us.
10. Making ice cubes
Target:
introduce the fact that water freezes in the cold.
You will need
water, ice trays, cold.
Children take a glass of water and carefully pour it into the molds, then take it to the cold or in the refrigerator. After a while they examine the pieces of ice.
Conclusion:
ice is frozen water.
Conclusion
In the Federal State Educational Standard for Education, the target guidelines state that the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people’s actions, and is inclined to observe. Experimental activities develop in older preschoolers the motivation to understand the world through research, and develop such qualities of mental work as analysis and synthesis. Teaches the correct formulation of questions and the ability to draw conclusions from observing the results of experience, thereby increasing his readiness for active learning at school and motivating the child to actively acquire knowledge.
With the help of entertaining experiments, you will introduce your child to the four main elements: water, air, fire and earth (its gifts). Give your child a lot of positive emotions. Teach your child to observe, analyze, draw conclusions, and express his thoughts. Our goal is not to raise a young chemist or physicist. We want to make your child's childhood interesting, happy, fun, and as educational as possible. Prepare him for further education at school. Make sure that this training is easy for him. Arouse interest in learning, develop curiosity and perseverance. It’s interesting to answer a million different questions that pop up in thousands of “PocheMuk”’s heads every day.
