“Properties of sand” Educational activities on cognitive development, preparatory group
Author: Lidiya Antonovna Komarova ,
teacher
Municipal Autonomous Institution of Preschool Education
city of Yalutorovsk "Kindergarten No. 9"
Educational activity for cognitive development “Properties of sand”
Preparatory group
Goal: creating conditions for the development of cognitive interest in natural objects
Tasks:
- Develop cognitive activity, the ability to compare, analyze, generalize, establish cause-and-effect relationships and draw conclusions.
- To form an idea of sand as an object of inanimate nature, its properties; ideas about the origin of sand, about human use of sand in everyday life;
- To consolidate children's knowledge about the desert as a huge sandy expanse of land, about the characteristics of the animal and plant world of deserts.
Materials and equipment:
A chest with items: an hourglass, glass, a piece of brick, a stone; presentation on the topic, a film about the desert; a glass with clean dry sand, a magnifying glass, two stones for each child, a white sheet of paper, cocktail straws, a two-liter jar with a lid, a hole in the lid for a straw.
Educator: guys, today new items appeared in our chest. Would you like to see? What do you think all these items have in common? (glass, hourglass, piece of brick, stone).
Children: they are all made of sand.
Educator: Prove it.
Children: glass is made from sand at high temperatures, bricks are made from sand.
Educator: What is the stone here for?
Children: suggest how stone and sand are related to each other.
Educator: Let's conduct the experiment "Stone - friction - sand." In front of you are white sheets of paper, two stones and a magnifying glass. Rub the stones together vigorously over a white sheet, and look at the sheet through a magnifying glass. What do you see?
Children: there are many small grains of sand on the leaf.
Educator: count how many grains of sand.
Children: many, impossible to count. (slide show, grains of sand enlarged)
Educator: who rubs stones in nature?
Children: wind, water...
Educator: it’s the same in nature, under the influence of water, wind, sun, stones and mountains are destroyed into small particles - grains of sand. What can we conclude?
Children: when a stone is destroyed, sand is obtained.
Educator: where can you find sand?
Children: in the sandbox, on the road, in the desert. (slide show, desert)
Educator: Where do you think the largest accumulation of sand is?
Children: in the desert.
Educator: a desert is a huge area where everything is covered with sand.
Let's conduct another experiment: “Dry sand can crumble.”
Take a handful of sand and release it in a stream so that it falls in one place on a sheet of paper. What's happening?
Children: Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base, the sand moves.
Educator: the movement is like a current. Why is this happening?
Children: sand is pouring, it is pouring (show a slide of pouring sand).
Educator: sand can move, why?
Children: because the wind blows.
Educator: What are the waves made of sand called?
Children: dunes.
Educator: Let's try to make sand dunes. To do this, take cocktail straws. Slowly blow out the air, creating waves - dunes of sand (slide show, dunes).
How are dunes formed?
Children: dunes are formed due to the wind.
Educator: Sandstorms happen very often in the desert. Do you want to create such a storm? For this we need a jar of sand. Let's close it with a lid. Make a hole in the lid and insert a cocktail straw. We begin to blow strongly into the tube. What's happening?
Children: the sand rises, flies...
Educator: This is how a sandstorm occurs under the influence of the wind. Now the wind has stopped, look what happened to the sand?
Children: we got waves, dunes, dunes. (slide show, sandstorm)
Educator: What word is the word desert similar to?
Children: empty, empty.
Educator: you are right, but this does not mean a complete absence of life. Some animals and plants have adapted well to living in desert conditions. What desert animals do you know?
Children: camel, monitor lizard, snakes, spiders, scorpions, turtles...
Educator: Tell me how some animals adapted to life in the desert?
Children: hide from the heat during the day, crawl out at night, the camel has a supply of food and water in its hump, the turtle hides under a thick shell. (slide show, animals)
Educator: what plants can be found in the desert?
Children: cacti, thorns.
Educator: how did plants adapt to life in the desert?
Children: long roots, thorns instead of leaves. (slide show, plants)
Educator: can people live in the desert?
Children: no.
Educator: why?
Educator: how do people use sand in everyday life?
Children: in the construction of houses, making dishes, glass, for games. (show a slide showing how a person uses sand in everyday life).
Educator: What games can you play with sand?
Children: Drawing on the sand, Easter cakes. (slide show, sand games)
Educator: today we discovered some secrets of the sand and the desert. And experiments helped us. What experience would you like to do again? What else would you like to know about the desert?
Educator: where can we find out about this?
Children: in the encyclopedia, on TV.
Educator: Do you want to watch a film about the desert?
Educator: what else interesting did you learn? What interesting fact surprised you?
Literature:
- Approximate basic educational program for preschool education “Mosaic” / author-comp. V.Yu. Belkovich and others - M.: LLC "Russian Word - Textbook", 2014. - 464 p.
- https://docplayer.ru/29657800-Konspekt-zanyatiya-po-ekologii-s-elementami-eksperimentirovaniya-pesochnaya-strana-dlya-detey-podgotovitelnoy-gruppy.html
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Summary of the experimental activity “Amazing Sand” in the senior group
Loseva Tatyana
Summary of the experimental activity “Amazing Sand” in the senior group
Topic: " Amazing Sand "
Goal: Formation of a holistic perception of the surrounding world, development of interest in the research and cognitive activities of children of senior preschool age, through familiarization with sand as a natural material.
Main educational area: cognition.
-Systematize children’s knowledge about sand and its properties;
-Give a basic understanding of the properties of sand filtration;
-Continue to develop the ability to carry out conscious activities (How to do this? What do I know? What has been done)
-develop memory, logic, thinking, attention, speech, fine motor skills;
-continue to develop skills in experimental activities .
- cultivate a caring attitude towards nature;
-instill a sense of responsibility and working together.
-conversation, observation, joint activities with children , experimental-experienced .
Conversation about the properties of sand, looking at illustrations, observations, reading educational literature.
Material and equipment:
-sand , colored chalk (crushed)
, water, test tubes, funnels, magnifying glasses, soda, citric acid, glue stick, sheets of white paper, chalk plates, white coats, flower parts blanks.
Experimentation in the senior group “Properties of dry and wet sand”
Experimentation No. 1
“ PROPERTIES OF DRY AND WET SAND ”
Goal: to introduce the properties of sand , to develop ingenuity and observation.
Material: two jars (one with dry sand, the other with wet sand , an empty jar, water in a watering can.
Children are asked to pour dry sand from one jar to another (loose sand)
;
It’s impossible to make a bun out of dry sand ( dry sand is crumbly , rough, contains dust)
;
Examine the wet sand (dense, soft, make rings out of it, leave them for a while (the sand will dry)
;
water dry and wet sand (wet sand quickly allows moisture to pass through, while dry sand holds it on the surface for some time, then it goes deeper).
Conclusion: sand allows water to pass through well; You can sculpt objects from wet sand dry sand does not hold its shape .
Senior group No. 2 “POLYANKA”
Teacher of MADOU MO SGO kindergarten No. “GOLDFISH”: Borodenko Milena Viktorona
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Abstract of the GCD “Magnet and some of its properties” for experimentation in the senior group Topic: “Magnet and some of its properties.” Goal: Creating a social situation in the process of joint activity: “Magnet and some of it.
Abstract of the GCD in the senior group for experimental activities “Comparison of stones, sand and clay” Educator: Ryapolova P. S. 2019 Target. Expand and consolidate children's knowledge about the properties of sand and clay stones. Objectives: To form in children.
Summary of GCD in the senior group using the technology of experimental research activities “Properties of Sand” Goal: To attract children to independent thinking. Objectives: Educational objectives. — Introduce children to the properties of sand, establish.
Cognitive development in the older group. Game-experimentation “Paper fun” Objectives: • to consolidate children’s ideas about the properties of paper; • introduce children to the unusual properties of paper; • develop children's interest.
Experimentation “Studying the properties of snow” Experimentation “Studying the properties of snow” The purpose of the experiment: to give children an idea of the state of snow at different temperatures (cold,...
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Experience “Sand - what is it like?”
Elena Stadnik
Experience “Sand - what is it like?”
perspective of joint activities.
Experience “ Sand – what is it like ?”
Age: older children.
Formation of ideas about the properties of sand.
— Develop an interest in experimentation;
— To develop skills in search and cognitive activity;
- Cultivate good feelings, curiosity , inquisitiveness.
Cognition, communication, artistic creativity, music.
Sand , water, magnifying glasses, sailor Fedya, white paper, black paper.
Card index of experiences and experiments for children of senior preschool age Sand, clay
The cognitive and research activities of a preschooler are based on curiosity, the desire for discovery, and a thirst for knowledge. Experimental activities in preschool educational institutions make it possible to satisfy these needs and thereby advance the development of the preschooler forward, develop his personal, physical and intellectual qualities.
The value of the experiment lies in the fact that the child develops the ability to identify a problem and independently choose a way to solve it. Thus, the development of the preschooler’s creative potential, his emotional, intellectual and volitional qualities is stimulated.
Card index of experiences and experiments
for children of senior preschool age
Sand, clay
1 Flowability.
Equipment: Two cups with sand and clay, a sheet of paper
Take a glass of sand and carefully pour some sand onto a sheet of paper. Does sand fall easily? Easily. Now let's try to pour clay out of the glass. What is easier to pour out - sand or clay? Sand. That’s why they say that sand is “free-flowing.” The clay sticks together in lumps and cannot be poured out of a cup as easily as sand. Unlike clay, sand is loose.
2 Comparison of sand and clay particles.
Equipment: Two cups with sand and clay, magnifying glass
Using a magnifying glass, we will carefully examine what sand consists of (from grains of sand). What do grains of sand look like? They are very small, round, translucent. Then consider in the same way a lump of clay in the clay - stuck together, very small particles. In some ways, clay is similar to plasticine.
3 How sand and clay allow water to pass through.
Equipment: a glass of water, two glasses of sand and clay
Carefully pour some water into a glass of sand. Let's touch the sand. What has he become? Damp, wet. Where did the water go? She “climbed” into the sand and “settled comfortably” between the grains of sand.
Then pour some water into a glass with clay. We watch how the water is absorbed: quickly or slowly? Slowly, slower than falling into sand. Some of the water remains on top, on the clay.
4 How sand and clay retain their shape.
Equipment: Wet sand and clay, modeling board
We take wet sand and clay and make little balls, then leave them for observation. The bun made from sand dried out and crumbled, but made from clay it retained its shape
5 Water passes through sand freely, but clay does not allow water to pass through
Equipment: Two funnels with sand in one, clay in the other, two empty glasses and a glass of water
We take two funnels in one with sand, in the other we put clay in a glass, pour water and observe: in a glass with sand, water appears quickly, but the clay does not allow water to pass through
Air
1 Empty glass?
Equipment: glass, jar of water
Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in.
2 Replacement of air with water
Equipment: glass, jar of water
Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (Air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: The air is transparent, invisible.
3 Storm in a teacup
Equipment: glass of water, straw
Children are asked to place a straw in a glass of water and blow into it. What happens?
4 Balloon
Equipment: balloons, threads
Children are asked to think about where they can find a lot of air at once? (In balloons). How do we inflate the balloons? (With air) The teacher invites the children to inflate balloons and explains: we, as it were, catch the air and lock 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).
5 Rocket
Equipment: balloons
Invite the children to release the air from one balloon. Is there any sound? Children are invited to place their palm under the stream of air. How do they feel? Draws children's attention: if the air leaves the ball very quickly, it seems to push the ball, and it moves forward. If you release such a ball, it will move until all the air comes out of it.
6 My funny ringing ball
Equipment: Balls deflated and inflated
The teacher asks the children which toy they know well has a lot of air in it. This toy is round, can jump, roll, and can be thrown. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump. (Children's answers are listened to, balls are distributed). Children are asked to knock on the floor first with a deflated ball, then with a regular one. Is there a difference? What is the reason that one ball easily bounces off the floor, while the other barely bounces?
Conclusion: the more air in the ball, the better it bounces.
7 Drowning - not drowning
Equipment: Water container, toys filled with air
Children are encouraged to “drown” toys filled with air, including lifebuoys. Why don't they drown?
Conclusion: Air is lighter than water
8 How much does air weigh?
Equipment: stick about 60 cm long, rope, two balloons
Let's try to weigh the air. Take a stick about 60 cm long. Attach a string to its middle, and tie two identical balloons to both ends. Hang the stick by a string. The stick hangs horizontally. What happens if you pierce one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again.
Balloons without air weigh the same as inflated ones.
9 Air works
Equipment: plastic bath, basin with water, sheet of paper; a piece of plasticine, a stick, balloons.
Children look at balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a couple of catfish? There is more air pressing on the sail, so the bath moves faster.
What other objects can we make move? How can you make a balloon move? The balls are inflated and released, and the children watch their movement. Why is the ball moving? Air escapes from the ball and causes it to move.
Children play independently with a boat and a ball
10 Where do waves come from?
Equipment: fan, container with water
For this experiment, fans are used, made in advance by the children themselves. Children wave a fan over the water. Why did the waves appear? The fan moves and seems to push the air. The air also begins to move. Children already know that wind is the movement of air (children draw as many independent conclusions as possible, because the question of where the wind comes from has already been discussed).
11 Air is everywhere
Equipment: balloons, a bowl of water, an empty plastic bottle, sheets of paper.
Give the children a riddle about air.
It passes through the nose into the chest. And he's on his way back. He is invisible, and yet we cannot live without him. (Air)
What do we inhale through our nose? What is air? What is it for? Can we see it? Where is the air? How do you know if there is air around?
What do we feel? We don't see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear empty are actually filled with air.
• Name the objects that we fill with air. Children blow up balloons. What do we fill the balloons with?
Air fills any space, so nothing is empty.
Water
1 Does water have a shape?
Equipment: glass jar with water, empty glass, ball, cube, jars, bottles, vials of different shapes and sizes.
The teacher invites the children to examine and name the shape of the objects on display (cube, ball).
If you tap the cube on the table and roll the ball, will they change their shape? (No). What about water? If we pour water into a cube, what will happen to it? (It will take the shape of a cube). What if you pour water into a jar? (It will take the shape of a jar).
Children pour water into containers of various shapes and say what they observe as they do so. Water constantly changes shape. It takes the shape of the vessel into which it is poured.
2 Does water have color, taste and smell?
The teacher puts a glass of water and a can of milk on the table, and places a sheet of clean white paper next to it. What color is milk and paper? (White). What about water? Can you say about water that it is white? (No). Does water have color? (No, the water is colorless).
The teacher offers to smell the water and answer the question: does the water smell of anything? (No, the water does not smell of anything, it has no odor). Now taste the water. What is she like? Sweet? Bitter? Sour? Salty? (Water has no taste, it's tasteless)
Conclusion: water is a liquid that has no shape, color, smell, or taste.
3 Why is the snow soft?
Equipment: Spatulas, buckets, magnifying glass, black velvet paper.
Invite the children to watch the snow spin and fall. Let the children scoop up the snow and then use buckets to carry it into a pile for the slide. Children note that buckets of snow are very light, but in the summer they carried sand in them, and it was heavy. Then the children look at the snow flakes that fall on the black velvet paper through a magnifying glass. They see that these are separate snowflakes linked together. And between the snowflakes there is air, which is why the snow is fluffy and so easy to lift.
Conclusion. Snow is lighter than sand because it consists of snowflakes with a lot of air between them. Children add from personal experience and name what is heavier than snow: water, earth, sand and much more.
Please pay attention to the fact that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall out in the shape of hard, large stars; in mild frost they resemble white hard balls, which are called cereals; When there is a strong wind, very small snowflakes fly because their rays are broken off. If you walk through the snow in the cold, you can hear it creaking. Read K. Balmont’s poem “Snowflake” to the children.
4 Where are the rays?
Equipment: Black woolen cloth, magnifying glass, turntables.
Let the children watch the wind. Mark its strength and direction using pinwheels. Ask the children if they think this affects the snowflakes that are falling now. Children express their guesses.
The teacher suggests examining them on a black canvas through a magnifying glass.
Conclusion. The snowflakes are very small and they have no rays, they broke due to strong wind
5 Why does snow warm?
Equipment: Spatulas, two bottles of warm water.
Invite children to remember how their parents protect plants from frost in the garden or at the dacha. (Cover them with snow). Ask the children whether it is necessary to compact and pat down the snow near the trees? (No). And why? (Loose snow has a lot of air and retains heat better).
This can be checked. Before your walk, pour warm water into two identical bottles and seal them. Invite the children to touch them and make sure that the water in both of them is warm. Then, on the site, one of the bottles is placed in an open place, the other is buried in the snow, without slamming it down. At the end of the walk, both bottles are placed side by side and compared, in which the water has cooled more, and find out in which bottle ice appeared on the surface.
Conclusion. The water in the bottle under the snow has cooled less, which means the snow retains heat.
Pay attention to the children how easy it is to breathe on a frosty day. Ask the children to say why? This is because falling snow picks up tiny particles of dust from the air, which is present even in winter. And the air becomes clean and fresh.
6 Steam is also water
Equipment: Mug with boiling water, glass. Take a mug of boiling water so the children can see the steam. Place the glass over the steam; droplets of water form on it.
Conclusion, Water turns into steam and steam then turns into water
7 Ice house.
Equipment: spatulas, candle, water, buckets.
Based on the children’s knowledge of the inhabitants of the North, invite them to build a small ice house on the kindergarten site. To do this, each child must make several “bricks” from snow “dough” (snow and water). The bricks are laid in a row, and each row should be 3-4 bricks smaller. This creates a hemisphere. When the building is ready, light a candle inside it; The bricks will melt a little and firmly bond together. The building can be used for role-playing games.
Conclusion. You can even build a house out of snow using water and shovels.
8 Freezing of liquids.
Equipment: Molds with the same amount of regular and salted water, milk, juice, vegetable oil.
Children examine liquids, experiment with them and determine the differences and general properties of liquids (ductility, ability to take the shape of a container). Children take molds with various liquids out into the cold. After the walk, the children examine and determine which liquids are frozen and which are not.
Conclusion. Liquids freeze at different rates, some do not freeze at all. The thicker the liquid, the longer the freezing time.
9 Ice secret.
Equipment: A pre-prepared “ice secret”, pictures with various situations of children on ice (children are on a pond, near an ice hole; children are naughty at the skating rink and fall).
Give the children a riddle: “Transparent, like glass, and cannot be inserted into a window.” (Ice).
Invite the children to carefully, slowly, dig out the snow in the indicated place with a mitten. Children find ice under the snow and see an inscription under the ice. Together they read: “Be careful on the ice! " Children note that it is easy to read, since the ice is transparent. Offers to get the note from under the ice. Children break off pieces of ice and find out that ice is fragile, smooth, slippery. The teacher talks about how dangerous it is to go out on the ice in winter, and looks at the pictures.
Conclusion. Ice is transparent, fragile, slippery and this makes it dangerous for humans if you are not careful.
10 Where does frost come from?
Equipment: Thermos with hot water, plate.
Take a thermos with hot water for a walk. When children open it, they will see steam. You need to hold a cold plate over the steam. Children see how steam turns into water droplets. This steamed plate is then left for the rest of the walk. At the end of the walk, children can easily see frost forming on it. The experience should be supplemented with a story about how precipitation is formed on earth.
Conclusion. When heated, water turns into steam, when cooled, steam turns into water, and water into frost.
11 Clear water
Equipment: two opaque jars (one filled with water, a glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures.
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?
An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?
12 Foam pillow
Equipment: on a tray there is a bowl of water, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items to test for buoyancy, do all items sink in soap suds? How to make soap foam?
Children use a pipette to collect liquid soap and release it into a bowl of water. Then try to beat the mixture with chopsticks and a whisk. What is more convenient for whipping foam? What kind of foam did you get? They try to dip various objects into the foam. What floats? What's sinking? Do all objects float equally on water?
Are all objects that float the same size? What determines the buoyancy of objects? (The results of the experiments are recorded on a flannelgraph.)
13 Melting Ice
Equipment: plate, bowl of hot water, bowl of cold water, ice cubes, spoon, watercolor paints, strings, various molds.
The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions.
Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why does the string hold on? (Frozen to a piece of ice.)
• How can you get colorful water? Children add colored paints of their choice, pour them into molds (everyone has different molds) and place them on trays in the cold.
14 Frozen water
Equipment: pieces of ice, cold water, plates, a picture of an iceberg
In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid.
Can water be solid? What happens to water if it is cooled very much? (The water will turn into ice.)
Examine the pieces of ice. How is ice different from water?
Can ice be poured like water? The children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.
• Does ice float? The teacher puts a piece of ice in a bowl and the children watch. How much ice floats? (Top.)
Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Only the tip of the iceberg is visible above the surface. And if the ship's captain does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
Human
1 What does it sound like?
Equipment: objects that make sounds, screen
- the child behind the screen selects an object with which he then makes a sound, the other children guess. They name the object that produced the sound and say that they heard it with their ears.
2 Guess by smell
Equipment: screen with slots for the nose, Kinder Surprise cases with holes, aromatic substances
- the children put their noses to the window of the screen, and the teacher asks them to guess by smell what is in their hands. What is this? How did you find out? (The nose helped us.)
3 Guess the taste
Equipment: fruits, sugar, salt
Invite children to guess the taste of lemon and sugar.
How did you determine? (using tongue)
Light
1 Light is everywhere
Equipment: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, candle, table lamp, chest with a slot.
The teacher invites the children to determine whether it is dark or light now and explain their answer. What's shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light will come in and illuminate everything inside it.) Open the chest, light will come in, and everyone will see a flashlight.
And if we don’t open the chest, how can we make sure there is light in it? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
• The game “Light can be different” - invites children to sort pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from the brightest).
2 Light and shadow
Equipment: shadow theater equipment, lantern.
The teacher asks him: “What is this? What is a flashlight for? He offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything clearly when a flashlight is shining? What is visible on the wall? (Shadow.) Offers the children to do the same. Why is a shadow formed? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny or dog. Children repeat.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children examine equipment for a shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is a shadow formed? Children look at animal figures and show their shadows.
3 Mysterious pictures
Equipment: colored glasses, worksheets, colored pencils.
The teacher invites the children to look around them and name what color objects they see. Everyone together counts how many colors the children named. Do you believe that the turtle sees everything only in green? This is true. Would you like to look at everything around you through the eyes of a turtle? How can I do that? The teacher hands out green glasses to the children. What do you see? How else would you like to see the world? Children look at objects. How to get colors if we don't have the right pieces of glass? Children get new shades by placing glasses - one on top of the other.
4 What is reflected in the mirror?
Equipment: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan
Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those you saw in the mirror? (No, they are the same.) The image in the mirror is called reflection. A mirror reflects an object as it really is.
• In front of the children are various objects (spoons, foil, frying pan, vases, balloon). The monkey asks them to find all the objects in which they can see their face. What did you pay attention to when choosing a subject? Try how the object feels to the touch, is it smooth or rough? Are all objects shiny? See if your reflection is the same in all these objects? Is it always the same shape? Where is the best reflection? The best reflection is obtained in flat, shiny and smooth objects, they make good mirrors. Next, children are asked to remember where on the street they can see their reflection. (In a puddle, in a store window.)
• Children complete the “Find” task.
5 Moving the shadow
Equipment: chalk
In sunny weather, the teacher draws the children’s attention to a person’s shadow, its size, shape, how it “walks”, “runs” after everyone, how it disappears.
The teacher organizes drawing on asphalt or sand (in an open sunny place): the teacher draws a circle with a diameter of 20-25 cm, the child stands in it with his back to the sun, the children outline his shadow, the teacher notes the time (for example, 10 o’clock in the morning). At 11 o'clock, the same child again stands in a circle with his back to the sun, the children trace his shadow along the contour, and the teacher marks the time. At 12 noon everything is repeated again. In the evening, the experience with drawing shadows continues. If the drawing is made with chalk on asphalt, observations can last several days - the result is a sundial.
As a result of this experiment, children will see that the shadow is in a new place every time, at the same time.
6 Getting a Rainbow
Equipment: mirror, bowl of water, light source
On a sunny day, place a basin of water near the window and lower a mirror into it. The mirror needs a stand. If the mirror “catch” a ray of light, then as a result of the refraction of the ray in the water and its reflection from the mirror on the wall or ceiling, a rainbow will appear.
The experiment can also be carried out in the evening: then the light source will be a table lamp.
Object world
1 Magnifying glasses
Equipment: magnifying glasses, small buttons, beads, zucchini seeds, sunflower seeds, small pebbles and other objects for examination, worksheets, colored pencils.
Children look at small objects. What is this? (Bead, button.) What does it consist of? What is it for? How can you see better - with your eyes or with this piece of glass? What is the secret of the glass? (Magnifies objects so they can be seen better.) This assistant device is called a “magnifying glass.” Why does a person need a magnifying glass? Where do you think adults use magnifying glasses? (When repairing and making watches.)
2Light-heavy
Equipment: objects of the same shape and size made of different materials: wood, metal, foam rubber, plastic; container with water; container with sand; balls of different materials of the same color, sensory box.
In front of the children are various pairs of objects. Children look at them and determine how they are similar
and how they differ. (Similar in size, different in weight.)
They take objects in their hands and check the difference in weight!
• Guessing game - children select objects from the sensory box by touch, explaining how they guessed whether it is heavy or light. What determines the lightness or heaviness of an object? (Depending on what material it is made of.)
With their eyes closed, children are asked to determine by the sound of an object falling on the floor whether it is light or heavy. (A heavy object makes a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (The splash is stronger from a heavy object.) Then they throw the objects into a basin of sand and determine the weight of the object by the depression left after the fall in the sand. (A heavy object makes a larger depression in the sand.)
3 Magnet
Equipment: magnetic game “Fishing”, magnets, small objects from different materials, a bowl of water, worksheets.
What can you use to catch fish? They try to catch with a fishing rod. They tell whether any of the children have seen real fishing rods, what they look like, what kind of bait the fish are caught with. What do we use to catch fish? Why does she hold on and not fall?
They examine the fish, the fishing rod and discover metal plates and magnets. What objects does a magnet attract? Children are offered magnets, various objects, and two boxes. They put objects that are attracted by a magnet into one box, and objects that are not attracted into another box. A magnet only attracts metal objects. What other games have you seen magnets in? Why does a person need a magnet? How does he help him?
Children are given worksheets in which they complete the task “Draw a line to the magnet from the object that is attracted to it.”
4 Magic sieve
Equipment: scoops, various sieves, buckets, bowls, semolina and rice, sand, small stones. Little Red Riding Hood says that she had a misfortune. She dropped the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
• Children try to separate with their fingers. They note that it turns out slowly. How can you do this faster? Look, are there any items in the laboratory that can help us? We notice the sieve. Why is it necessary? How to use it? What pours out of the sieve into the bowl?
• Let's find substances in our laboratory that can be sifted. We discover that there are a lot of pebbles in the sand. How to separate sand from pebbles? Children sift the sand themselves. What's in our bowl? What's left. Why do large substances remain in the sieve, while small substances immediately fall into the bowl? Why is a sieve needed? Do you have a sieve at home? How do mothers and grandmothers use it?
5 Paper properties
Equipment: different types of paper, containers with water, scraps of fabric
• "Paper crumpling"
Try crumpling the paper. Is it easy to do? Try to crumple the table at which you are sitting. Happened? Because the wood from which the table is made is strong, but the paper is fragile.
• "Tearing paper"
Try tearing the paper. Is it easy to do? Can you tear the towel? Give it a try. Happened? Why? Because the fabric is stronger.
• Experience with water and paper
Place pieces of paper in water. Look, the napkins immediately got wet. Let's try to take them with our hands. What happened? Are they torn? The rest of the paper is thicker than napkins, so it takes longer to soak. We'll look at it again at the end of class. Now let’s conclude: paper is afraid of water. All paper items deteriorate when exposed to water. Paper is a fragile material.
Have you noticed that some paper is easy to crumple, while others are difficult? Is it easy to tear one paper, but difficult to tear another? Show me some scraps of paper that you easily tore? Which one is difficult? What do you think is the reason for this? Thin paper is easier to tear than thick paper.
6 Why do two magnets sometimes repel each other?
Equipment: two small furniture magnets, pairs of magnets of different shapes (bars or horseshoes) with painted poles.
Bring two magnets close to each other.
Turn one of the magnets over to the other side and bring the magnets closer to each other again.
The result of the experience. In one case the magnets attract, in the other they repel.
- Every magnet, even the smallest one, has two poles - north and south. The North Pole is usually colored blue, and the South Pole red.
Bring identically colored magnet poles closer to each other, then bring differently colored ones.
The result of the experience. Poles of the same color repel, poles of different colors attract. The ability of magnets to repel is used on railways in China and Japan. Some high-speed trains do not have wheels: powerful magnets are installed inside the train and on the rails, which are turned towards each other with identical poles. Such trains practically fly above the rails and can reach enormous speeds.
The soil
1 Soil condition depending on temperature
Equipment: watering can with cold water
On a sunny day, invite the children to examine the earth, touch it with their hands, how it is: warm (it was heated by the sun, dry (crumbles in their hands, color (light brown), water the earth from a watering can (as if it had rained), invite the children to touch it again, examine it. Earth darkened, it became wet. The children press their fingertips on the surface, it is sticky, sticks together into lumps. The cold water made the soil colder, like cold rain.
Conclusion. Changing weather conditions lead to changes in soil conditions
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