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Abstracts of nodes on cognitive research activities. Synopsis of the GCD of search and research activities for children of the senior group “Transformations. And what is it? “Children, Ivanushka is addressing you, my bride Vasilisa
Anastasia Sorokina
Synopsis of the GCD on cognitive research activities in the senior group "Invisible Air"
Synopsis of GCD in the senior group
Cognitive research activity
Subject: « Invisible Air»
Tasks:
1. To form in children an idea of air;
2. To develop in children the ability to establish causal relationships based on an elementary experiment and draw conclusions;
3. To cultivate in children an interest in the world around them, curiosity.
Equipment:
Q. Guys, guess riddle:
Passes through the nose to the chest
And then on the way back.
He's invisible, but still
We cannot live without it. (Air)
B. That's right, it air! I suggest you take a long breath and then hold your breath; inhale and then hold your breath again.
Q. How long could we not breathe? Why? (Not enough air) .
B. That's right, without air we would not be able to breathe, and not only we humans, but all animals and fish. they breathe air which is in the water. He is everywhere, but we do not notice him, he is invisible. Why do you think we can't see air? (It's transparent).
Q. That's right, it's colorless and transparent, now close your eyes and inhale through your mouth. What taste does air? Close your eyes again and inhale through your nose. What smell does air? So what can we say about air, what colour is he? What does it taste like? Smell?
Air is an amazing shell around the Earth. If it wasn't air, all living things would die from the scorching rays of the Sun during the day and from cosmic cold at night. Without air The earth would be a dead desert. Invisible Air but you can still see and feel it. After doing some experiments and experiments, we let's try to prove it.
Look at the napkin (I wave the fan over it, what is happening to it? Why? Do you want to feel the movement air? Come to me and close your eyes (I wave my fan). What did you feel?
All the bodies of nature take up space. A air? Let's check it out.
Q. Can we find air? Let's check. We take a glass, to the bottom of which is attached paper napkin. Tell me if there air in a glass? Let's try to find out. Turning the glass upside down, slowly lower it into the water until it touches the bottom.
Why did the paper at the bottom of the glass stay dry? What kept the water out of the glass?
Conclusion: there is in the glass air, he did not let the water in and did not let the sheet wet.
Q. And now let's lower the glass into the water again, but I will hold it a little obliquely. What appears in the water? (bubbles).
B. Yes, these are bubbles with air. Where did they come from?
The air is out of the glass and water took its place. What happened to the leaf? He got wet.
Conclusion: Water has taken its place in the glass, displacing air, which we saw in the form of bubbles.
B. Tell me if you can catch air? Take the bag and wave it, and quickly, quickly twist it from the bottom. What was the package like? (elastic, hard). What is in the package? (air) . Now we can even touch it.
Conclusion: U air there is no definite form, it takes the form of the object it hits. People have learned to use these properties air - lifeline, inflatable boat, Balloons, airships.
Whistle sound.
Q. What do you hear? Where did the sound come from? Let's also blow whistles. (One blows harder, and the second child is quieter)
Q. How does sound come about? (children's answers).
Conclusion: When we blow into the hole, air trembles and a sound is produced, sounds propagate through air. On the moon where there is no air No matter how hard you shout, no one will hear you. Sound does not propagate.
Q. Thank you guys, it was interesting to work with you. So I want to give you a little surprise, air there is one more property, you can play with it (bubble). We will go for a walk and we will blow bubbles
Related publications:
Synopsis of the integrated GCD on cognitive and experimental activities "Invisible Air" in the preparatory group Synopsis of the integrated GCD on cognitive and experimental activities " Air is invisible» in the preparatory group. Purpose: Clarification.
Synopsis of the research GCD in the senior group "Invisible Air" Synopsis of the GCD "Invisible Air" in the senior group of MBDOU "Kindergarten No. 5" Joy "r. settlement of Bazarny Karabulak, Saratov region Purpose; Develop.
Synopsis of OOD "Cognitive and research activities of children in the senior group" Program content: To form children's ideas about the surrounding reality Purpose: To give children joy and pleasure from the past.
Synopsis of the cognitive research activity "The Great Invisible Air" Topic: Great invisible air Purpose: Development of curiosity and cognitive motivation in the process of research activities. Tasks:.
Tasks: To give children an idea of \u200b\u200bair as a gaseous substance, to acquaint them with its properties and methods for detecting it. Pin.
Abstract of the lesson on experimental activities in the senior group Topic: “Air is invisible” Purpose: To systematize children's knowledge about properties.
The last year in kindergarten is a transitional stage for schooling. In children of 6-7 years old, there is a transition from visual-figurative thinking to verbal-logical, there is an interest in complex games with the distribution of roles and the implementation of rules. Older preschoolers are inquisitive, emotionally receptive, tend to take the initiative in mental and practical experimentation.
Organization of cognitive research activities with preschoolers 6–7 years old
The modern education system is moving away from teaching children through the direct transfer of knowledge, but develops in them the desire to search for new information in a variety of ways. The formation of research skills in a child and the ability to independently search for information is the goal of organizing cognitive research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher instills in the child the motivation to find answers to emerging questions, encourages curiosity. Cognitive research activity is also manifested in independent studies that accompany gaming activity. The ability to raise a question in connection with the emergence of an unknown or still little-studied object and find an answer indicates a high level of mental and mental development future first graders.
Cognitive and research activities of pupils preparatory group becomes more independent
The more the 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, the activity of his imagination will be.
L. S. Vygotsky
"Imagination and creativity in childhood"
Age features of older preschoolers
When developing a system of classes on research activities in the preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:
- The ability to self-regulate behavior. Older preschoolers have more perseverance, they are able to independently plan the pace and quality of practical activities so as to avoid overwork. In the preparatory group, long-term studies can be carried out during cognitive activities and walks.
- A high level of development of dialogical speech, the formation of monologue speech skills. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of kindergarten, the child is able to compose small oral monologues (congratulations to the audience on an event, project presentation, research report).
- Development of mental abilities. Children of this age are guided in spatial and temporal indicators, compare the qualities and properties of objects, and are capable of generalizing and classifying the information received. The ability to establish causal relationships is improving, children build logical chains from many links.
- Creativity. Older preschoolers often make spontaneous decisions, perform tasks in an unexpected way. A creative approach is observed in various types of children's activities: in oral stories, drawing up stories based on visual material, in drawings, during games, experiments and experiments.
- Formation of self-esteem skills. By the age of seven, the child begins to realize the level of his abilities, abilities and knowledge. He evaluates the results of his activities, but for most older preschoolers there is a tendency to overestimate self-esteem.
Older preschoolers already have successful experience of speaking in front of an audience
Tasks of cognitive research activity
The cognitive and research activities of older preschoolers in kindergarten are aimed at solving a number of problems:
- Expansion of ideas about the objects of the surrounding world.
- Learning to independently plan the stages of research activities.
- Improvement of speech skills, enrichment of active vocabulary special terms.
- Development of the analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up productive activities.
- Encouragement of initiative and independence in work, creation of positive motivation for experimentation.
- Creating a friendly atmosphere and cohesion of the children's team, developing the ability to work in a team.
On the implementation of the tasks set, the educator works together with the children in the classroom various kinds: on the study of the surrounding world (GCD), the formation of elementary mathematical representations(FEMP), preparation for literacy, speech, creative, sports and music classes.
For example, studying the differences between vowels and consonants, you can start by conducting a study: “Pronounce the sounds [a], [o], [y], [and]. Is the mouth open? Where is the language? How does the voice go? (Free). “Now say the sound [b]. Was the mouth open? Let's pronounce the sound [r]. Where is the language? How does the voice go? (There is an obstacle - lips, teeth). The conclusion of the study is formulated: when pronouncing consonant sounds, the voice encounters some obstacle on the way, while pronouncing vowels, it passes freely.
The children also gain new knowledge during a walk, observing objects of animate and inanimate nature. Senior preschoolers participate in long-term studies, observing changes in the object: plant growth, changes in precipitation depending on temperature conditions, the movement of the luminaries during the year, the phases of the moon.
The results of experiments surprise preschoolers, so they tend to experiment again and again.
Methodology for organizing research activities
The teacher needs to create conditions in which children can show their research abilities:
- The presence of a situation or question that activates the desire to solve the problem, to answer the question. The experiment is not carried out for the sake of entertainment or entertainment, but is a method of understanding the world order.
- Conducting an oral analysis of the problem situation. In the preparatory group, children analyze on their own, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, directs, if necessary, clarifying questions.
- Definition of a hypothesis for practical confirmation / refutation (experiment, experience, observation, study of a layout or model).
- Fixing the results of the study (in special journals, on cards, etc.) and formulating conclusions.
- Creating a situation of success. In a lesson with a research focus, each student should be given the opportunity to make assumptions, voice the results obtained during the experiment.
- The teacher controls the practical activities of children and monitors the implementation of safety precautions, the provisions of which are repeated before each experiment.
Interest is supported by success, interest leads to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.
V. A. Sukhomlinsky
The attention and interest of children are maintained through various forms of organization of research activities. Pupils of the preparatory group are fascinated by such forms of work as:
- The study of phenomena and events of social life, natural phenomena. An exploration of what is happening in the present. This can be observing the appearance and disappearance of a rainbow during a walk, an excursion to a production or enterprise (to a store, an industrial plant, a library, a post office), studying the technology of laying asphalt and other road works, the preparation and use of cement, its properties when repair in kindergarten.
Solar observations will require pupils to wear sunglasses.
- Examination of visual material. It is interesting for older preschool children to study layouts and models of objects that allow you to learn about their structure or functioning (models of planets, a volcano, a coral reef, a model of a submarine, a loader robot, a lunar rover, a space satellite). Information search is also carried out by examining illustrated encyclopedias and thematic posters. In the preparatory group, research work can be carried out using mnemonics: the guys get acquainted with some process while looking at special cards. Mnemocards are a sequence of information pictures.
Older preschoolers are interested in models and layouts of real objects
- Collecting and classification. Searching for items on a specific topic is a long and exciting process if the goal is to study objects in a comprehensive way by comparison and systematization. Children arrange the collected objects into mini-exhibitions, herbariums, albums, boxes. Older preschoolers know how to write in block letters, under the supervision of a teacher, they sign copies of the collection, assign numbers.
Making a collection of seeds will help the children consolidate their knowledge about vegetable crops
- Experiments and experiences. Senior preschoolers independently carry out practical studies of objects according to verbal instructions, carefully observe the demonstration of complex experiments by the teacher. In the preparatory group, children's experimentation may retain elements of play activity.
Experiments with water - one of the most favorite among preschoolers
- Travel games. They are organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of the virtual movement of the children into the world under study, the solution of cognitive tasks, and the generalization of new information. During the trip, children study geographical maps, photographs and illustrations, video materials. Movements can be carried out spatially and temporally (during the era of dinosaurs, the ice age, visiting primitive people, during the construction of the pyramids in Egypt, etc.).
Preschoolers are happy to get involved in the work of creating models of research objects
- Research projects. Senior preschoolers work on group and individual projects to study topics in various areas: "Ecology", "Socio-social activities", "Animals and flora", "Space", "Geography". The results of project activities are drawn up in the form of information stands, posters, photo albums, lapbooks, layouts. A presentation of the completed project is organized, at which pupils tell the audience (parents, children junior groups, invited guests) about the importance of studying this topic, the tasks set, the stages of the study.
Contest winners research projects certificates and prizes are awarded
Table: types of cognitive research activities of older preschoolers
Preschoolers may need aprons and masks to experiment with some materials
Types of research activities
Cognitive research activities in preschool educational institutions are embodied in the following types of activities for preschoolers:
- Classes GCD on the study of the world. The classical form of organizing cognitive research activities in kindergarten. Older preschoolers show a greater degree of independence in oral tasks and practical actions. It is possible to diversify GCD classes by combining various forms of work (conversations, studying visual material, observations, experiments, didactic and outdoor games, including audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (cosmic objects, stories about other continents, ancient animals), for this the topic of the lesson should interest pupils, which is the motivating beginning of each lesson.
- Integrated lesson. It is a synthesis of cognitive, socio-communicative and artistic and aesthetic areas and research activities, which is realized in the forms of work: listening to an artistic text or musical composition, cognitive conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a versatile study of a topic or a problem situation.
For example, in the lesson “What is air?” in the preparatory group disclosure educational areas It is implemented in conducting a heuristic conversation and experiments (“Knowledge”), a physical education session “Inflatable Toys” (“Physical”), pronouncing the research plan and discussing the results (“Speech”), creating an application “The wind shakes the trees” (“Artistic and aesthetic”) .
- Non-traditional activities: performance, puppet show, quest, concert, KVN, Mind games(quizzes, “Own game”, “Oh, lucky!”, “Experts are investigating”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component, preschoolers actively perform creative tasks and follow the disclosure of the topic.
- Ecological actions. Carrying out activities in support of respect for nature requires extensive preliminary work: the study of any environmental problem, forecasting in the event of an unfavorable development of events (air, water and soil pollution, death of plants and animals), searching for information on ways to solve the problem, practical contribution.
Options for environmental actions in the preparatory group of the kindergarten: "Dress the tree" (actions to protect trees on the territory of the kindergarten from frost - wrapping), "Feed the birds!" (creation of feeders and providing food for birds that remain to winter), “Battery Disposal” (action to collect used energy carriers and transfer them for recycling), “Green Landing Force” (action to plant greenery on the territory of a preschool educational institution or to clean the surrounding area from garbage).
Participation in environmental events teaches preschoolers to take care of their native nature
Conducting a lesson on cognitive research activities in the preparatory group of the preschool educational institution
According to the norms of SanPiN, the GCD class in the preparatory group is held in the first half of the day (preferably in the middle of the week, when mental abilities are at their peak of activity) and lasts no more than half an hour. Research-oriented observations can be made during a morning or evening walk for 7–15 minutes.
Forms of children's activities should be varied. In the preparatory group, one task for physical activity is enough (exercise, dance warm-up or an outdoor game). As a change of activity, musical pauses are held, watching an animated episode on the topic of the lesson, collective memorization of sayings, poetic passages.
Spiritual fullness and saturation of life can only be given by a broad, versatile education, an inquisitive knowledge of the world, an active desire for knowledge, the joy of knowledge.
V. A. Sukhomlinsky
"About education"
Conducting experiments with balloons clearly demonstrates to preschoolers that air has weight.
In the preparatory group, the teacher gives verbal instructions and descriptions for performing experiments, children learn to perform research according to a graphic scheme. The live show is used to demonstrate complex experiences and on a one-to-one basis for children with difficulty. Senior preschoolers are offered tasks to predict the results of the study and fix the information received. The guys are working on the creation of herbariums and collections, keeping diaries of weather and experimental observations, filling out an experiment card, supplementing the empty template of the experiment scheme with symbols.
Table: scheme for constructing a research plan
| Research phase | An example of the course of children's experimentation |
| Statement of a question | Motivational start. The children received a video letter from a fairy-tale character, in which he says that he saw how the guys conducted experiments on the buoyancy of various materials. Preschoolers found that iron sinks. The character is interested in whether all metal objects sink, for example, ships. Pupils formulate the question: “Why do not all iron objects sink in water?”. |
| goal setting | Pupils offer solutions to the problem, come to the conclusion that the buoyancy of various metal objects should be observed in the laboratory. |
| Hypothesis | The guys are thinking about how to determine the conditions for the buoyancy of iron objects (to conduct an experiment with lowering objects of different volume and shape, made of the same material, onto the surface of the water). |
| Hypothesis testing | Experimenting in the laboratory with an iron plate, a cube, a bar, balls, a bowl, a boat. |
| Analysis of the results | The children saw that metal objects of the same weight behave differently when immersed in water (smaller ones sink, with big size float on the surface, have buoyancy). |
| Summing up the results of the study, formulating conclusions | Those metal objects do not sink in water, the total density of which is less than the density of water. |
Preschoolers in practice are looking for an answer to the question why some metal objects sink in water, while others float
Motivating start to class
The extent to which the child is interested in the topic of the lesson depends on his initiative in direct research work. The teacher captivates the children with leading questions, examining unusual visual material. Stimulate interest in problem situations, elements of the game, surprise moments. Predicting a positive perception of the initial stage, the teacher builds a lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, searching for an answer to an important question).
Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers
The final result of research activity largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.
Table: examples of a motivating start to a session
| Topic of cognitive research | Motivating start option |
| Formation of ideas about a natural phenomenon - a volcanic eruption (lesson "Fire-breathing mountain - volcano"). |
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| Expansion of ideas about the properties of solid materials: wood, plastic, polystyrene, metal, paper, fabric, rubber (lesson "Journey to the island"). |
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| Acquaintance with the environmental problem of air pollution and its possible consequences for nature and the human body (lesson "We are researchers"). | Conducting a heuristic conversation:
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Table: card file of topics on cognitive research activities in the preparatory group
| Topic of the lesson | Research objectives |
| Expansion of ideas about the properties of water, its forms (liquid, solid, gaseous) and the conditions for the transition from one form to another. |
| Formation of ideas about the conditions of plant growth. |
| "Invisible and Close" | Expansion of ideas about the properties of air, its importance for life on Earth. |
| "Where does the sound come from?" | Formation of ideas about the vibration of objects. |
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| "Mirror, Mirror" | Expansion of ideas about the properties of mirrors and their use. |
| Why do objects move? | Familiarity with the concepts of "traction" and "friction force". |
| "Why doesn't the ship sink?" | Acquaintance with the dependence of the buoyancy of objects on the shape, size, weight. |
| "Sugar" | Expansion of ideas about the properties of sugar, methods of its production and use. |
| "Salt" | Expansion of ideas about the properties of salt, methods of its extraction and use. |
| "Glue" | Acquaintance with various types of glue (PVA, silicone, instant) and their properties. |
| "Cement" | Familiarity with the properties of cement and how to use it. |
| Acquaintance with the concept of "environmental problem". |
| "Measuring the length of objects" |
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| Acquaintance with natural objects by studying layouts. |
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Pupils of the preparatory group can be trusted to work with a microscope
Temporary lesson plan in the preparatory group
The summary of the GCD lesson and the integrated lesson with a research orientation is developed by the teacher, taking into account age features pupils and the mandatory inclusion of physical and game elements. The preparatory group research session lasts 30 minutes and consists of the following components:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3-5 minutes.
- Building a research plan - 2-3 minutes.
- Physical activity - 2-3 minutes.
- Practical research (observation, experimentation, experimentation) - 10–15 minutes.
- Fixing the results of the study - 1-2 minutes.
- Summing up - 1 minute.
Table: examples of a temporary lesson plan on various topics
| Topic of the lesson | Organizing time | Motivating start | Speaking out the stages of the study (planning) | Physical activity | Practical work | Fixing the results | Summarizing |
| "Journey to the Age of Dinosaurs" | 1 minute. |
| 2 minutes. | Mobile game "Dinosaurs". 3 minutes. | The study of various types of dinosaurs (according to the figures and materials of the illustrated encyclopedia). 13-15 minutes. | Distribution (classification) of pictures with dinosaurs on the card by subgroups: herbivores and carnivores; floating, land, flying. 1–2 minutes. | 1 minute. |
| "Yellow leaves are spinning over the city" | 1 minute. | Surprise moment. A squirrel comes to the group (the role is played by the pupil senior group) and asks to help her in answering the question: “Why did the leaves on the trees in the forest begin to turn yellow and fall?”. 3 minutes. | 2 minutes. | Fizkultminutka "The tree is getting higher." 2 minutes. | Examination of tree leaves with a microscope (presence and absence of chlorophyll). 14 minutes. | Herbarium page layout. 2 minutes. | 1 minute. |
| "Save water!" | 1 minute. |
| 3 minutes. | Charging “Droplets - boom! droplets - jump! 2 minutes. | Experienced in water treatment. 15 minutes. | Filling out the study card. 1 minute. | 1 minute. |
Exploring dinosaur species will take preschoolers to wonderful world prehistoric nature
Table: an example of a summary of cognitive research activities in the preparatory group
| Author | Kovalevskaya N. N., educator of MBDOU D / s "Rainbow", Isilkul, Omsk region. |
| Name | "Herbarium. Trees in the kindergarten area |
| Target | To expand and enrich the knowledge of children about the features of autumn nature and trees in the kindergarten area. |
| Tasks |
|
| preliminary work |
|
| Forms of organization of activities |
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| materials |
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| Lesson progress | motivational stage. V .: We have worked very well for a month. We studied the structure of the leaf, found out why the fall of leaves in autumn. What else have we done? (We collected leaves for the herbarium). We have worked like real scientists-researchers. Do you think we did everything? (No, not all, scientists record their research in special books - encyclopedias). And can we create a small encyclopedia about the trees of our site? What do we need for this? (Answers of children). Main stage. V .: Before starting work, let's repeat what we know about trees and leaf fall.
Final stage.
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Examples of the organization of cognitive research activities in the preparatory group
We suggest that you familiarize yourself with the experience of conducting classes in a preschool educational institution on research activities and experimentation with children 6–7 years old.
Video: open lesson on experimentation "Molecules and bubbles"
Video: experimental activities in the preparatory group (study of the properties of water)
Video: experimental activity "Winter Water"
Video: open lesson "Secrets of the lemon"
Video: GCD on cognitive and research activities "The Most Important Magician"
Video: NOD "Journey to the Laboratory of Professor Pochemuchkin"
Analysis and diagnostics of cognitive and research activities of pupils
To evaluate the results and effectiveness of the cognitive and research activities of pupils, the teacher conducts diagnostics according to the following criteria:
- problem posing skills;
- correct formulation of questions;
- building an action algorithm to solve the problem;
- hypotheses;
- choice of research methods;
- the ability to describe observations during the research process;
- the presence of mental skills (analysis, comparison, generalization, systematization);
- the degree of independence at each stage of the study;
- ability to draw conclusions, conclusions, summing up.
The teacher assesses the degree of independence of the pupil during the experiments, the ability to formulate conclusions
The high level of cognitive research activity is evidenced by the presence of a stable motivation to solve problem situations and search for answers to the questions posed, independent construction of a research algorithm and practical work(experiments), competent formulation of the information obtained, the correct construction of conclusions. A child with a developed research type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them empirically, brings what he has begun to the end in order to obtain compliance with the voiced hypothesis or its refutation.
To identify the attitude of pupils to experimental activities and determine the level of mastery of research skills, the educator may offer the children to keep a special journal in which the results of the work done are recorded. At the same time, the teacher is recommended to keep diagnostic cards for each pupil, in which he enters data from his own observations of the research activity of children.
Diagnostics can also be carried out in the form of an individual conversation using special tasks.
The development of cognitive activity as a topic for self-education of a preschool teacher
The teacher of the preschool educational institution constantly improves his professional skills, improves his qualifications and develops. Self-education on the subject of development cognitive activity older preschoolers, the educator studies methods and approaches to create conditions for the formation in children of the foundations of cognitive, intellectual, personal and creative development.
Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.
K. Chukovsky
The teacher should pay much attention to creating conditions for children's experimentation. A research corner or science center is organized in the group's premises. It is possible to prepare a separate room for the functioning of a circle for cognitive research activities. Space should be allocated in the research corner or laboratory for demonstration of pupils' projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, racks are allocated, access to which will be open to all children. For the experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules for experiments should be clearly presented (for example, in the form of a poster).
If the children have difficulties during the experiments, the teacher always comes to the rescue.
Table: stages of work on self-education of the educator within the framework of the topic "Development of cognitive activity of preschoolers"
| Stage of work on self-education | Activity content |
| Theoretical stage |
|
| Practical stage | The prepared theoretical base is being put into practice. The teacher organizes research activities in accordance with the curriculum in the first half of the day or opens a circle for additional education. During school year the educator conducts thematic meetings or consultations for parents, in which he introduces them to the tasks of the experimental activity and shows the results achieved by the children. The teacher should strive to involve children in project activities, participation in city and regional competitions. The educator reports on the effectiveness of the work at teachers' councils, seminars and round tables for colleagues. |
Photo gallery: examples of creating conditions for research activities of preschoolers
The research corner houses various materials for experiments Materials of the research corner should be freely available to children When working in a mini-laboratory, safety precautions must be observed When organizing a research corner, it is important to provide a space where children will work with materials Working with a microscope requires accuracy, but leaves children with unforgettable impressions not all children can do the laboratory, but only the most motivated The teacher necessarily introduces the pupils to the equipment of the research circle
Education - higher philological, master's degree in philology. Specialty - teacher of Russian language and literature, teacher of history. Studying the contemporary literary process is part of my life. As an educator last years I interact more often with preschool children, so I actively explore experience preschool educators I study the latest developments in teaching preschoolers.
Redkina Tatyana Pavlovna
Educator, MADOU "Kindergarten No. 65", Syktyvkar, Komi Republic
Redkina T.P. Experimental research activities of children of the preparatory group in the process of GCD (ecology) // Owl. 2017. N3(9)..02.2020).
Order No. 36491
In our difficult contradictory time, the question is especially acute: “How to raise a child today as a person of tomorrow? What knowledge to give him on the road tomorrow? The comprehension of this issue should take place through the awareness of a sharply changed social order: yesterday a performer was needed, and modern society needs an active person capable of cognitive and active self-realization, to the manifestation of research activity and creativity in solving vital problems. Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler (N.N. Poddyakov, A.N. Poddyakov, O.V. Dybina, O.L. Knyazeva).
While implementing the Rainbow program (T.N. Doronova, V.V. Gerbova, T.I. Grizik, etc.), I encountered a contradiction. One of the tasks is the task of developing independence, purposefulness in children, the ability to set a task and achieve its solution. But the task is not connected with research methods of teaching. Its implementation is based on reproductive, explanatory and illustrative teaching methods. In the program of S.N. Nikolaeva "Young Ecologist" also, in my opinion, lacks research activities. Most of the recommended activities are conversation based.
Therefore, in my work, I actively use research method. Research activity contributes to the formation of the preschooler's subjective position in the knowledge of the world around him, thereby ensuring readiness for school. It should be emphasized that in preschool age important prerequisites are being created for the purposeful development of children's research activity: developing possibilities of thinking, the formation of cognitive interests, the development of productive and creative activity, and the expansion of interaction. Experimentation is the main type of orienting research (search) activity. And it is no coincidence that in the works of many domestic teachers N.N. Poddiakova (1995), A.P. Usovoi, E.L. Panko says that it is experimentation that claims to be the leading activity in the period of preschool childhood, the basis of which is cognitive orientation; that the child's need for new experiences underlies the emergence and development of inexhaustible research activities aimed at understanding the world around. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops. By the time of entering the first grade, the child should be able to solve such complex problems as:
Be able to see the problem and ask questions;
be able to prove;
draw conclusions;
Make assumptions and make plans to test them.
It is the research method that is one of the main methods that helps the preschooler to solve the above tasks. After all, experimentation includes an active search for solutions to problems, making assumptions, implementing the hypothesis put forward in action, and building accessible conclusions. That is, children's experimentation is a good remedy intellectual development preschoolers and the most successful way of acquainting children with the world of their living and inanimate nature.
Therefore, I developed a system of experimental activities in the classroom of ecology.
The system of experimental activities in the classroom of ecology. preparatory group
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Subject |
activity theme |
Purpose of activity |
Description |
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"Planet Earth in Peril" |
"Globe with your own hands" |
Create a globe with the children to work with during the year. |
Modeling of the planet (papier-mâché), with parts of land, relief. Description in the methodology of working with children (2, p. 10) |
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"Inhabitants of our corner of nature." |
"Plants drink" |
Show children the vital activity of plants (water consumption). |
A cutting of a flowering plant is placed in a glass of tinted water (with white flowers, balsam is better - it has a quick absorption of liquid). The flower of the plant will turn the color of the water dye. Why is the flower colored? (the plant “drinks”, carries water to all parts) |
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Moisture-loving and drought-resistant houseplants". |
Moisture-loving and drought-resistant |
Show the adaptability of plants to habitat conditions in places with high and low humidity; methods of accumulation, conservation of moisture and vice versa. |
Break off several cuttings or individual leaves (drought-resistant: crassula, aloe, moisture-loving: balsam, begonia leaf) and trace the changes. Moisture-loving ones will wilt. Why? They have wide leaves with a thin covering skin that actively evaporate moisture. And drought-resistant remained unchanged. They accumulate water in the stems and leaves, the leaves are covered with a thick skin to reduce the evaporation of moisture, and the cacti have reduced the leaves into needles to retain the moisture accumulated in the trunk. |
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"Why don't polar bears live in the forest?" |
“Is it a white polar bear? And why doesn't the polar bear freeze? |
Show how transparent hairs of wool form white fur bear. |
On the eve of the lesson, you should conduct an experiment “Which surface heats up more: white or black?”. View a photo of the skin of a bear through a multimedia projector - it is black. To warm up better. But she is under white fur, and the white color repels the sun's rays. Consider a photo of the hairs of a polar bear - they are transparent. So why is the bear's skin white? Follow how the color of the silhouette of a "black" bear changes when several layers of a transparent polyethylene film are applied to it. The bear has become white and invisible in the snow, and transparent hairs let the sun's rays through to dark skin bear, and warm it in severe frosts. |
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"Talk about Autumn" |
Why do leaves turn yellow in autumn |
Show children the dependence of chlorophyll production by plants on the length of daylight hours. |
This experience should begin about a week in advance. So that the lesson was already a result. Put the plant in a dark cabinet and put it in a permanent place for a couple of hours, or cover one sheet with photographic film and do not remove the plant anywhere (this is more humane to a living object). Chlorophyll is produced only in the light. There is no light - the leaf turns yellow (there is always a yellow pigment in plants). |
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"Introduction to frogs and their life in natural conditions" |
"Why are the frog's eyes and nostrils on the same level" |
Show the fitness of a frog to be in two habitats at the same time. |
Invite the children to immerse the rubber frog toys in water so that only the nostrils and eyes are on the surface. Show a photo of such a frog pose on a multimedia projector. Why does a frog need such a feature? So that their skin does not dry out in the sun, so that they are not visible to land predators, and the frogs themselves see everything around and could breathe air. Offer to do the same with a hare, wolf toy ... What animals have this feature? (hippopotamus, crocodile) Why? |
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"How the frog sees" |
Show the features of the vision of frogs. |
Tie a fishing line to the pointer to the end of the fishing line, tie a plastic fly, but do not show the children what is at the end of the fishing line. Wave a pointer with a fly in front of the children. Did you see what was at the end of the line? (No). Put the "fly" on the table. - Have you seen who it is? The frog sees the opposite. Moving objects are good, but stationary ones are not seen at all. She does not see stationary objects, because they are not dangerous and not edible. |
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"Comparison of fish and frogs". |
"How Fish See" |
Show the features of fish vision, adaptability to the environment; dependence of the development of different sense organs on the depth of habitat and the degree of water transparency. |
Sit in small groups around transparent containers (you can use 3-liter jars) filled with clear water. Look at each other, approaching close to the containers. Can you see each other well? (Yes). Then look back at a distance. Can you see each other well? (Badly) This is how fish see - they are short-sighted. Pour the milk into the water containers and look through the muddy water. Good visibility? (I can not see anything). How do fish navigate in muddy, dark, bottom water? Show on the multimedia projector the lateral line of fish and bottom fish with barbels (catfish, burbots) |
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"Conversation about the mole" |
"How the mole sees" |
Show the adaptability of the mole to the underground lifestyle. |
Consider the eyes of a mole in the photo. There are eyes, but the eyelids have grown together. Invite the children to put on glasses with an opaque film (turn into a mole). Look at each other, do you see well? (I can not see anything) Now look at the lamps and move your hand in front of your eyes. What do you see? (shadows by hand). Why does the mole see like that? (sight underground, in complete darkness is not needed). |
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"Why does mole fur lie in different directions" |
Take a piece of natural fur (mole) and put it through the tube (burrow tunnel) along the growth of wool and against. How easier was it for the "mole" to pass through the tunnel? (according to hair growth) Why does the mole's hair fall in different directions? (so that the mole does not get stuck in the hole, it can easily move both forward and backward). |
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"Blind diggers" |
Project "Blind diggers" |
Show the variety of animals adapted to life underground. |
Presentation "Blind diggers" |
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"What do we know about birds?" |
"How Birds See" |
Show the dependence of the location of the eyes on the type of food. |
Invite the children to stand up, because the dove flies high. -Where are the eyes located? (on the sides) - Turn your head to the right, as far as possible, look around with your eyes. Remember what you see. This is how much a dove sees with its right eye. Now turn your head to the left. The left eye was on its side. See how much the bird sees with its left eye. Does a pigeon see a lot? (everything around you) Now look at the owl. Does she have the same eyes? (straight) Why is the dove on the sides, and the owl straight? (a pigeon needs to see a predator, a way to escape, and an owl aims at a prey in front of it). Offer to identify birds of prey and prey from photographs (golden eagle, tit or others, with a clearly defined direction of gaze). Note: the direction of the eyes is clearly expressed in animals (cats - mice, tigers - antelopes, wolves - hares). |
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"Flight of a sheet of paper" |
Show the importance of air support area for flight. |
Invite the children to take two sheets of paper, crumple one into a ball and lower them at the same time from the height of their raised hands. Which leaf fell first? (crumpled) - Why? The straightened leaf is light and wide, rests on the air, so it can glide a little. Draw an analogy with the spread wing of a bird. |
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"Let's save the beautiful Christmas tree!" |
"Christmas trees - schoolgirls" |
Show how many trees are cut down for the holiday. |
To begin with, draw an analogy with human age. Christmas trees up to 10 years old are called schoolgirls. Offer to calculate how many Christmas trees will be cut down for families of children attending a group, two groups, the whole kindergarten, 3 kindergartens in the village? The number is huge and very striking to children. |
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"Like a squirrel, a hare and an elk spend the winter in the forest" |
"Disguise" |
Specify the adaptive features of animals. |
Modeling disguise. Description in the methodology of working with children (2, p. 64) |
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"Forest floors" |
Show that all animals occupy their food niche in the forest. And no one bothers anyone. |
Modeling of forest floors. Description in the methodology of working with children (2, p. 64) |
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"The wolf and the fox are forest predators" |
Whose legs are faster |
Show how a feature of appearance affects the way food is obtained. |
Modeling with the help of "legs - compasses". Description in the methodology of working with children (2. p. 72) It is better to prepare for each child or a set for two. |
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Mobile game "Catch a hare" |
Explain why wolves gather in packs in winter. |
Summer - one child "wolf" catches up with the child "hare". Winter is the same child, but with an elastic band at the calf level (simulation of difficult running in the snow) catches up with the hare (the hare is much lighter than the wolf and does not fall deep into the snow, so the legs are free). Can't catch up. Get some more kids to help. The “flock” drives the hare into the ring. Conclusion: one wolf in the forest cannot survive, but it is easier for a pack to feed. |
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"Forest in human life" |
"How did the pattern appear on the surface of wooden furniture" |
Show how a texture pattern is formed on wooden surfaces. |
Roll out two layers of plasticine of different colors, put on top of each other and roll into a roll. With a stack moistened with water, cut the roll at different angles. Before this work, it is advisable to show the children straight cuts of trees, with a clear pattern of annual rings. |
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"Reserved places and monuments of nature" |
The plot game "Uncultured tourists" |
Show how specimens of flora and fauna are actively disappearing from nature due to ecological illiteracy of people. |
Lay out photographs of flowers and invite children - "uncivilized tourists" who "picked" just one flower each, to the "excursion". How many disappeared and did not give offspring of flowers? The same game can be played with insects, shells, and other objects of nature. |
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"Who needs water?" |
"Drop by drop" |
Show how much water is lost due to leaking faucets. |
Start the activity in the washroom, paying attention to the dripping faucet. - A lot in a drop of water? How much water goes down the drain from a dripping faucet? Offer to put a container under a dripping faucet and check at the end of the lesson how much water has dripped. For persuasiveness, you can make several marks during the day. |
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"Inhabitants of the Water" |
Photo-riddles "Animal of the reservoir" |
Strengthening the ability to determine by appearance representatives of various ecosystems. |
Looking at photographs of unfamiliar animals, identify by their appearance and choose those that are adapted to living in water (desman, platypus, sea otter, marsh turtle, newt, etc. it all depends on the knowledge of children). |
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"What lives in water, what grows in water" |
"Why wilted vallisneria" |
Show children the complete dependence on water of aquatic plants. |
Pinch off a leaf of Vallisneria (you can use any aquatic plant). She literally begins to wither before our eyes. |
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"Why is the willow crying" |
Show the children guttation (from lat. Gutta - a drop, the secretion of drip liquid water by the leaves of plants) willow |
Put wet and wrung out woolen threads of “willow stalks” into a container with water, so that the threads hang from the container. After a few seconds, water begins to drip from them. Willow is one of the few woody plants capable of guttation. It occurs when more water is absorbed by the roots than evaporated by the leaves. |
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Holiday "Earth, happy birthday to you!" |
Within the framework of the holiday, various actions were carried out: “The second life of the bottle”; "Clean yard"; "Pure group", etc. |
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"Aibolit's green service - spring care for indoor plants" |
Show the methods of plant reproduction, types of root system. |
Planting and transplanting indoor plants. |
Literature:
- Nikolaeva S.N. Program environmental education preschoolers "Young Ecologist"
- Nikolaeva S.N. Education began ecological culture in preschool childhood: a methodology for working with children in the preparatory group of the kindergarten. M.: New school, 1995.
- Ivanova A.I. Natural scientific observations and experiments in kindergarten. Human. M.: Sfera, 2005.
Target:
Tasks:
1) To systematize the knowledge of children about the fact that salt is a mineral substance, about the origin of this mineral, the forms of existence in nature.
1) To promote the development of artistic abilities, using non-traditional ways of drawing.
Download:
Preview:
Synopsis of GCD on cognitive and research activities"Magic Salt"
Program content: Formation of primary ideas about the objects of the world and their properties.
Target: Development of cognitive interests and intellectual abilities of children through cognitive research activities
Tasks:
Educational area "Social and communicative development"
1) To develop the cognitive interest of children, to cultivate interest in cognitive research activities.
Educational area "Cognitive development"
1) To systematize the knowledge of children about the fact that salt is a mineral substance, about the origin of this mineral, the forms of existence in nature.
2) To form an idea of salt as a product necessary for a person. On the basis of research activities, give children the opportunity to identify the main properties of salt (white, odorless, soluble in water, can be stained, salt water helps objects stay on the surface).
Educational area "Speech development"
1) To develop mental activity, the ability to observe, analyze, draw conclusions.
2) Develop children's speech, encourage them to use complex sentences in speech.
3) Activation of words: loose, dissolves, crystalline, fresh.
Educational area "Artistic and aesthetic development"
1) To promote the development of artistic abilities, using non-traditional ways of drawing.
Educational area "Physical development"
1) Develop fine motor skills hands
Preliminary work:
An introduction to the history of salt.
Material and equipment:Multimedia system, presentation, illustrations on the topic, laboratory journal, cards, cardboard, glue, paints, magnifiers, microscopes, pipettes, tweezers, funnels, cups of water, teaspoons, coarse and fine salt, colored salt, sea salt, eggs, trays, transparent jars with lids, a jug of water, gloves, white coats, napkins, hand towels.
move educational activities:
Organizing time.
Hello guys, do you like to solve riddles? (children's answers)
Guess my riddle:
He will be born from water, but he is afraid of water. (children's answers)
With salt, the barrel is accustomed from the cradle. Always and everywhere bow to food. (children's answers)
- . This is a salt shaker, salt is stored in it. Why is the salt shaker empty?(children's answers)
This we can find out by listening to a fairy tale:
"Salt and the Snowman"
One night Sol decided to go camping. She had heard before that salt is a very necessary thing on a hike, they must take it with them.
Can't I see the world alone? she thought.
Salt crawled out of the salt shaker in which she lived, went out into the street, stopped. It was a quiet winter frosty night.
How beautiful! Sol exclaimed. Such a brilliant, white snow, very similar to me.
Which path should I take? Salt chose smooth ice. It's easier to go this way. She jumped off the threshold and went. At first everything, and, really, it was good, she walked easily and quickly. But then, for some reason, the salt began to fall through! She stumbled every now and then, falling into the water that was coming from nowhere.
Yes, what about me? - exclaimed nothing understanding Salt.
Some kind of witchcraft.
And there is no witchcraft here. Nonsense! - the Snowman was indignant, past which Sol was just passing.
Where does the water come from then? She just wasn't there? And why is it under my feet,” Sol sobbed.
That's right, - said the Snowman, - because the salt makes the ice melt.
How?
That's how. When you, Sol, step on the ice, the ice warms up a little from the push. Quite a bit, but this is enough to melt a little ice and form a puddle.
What should I do? Does that mean you can't go further? Sol was completely upset.
In the morning, the janitors often sprinkle salt on the ice so that it would not be slippery for people to walk, - said the Snowman.
From the realization that the melting of ice could be useful to someone, Sol was pleased. She smiled and stopped sobbing, thinking at the same time that she really didn’t really need a walk along the street at night.
Come back home. People need you. If salt is not found on the kitchen table in the morning, everyone will be very upset, unsalted soup is not tasty.
You're right, right, of course, - agreed Sol.
Salt ran down the path back - I came up with, now I'm going to travel around the house!
The snowman laughed as he followed Sol with his eyes.
- This is how salt lives in every home. Salt is everywhere: in the sea, in bread, in our body, on the dining table and laboratory table. Salt is a symbol of kindness and friendship.
Now I invite you to learn about the amazing properties of salt.
Salt is produced in different types: unpeeled (stone), peeled (cooking), sea.
Table salt is mined in salt lakes and seas. Attention to the screen. (slide).
Rock (unrefined) salt is mined in salt mines. The miners cut blocks, which are then broken into pieces, loaded into wagons and transported upstairs on special trains.. (Slide)
- Guys, where do you think salt is used? (children's answers)
Salt is simply necessary for human life, it is eaten, vegetables are preserved for long-term storage.(Slide)
Salt is used in medicine. With its help, people treat various diseases. ( Slide)
There are huge salt caves where people go to breathe salty air to cure their respiratory organs. Look how beautiful it is in this cave, it sparkles and shimmers all over.(Slide).
Salt is also used in cosmetology, added to masks, salt baths.(Slide).
On the street, for human safety, salt is sprinkled on ice. ( Slide).
Salt is used to feed animals. It turns out that animals also need salt, and they love to lick it. Therefore, it is called so - salt lick. (Slide).
Guys, but salt is not only a mineral, it can also harm a person. ( Slide)
What do you think? (children's answers) High salt consumption harms the body, excess salt in the soil harms plants. ( Slide).
And now, guys, I invite you to go to the laboratory and conduct experiments with salt, like real research scientists. What is a laboratory? (children's answers) this is the room where experiments are carried out. Come on in.
Our lab has a rule:
When working with salt, you must follow safety rules - do not touch your eyes with your hands.
Experience number 1. Salt is white, odorless, free-flowing, consists of crystals
- Can you tell me what color the salt is? (children's answers)
- Determine if the salt has an odor. Bring a plate to you and smell it. (children's answers)
But if you add iodine to it, a smell appears. Smell what does she smell like? (children's answers)
- Take a full spoonful of salt and turn it over. What have we determined? (children's answers)
- Take a salt crystal with tweezers, put it on black cardboard and examine it under a magnifying glass.(children look)
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Press down on the salt with a dry spoon. What did we hear? (children's answers)
-
When pressed, the crystals rub against each other, we hear a crunch.
- Go to the microscopes, examine the salt crystals. (Conclusion).
Experience number 2. Salt melts ice and snow.
- Sprinkle salt on the snow and ice on the plates, we'll be back to them in a few minutes.
Experience number 3. Salt dissolves in water. Salt water pushes things out
- Stir in a glass of 6 tablespoons of salt. What have we determined? (children's answers)
- Pour fresh water into another glass. Lower the egg glass, the egg has sunk. Dip the egg in a glass of salt water, the egg does not sink. What have we determined? (children's answers)Salt water pushes things outThe water is salty in the sea, so it is easy to swim there. (slide)
- Let's return to the experience of salt, snow and ice. What happened? (children's answers)
I suggest you do Finger Gymnastics
Fingers.
Here are my helpers
Turn them however you want.
One two three four five,
They don't fit again.
They knocked, they turned,
And they wanted to work.
Back to our lab
Experience number 5. (Salt absorbs water and can be dyed.)
IN. Select pieces of cardboard, circle the outline of the picture with glue. Sprinkle salt on top. Shake off excess salt on a tray. Pick up paint in a pipette and drip onto the outline of the picture. We got bright pictures.
IN . What have we determined?(children's answers)
(Children go to the table and look at jars of sea salt).
Sea salt. Sea salt is extracted from the sea. Sea salt contains a large number of useful minerals.
- People have learned to color sea salt by adding various substances to it. Salt with chamomile, lavender, nettle, seaweed. You can’t eat such salt, but taking baths with such salt is pleasant and healthy.
(Children go to tables)
- Colored salt can also be used to decorate the house.
It is necessary to pour salt into the jar in layers using a funnel, while turning the jar a little.
(children do the work)
- It turned out beautiful "Bulls" to decorate our group.
Conclusion:
- Guys, what did you learn today? What did you like? I liked the way you worked with interest in the laboratory today, followed the rules. You are great.
Synopsis of directly educational activities in the senior mixed age group. Theme "Visiting the Vodyanoy" (Cognitive - research activity.)
Description. Children in an experimental form talk about the properties of water and prove them.The material is interesting and useful for preschool teachers.
Target: To instill an interest in the knowledge of the world around.
Tasks.
Expand ideas about the world around us: update existing knowledge about water and air and extract new ones.
Teach your child to speak their minds with confidence.
To consolidate children's knowledge about the properties of water (taste, smell, heats up, dissolves).
To form cognitive motivation and activity in a preschooler.
Stimulate the desire to independently draw conclusions and put forward hypotheses.
Raise interest in experimental activities.
Material and equipment: cards depicting research methods; ball and bottle, a bucket of hot and cold water, color pictures, glasses of water, spoons, pebbles, sugar.
Previous work.
Reading fiction "Moydodyr" "Fedorino grief" "Snow Maiden"
Watching the cartoon "Journey of a Droplet"
Observation of the properties of water on a walk, in sensitive moments.
Memorizing a poem about water.
Ecological walk on the river.
Experiments and experiments with water and air.
Course progress.
Guys, do you like that we are here? And I like it, but let's tell a friend about it.
Musical and communicative game "How cool"
The phonogram "I am a water" sounds
Educator. It seems that this is singing water, what do you think, why is he so sad? And let's go to visit him and he will have fun just like we do now. How can we get to it. I propose to use today hot air balloon. Want to? And we need an important assistant on the way, guess who he is, it is said about him in a riddle.
Passes through the nose to the chest
And back keeps the way
He is invisible and yet
We cannot live without it. - Air.
I open the image of the hot air balloon
Tell me, why is there a burner under the ball? (children's suggestions)
- And now let's find out what happens to the air when it is heated ..
Experience 1.
Empty balloon put on the neck of the bottle. Soak it for 1 minute in hot water.
What do you see? (balloon inflates) Guys, this happens because the air in the bottle heats up, expands and fills the balloon, and it inflates. Now put the bottle in cold water. What do you see? (balloon deflates) Why do you think this happens (Children's suggestion). Yes, guys, when heated, the air expands and fills the balloon. When the burner turns off, the air cools and the ball is blown away. Who will conclude what property air has?
Let's all join hands. So the burner turns on - the air heats up - it expands and the ball fills up and we fly - the burner is turned off - the air cools, compresses and we land. (children run to chairs) Here we are on the banks of the river.
Baby you heard about water - they say it's everywhere
In a puddle, sea, ocean and in a water tap
We are used to the fact that water is always our companion.
Without it, we can’t wash, we can’t eat, we can’t drink
I dare to report to you - we cannot live without water. (N. Ryzhova)
Let's look around - is our Vodyanoy here?
Visual gymnastics. ( Music game“Looks to the left, looks to the right) Vodyanoy enters.
Water. Hello! I am very glad to see you. Thank you for coming, otherwise I’m so bored, you know, I have so much water here and I’m so used to slapping my bare feet through puddles, swimming, splashing, after that transparent droplets shimmer on my arms and legs in the sun. But it is not clear where this water then disappears? (looks at his hands) And also, the other day I wanted to swim in my favorite river, and instead of water - ice. Where did he come from?
Educator. Guys, let's try to answer Waterman's questions? Come to our laboratory. Water, the guys will show what wonderful properties water has.
Experience 2. The smell of water.
Water, but tell me, how can you find out if the water has a smell?
Water. I don't know
Guys, how can you find out if the water has a smell? (children's answers) Let's smell it. Does the water have an odor?
Conclusion: water has no smell
Experience 3. The taste of water
Guys, how can we determine the taste of water?
Children's answers. (Try)
Does the water have a taste? We need to draw a conclusion.
Conclusion. Water has no taste.
Place 1 teaspoon of sugar in a jar of water and stir. What will happen? Where did the sugar go? Children's answers. Taste the water. What has changed in taste?
Make a conclusion.
Conclusion. Water is a solvent, it has become sweet.
Experience 4.
Water color and transparency.
Do you think water has color? Think about how you can check it? (children's answers). Yes. Throw a pebble into a jar of water.
- See if you can see the stone? So does water have a color? We need to draw a conclusion.
Conclusion: water is colorless and transparent.
Finger and our tired. Let's play with them.
Finger game. (Exercises to the music of Elena Zheleznova)
Educator. And where does the rain come from? Look at the picture.
It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain. And let's play droplets with you. Here you are now droplets, you have merged into a puddle,
the sun warmed you, and you flew to the sky, it's cold there and you clung to each other, became heavy and again fell to the ground (we play 2 times)
Water. Oh, how smart you are, only I didn’t remember everything at once, remind me one more time what we talked about today.
Educator. Guys, who wants to become a doctor of science and once again tell Vodyanoy what new things have we learned today?
(Child, using schemes - algorithms) repeats the properties of water.
Vodyanoy, it's time for us to go back to kindergarten. Are we waiting for our balloon?
10-9-8-7-6-5-4-3-2-1- Oh, and we have already landed. Guys, what do you think, could we learn everything about water today?
Then we will continue our research about water in the next lesson. Well done, you were very good researchers today, you discovered a lot of interesting things for yourself.
