Marina Shelkovnikova
Summary of the lesson on cognitive and research activities in senior group"Introduction to Salt"
Purpose of the study: Learn everything about salt. Clarify children's knowledge about the properties of salt. Introduce the species(stone, cook, sea) and characteristics of salt (mineral, extraction, application). Develop experimentation skills. To cultivate a careful attitude towards salt and the skills of its cultural consumption.
Integration of educational regions:Cognitive p. ; Speech r., Social-communicative r., Physical r.
Dictionary: stone, table, sea, crystals, crystallization, mineral matter, salt mine, salt harvester.
Object of study: salt.
Subject of study: special properties of salt.
Preliminary work: conversation about the use of ordinary salt at home, riddles, proverbs about salt. Didactic games “Determine by touch”, "Taste it", reading Russian folk tale « Salt» , Czech folk tale « Salt» .
Material: illustrations, different types salt (stone, table, sea, coarse and fine grind); disposable spoons and plates (according to the number of children, two glasses, magnifying glass, pipette, alcohol lamp.
Safety: Do not try and handle marine with caution salt.
Progress of the study:
Educator: Guys, today I want to talk to you about a substance with which you are good familiar. To find out what we're talking about, I suggest you guess riddle: “On my own, I’m not so tasty, but everyone needs food” (salt) .
Children's answers.
Educator: That's right, that's salt. Before I start my story, I would like to hear what you know about salt.
Salt, one of the most important minerals on earth. A mineral is a natural body formed in the depths of (deep in the ground) or on the surface of the Earth. Where does it come from? Salt is formed in the seas, oceans, salt lakes. Photo 1. Salt forms underground, forming salt mountains (mines). Photo 2. Salt harvesters are used to extract salt. Photo.
For food, we use stone salt - table salt, also known as cookery salt. The main difference between rock salt and table salt is size. Stone salt has the form of large, massive crystals, in contrast to table salt, the crystals of which are very small. For thousands of years people have been using salt for food. When salt was still rare, sometimes wars broke out over the ownership of salt deposits. Because salt very important for a person.
At first glance, it may seem that this is an ordinary seasoning for our food. But, not like that. "Bread- salt» - this is how guests were greeted in Rus'. This wish is a symbol of friendship. Save bread and salt means, be friends. Proverb “You can’t live without salt” is still true today. You can find a substitute for any food product, even bread. A person can live without salt for no more than 10 days, because digestion is impaired. Salt needed for assimilation of food, for breathing, for muscle movement, for brain function. A person only needs one teaspoon per day. Salt people use it in everyday life, medicine, and industry. Photo
Educator: I want to tell you a lot more interesting things about salt, but that will be next time.
Fizminutka: "Salt the cabbage"
We chop and chop cabbage,
(swinging movements with hands, like an ax)
We crush the cabbage,
(crushes the cabbage)
We salt and salt the cabbage,
("take" a pinch of salt and "salt")
We press and press cabbage,
(flexion and extension of the hands)
Educator: Now I will say the magic words, and you will turn into little scientists. One, two, three - spin around and turn into scientists.
I invite you to come to our laboratory.
Experiments with salt:
There are plates in front of you with salt, it is with this that we will conduct experiments with you
Experience No. 1: Let's look through a magnifying glass (look like grains, crystals). (three slides on plates salt: finely ground, coarse and larger in the form of small pebbles)
Conclusion: Salt white , consists of transparent crystals, large, small, medium-sized crystals, similar to pebbles.
Experience No. 2: Sprinkle salt with a spoon(salt is pouring out)
Conclusion: Bulk salt
Conclusion: Solid salt, crispy
Experiment No. 3 Using a pipette, drop a little water onto salt, where did she go? (she got absorbed)
Conclusion: Salt absorbs water.
Experiment No. 4 Pour into a glass of water salt and mix, Now what? (the salt has dissolved)
Conclusion: Salt dissolves in water
Experiment No. 5 Taste the water. (The water has become salty)
Conclusion: The water has become salty
Educator: We determined that salt completely dissolved in water, the color and smell did not change, but the taste of the water changed - it became salty.
Experience No. 7 (teacher demonstration)
Evaporating salt from water.
Target: stimulate mental activity children and get different answers from them, and then lead to a conclusion "The water needs to be heated".
Stir a spoonful of salt into a glass of water. Show children how salt dissolved in water: The water is clear and salty.
Let's heat some salt water and see what happens. Pour salted water into a tablespoon and heat it over the flame of an alcohol lamp. After some time, the water boils and steam appears. It starts to appear in the spoon salt.
Conclusion: the water has evaporated, salt left. Of water salt obtained by evaporation.
Research Conclusion:
Salt- white crystalline powder, solid, free-flowing, odorless, dissolves in water, the water becomes salty. (according to the mnemonic table)
Bottom line:
What stone - mineral were we talking about today? (Salt)
What properties of salt did you learn about in the laboratory? ( White salt, consists of crystals, solid, free-flowing and soluble in water)
What experience did you watch?
Publications on the topic:
"Properties of wood and metal." Summary of a lesson on cognitive research activities in a senior speech therapy group Topic: Properties of wood and metal Purpose: to create conditions for clarifying and generalizing children’s ideas about the properties of wood and metal. Tasks:.
Summary of cognitive and research activities in the senior speech therapy group “Drip-drip-drip” Abstract of educational and educational activities in senior speech therapy group"Drip - drip - Droplet." Integration of areas:.
Summary of the organization of cognitive and research activities in the senior group “Fruits” Topic: “Organization of joint activities of children and teachers in the first half of the day” (integration of the content of the educational field “Development.
Summary of educational and research activities in the senior group “Water Sorceress” Goal: Development of the child’s cognitive activity in the process of becoming familiar with the properties of water. Objectives: educational: clarify ideas.
Summary of educational and research activities with water in the senior group “I am the queen of water” Goal: to improve children’s understanding of the properties of water. Objectives: continue to develop children’s interest in communicating with adults and children.
Summary of educational and research activities in the senior group “Properties of Sand” Summary of educational and research activities in the senior group "Properties of Sand" (voted by I. Averina) Purpose: to form an idea.
Tasks:
- to form and enrich the knowledge of senior group students about the various properties of paper in the process of conducting practical experiments;
- promote the development of ideas about the properties of carbon paper (exact copying of an image);
- develop social activity in communication and joint activities with peers and adults for positive self-affirmation and recognition;
- cultivate a culture of knowledge, a sense of comfort, and self-confidence.
Equipment: exhibits made of paper: toys, dishes made using the origami method; paintings and pictures made using the cutting method; papier-mâché toys; pens, notebooks, sheets of paper according to the number of children (writing, copying, sanding, cardboard); pieces of oilcloth; ball; boat shapes, strips of paper for pasting boats, paste, PVA glue.
Preliminary work: making toys, tableware from paper using the origami method, from papier-mâché, paintings made using the cutting method, making boats from paper.
Progress of the research session
Children of the older group stand in a circle. The teacher shows a flower made from a napkin. Children pass the flower around and compliment each other.
Educator (V.). Guys, it seems to me that this is not an ordinary flower. There's something written here. (Unfolds the napkin and reads: “Come visit. Address: Museum.”)
Guys, who knows what a museum is? (Children's answers.) What do they keep in museums? (Exhibits.) What can become an exhibit? (Children's answers.) Who talks about the exhibits? (Children’s answers. If you can’t cope on your own, explain what the exhibits are, tell about the guide.)
Guys, do you agree to go to the museum? Then let's clarify the rules of conduct. (Children's answers.)
That's good. Now you can go.
Children enter a room where exhibits made of paper are collected: toys, dishes made using the origami method, drawn pictures in cardboard frames, paintings made using the cutting method, papier-mâché toys.
IN. Guys, please allow me to be your guide today.
The teacher, together with the children, examines the exhibits and clarifies that they are all made of paper.
IN. I think I guessed who sent us an invitation to visit the museum. And you? (Children's assumptions.)
I think it's a paper fairy (shows the Fairy toy, folded using the origami method).
Hello friends!
I'm very glad to see all the guys again!
I invited you to the beautiful - go ahead!
So that you can see where the miracle of beauty lives.
Do you want to know a lot about paper?
Then I invite you to become researchers:
Watch, experiment, remember,
Write down everything you learned about the properties of paper.
They will help you with this
These are the pen and notebook.
The fairy gives the children pens and notebooks and invites them to the laboratory.
Fairy. Guys, nothing brings people together like a game. Therefore, I suggest you play in the snow.
The children say there are no snowballs.
IN. Then I suggest you take a piece of paper in your hands and try to “roll” “snow” lumps out of it.
Children crumple the paper, crumple it, and give it a round shape.
IN. What conclusion can you draw after working with the paper? (Children's answers.)
The teacher tells the children that, using the ability of paper to easily wrinkle, people have learned to make various objects from it. He makes a flower out of paper. Children write the result in a notebook.
IN. Guys, do you want to know what other properties paper has? Then please go to the laboratory.
Children go to the tables. They contain different types of paper: writing paper, copy paper, sandpaper, cardboard. The guys look at it, the teacher asks them what this paper is for.
Children's answers:
Writing paper is needed for notes, drawing, printing books, newspapers.
Cardboard is needed for making covers, various packaging, printed board games, and mosaic puzzles.
Carbon paper is needed to make a copy, repeat a drawing, or translate something.
Sandpaper is needed to sharpen knives, axes, and for grinding uneven surfaces.
IN. Guys, the Fairy asks you to help her. She sent an invitation only to us, but she would like to invite many children to the museum, but it is difficult to write so many invitations alone. How can we help her? What type of paper do you think is most suitable for these purposes? (Children's answers.)
You're right. I suggest that you first examine this paper so that you can use it correctly.
The children find out that one side is “greasy” with paint, and the other is matte.
IN. What do you think, which side should the carbon copy be placed on the sheet on which the drawing is being transferred? Why?
Pupils examine the copy paper, draw conclusions, then copy the invitations. The fairy thanks the children for their help.
IN. Want to learn about other paper properties? I suggest you try tearing a sheet of paper and a piece of oilcloth. What breaks easily and what doesn’t?
Conclusion: under the influence of force, the paper tears, but the oilcloth does not.
Children make a corresponding entry in their notebook.
IN. Please remember what paper is made from? (Children's answers.) This means it should burn well. Shall we check?
The teacher conducts an experiment. He puts paper on a saucer and sets it on fire.
IN. (Children's answers.)
Conclusion: the paper burns well.
Children write the result in a notebook.
IN. Guys, the Fairy decided to go on a sea voyage on a paper ship. What do you think could happen to her at sea?
The children conclude that she may drown, she needs to be warned.
IN. Let's show the Fairy how dangerous it is.
Children take pre-folded paper boats and put them in containers with water, play with them, blow on them to make them move faster, pour water on them - the boats get wet.
What conclusion can you draw? (Children's answers.)
Conclusion: The paper absorbs water and gets wet.
Children make a corresponding entry.
IN. Guys, the Fairy was upset that she couldn’t go on a trip on a paper ship. How can we help her, since you only have paper on your desks?
Do you think we can make a boat for the Fairy out of paper, but in such a way that it does not get wet? ( Children's guesses.)
First, let's remember all the properties of paper.
Playing in a circle with a ball.
The teacher takes turns throwing the ball to the children and asks what can be done with the paper? (tear, wet, burn, crumple, fold, cut, glue, draw on it, etc.)
IN. Please come into the workshop.
Children take the boat shape, turn it over onto cardboard and cover it with pieces of paper so that one slightly overlaps the other. All pieces are carefully smoothed. The form pasted over with wet pieces of paper is pasted over with the same pieces of paper, but already moistened with paste. After gluing 8-10 layers, leave to dry. The teacher tells the children that this method is called papier-mâché.
The fairy thanks the children and invites them to bring their crafts to her museum. They will be exhibits, other children will look at them.
Reflection.
IN. Guys, what did you learn new today? What surprised and pleased you? What did you like most? What would you like to learn about in the next lesson?
Thank you. I think that everything you learned today will be useful to you in life.
In the evening, the students finish making the boats. The paper has dried, and the children remove it from the form. The edges are cut with scissors and edged with pieces of paper. The surface of the finished boat is primed with PVA glue and dried. The teacher coats the bottom of each boat with a thin layer of melted paraffin. This is necessary so that the boats do not get wet.
A lesson on research activities was prepared by I. Dmitrieva
Lyubov Puchkova
Cognitive and research activities in the senior group
Cognitive and research activities preschoolers is aimed at cognition a child of the surrounding world in all its diversity. In this activities the child’s need for new impressions and experimental activities, which makes the process of establishing cause-and-effect relationships more successful.
The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, its relationships with other objects and with the environment.
In the process of experimentation, the child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison, classification and generalization. The need to give an account of what is seen, to form discovered patterns and conclusions stimulates the development of speech. The consequence is not only the child’s familiarization with new facts, but also the accumulation of a fund of mental techniques and operations that are considered as mental skills.
Tasks informative- research activities of preschoolers
***Form ideas about the various aspects of the object being studied, its relationships with other objects and the habitat.
***Improve children's ability to ask questions and get factual answers to them.
***Develop search engine – cognitive activity children as intellectual, personal, creative development.
***Support children’s initiative, intelligence, independence, evaluative and critical attitude towards the world.
*** About the world of animals, plants and the conditions necessary for their growth and development.
*** About materials: paper, fabric, wood, plastic.
*** About natural phenomena: seasons, weather phenomena, objects of living and inanimate nature - water, ice, snow, etc.
Children's curiosity
constant incentive for development. N. S. Leites
In our educational for the group- research activity approaches both frontally and individually and always with great interest and passion.
“Such a different fabric”.
Target: to know different kinds fabrics, compare their qualities and properties.
Understand that the properties of a material determine the way it is used.
To form the concept of fabric as a material from which a person makes a variety of clothes.
Children look at different types of fabrics, pay attention to general characteristics material: (chintz, wool, nylon, drape, knitwear). Compare fabrics according to their properties; learn to understand that these characteristics determine the way the fabric is used for sewing things.
"Looking at sand through a microscope".
Target: Determination of the shape of grains of sand. Promote the formation in children cognitive interest, develop observation, thinking activity.
Conclusion: What is sand made of? Made from very small grains - grains of sand. They are round and translucent. In the sand, each grain of sand lies separately and does not stick to other grains of sand.
"Plant water requirements".
Target: Clarify children’s ideas about the structure of plants, the functional significance of plant parts; to form children's ideas about the importance of water for the life and growth of plants. Teach children to draw conclusions during experimentation and make logical conclusions.
Conclusion: Plants need water, without it they die.
"Jolly Boats" (buoyancy of objects).
Target: teach to celebrate various properties items. Develop educational children's activity during the experiments.
Conclusion: Not all objects float, it all depends on the material from which they are made.
"World of Paper"
Target: Recognize different types of paper (napkin, writing, wrapping, drawing). Compare their quality characteristics and properties. Understand that the properties of a material determine the way it is used.
Conclusion: We learned that paper is fragile, it wrinkles, tears, burns and gets wet, it all depends on the material from which they are made.
"Measuring Image Dimensions Using Lenses".
Target: introduce with an optical device - a lens; form ideas about the property of a lens to magnify images. Teach children to draw conclusions during experimentation and make logical conclusions.
Conclusion: When viewing objects, their size increases or decreases depending on which lens is used.
"World of Insects".
Target: clarify children’s knowledge about insects, their diversity, distinctive features, movement.
Conclusion: appearance Insects are very diverse, their modes of movement are different. There are beneficial insects and harmful ones.
"What do we know about time"
Target: talk about measuring time, types of clocks. Reinforce the concept "save time".
“We measured the depth of the snow”. Target: to form a realistic understanding of inanimate nature; reinforce knowledge that water can be in a solid state (snow, ice).
Conclusion: The snow depth is different everywhere. Where it's sunny, there's less. Where there is little sun, there are higher snowdrifts.
"Footprints in the snow". Target: teach to compare and contrast footprints: humans and animals.
Conclusion: Human tracks remain deeper than those of domestic animals.
"Magic Ball". Target: Determine the cause of static electricity. Carefully rub the ball on hair, fabric, clothes and pieces of fabric begin to stick to the ball, hair, clothes. They touch it with their hand, observe what changes - the ball falls.
Conclusion: Electricity lives in our hair, we caught it when we started rubbing the ball on our hair, it became electric, so it was attracted to the wall.
Publications on the topic:
Summary of GCD in the senior group. Cognitive and research activities Goal: To promote children’s ability to recreate the indicated dimensional relationships between objects in length and width, to improve the skill.
Most The best way to explain any phenomena to a preschooler - this is visually effective. This way it reaches the child’s consciousness faster.
Cognitive and research activities in middle group Topic: “Miracle Bubbles.” Mastered educational areas: educational.
Cognitive and research activities in the middle group “Onion from seven ailments” TMB preschool educational institution "CRR" - d/s "Snow White" Educator: Boyko Larisa Ivanovna Research project "Onion from seven ailments" Age:.
To implement the tasks of cognitive and research activities of older preschoolers, it is recommended replenish the developing subject-spatial environment the following benefits:
— models and modules of planets of the solar system,
— collections of minerals, watches, calendars,
— road, mathematical signs,
- a geographical map of the world for children, a map of the area where children live, globes,
— microlaboratories,
— didactic material for modeling by sections: “Portrait of the Earth”, “Home”, “My City”, “Solar System”, “Globe”.
Tasks of forming cognitive and research activities of children of the senior group:
— systematize knowledge and natural scientific ideas about the world around us;
— to develop the ability to independently find cause-and-effect relationships in the process of experimental activities;
- develop independent thinking and evidence-based speech.
Approximate thematic planning
educational research work
with older children
1. Our site.
Objectives and content: To consolidate children's knowledge about the features of the autumn area. Observe the trees and shrubs growing on the site. Examine the leaves of the trees: find the most patterned, the smallest. Laying out patterns on the sand from autumn leaves.
2. Surprises from our site. Who hid under the leaf?
Objectives and content: Consider an earthworm. Observe the movement of an earthworm. Conduct an experiment: fill a worm hole in the ground with water. Find out why he came out of the ground (he can’t breathe).
3. Miracles of our site. Our guests are animals.
Objectives and content: Find out whether a cat or dog has olfactory organs. Offer the animals various treats. The animal will determine which food can be eaten and which cannot be eaten using its sense of smell.
4. Our site. Trees on our site.
Objectives and content: Fix the name of the trees. Check which ones bear fruit.
Research: check whether the birch tree has fruits. Bring a birch branch to the group and observe how a leaf emerges from the buds.
5. Berries from our forest.
Objectives and content: Find out together with the children whether the berries have color, taste, shape. Fix the name of the berries. Invite the children to tell what berries grow in the nearby forests. Conduct an examination of berries for color, shape, taste.
6. Guests of our site. Birds.
Objectives and content: Introduce the sparrow, dove, crow. Find out the characteristic features of each bird.
7. Air.
Objectives and content: Introduce the properties of air. Have a conversation about how air is everywhere around us, we don’t see it. We breathe with air. Carry out research activities: is there air in a plastic bottle (compress). And in a juice or milk box (squeeze them). Check if there is air in balloon(pierce it). What can you hear when piercing?
8. Our planet is Earth.
Objectives and content: Introduce the globe, tell that the Earth rotates. Bring in the globe. Play the game “Traveling the Globe”: find north, south. Russia, America, China.
9. Our planet is Earth. Mountains.
Objectives and content: Continue to get acquainted with the globe, show how the mountains are marked on it. Find the highest mountains, they are located in the south, in the distant country of India. Tell about the nature of the country, people, animals. Experience: make a slide out of sand. Examine sand grains with a magnifying glass.
10. Ice. Water.
Objectives and content: Continue to introduce the properties of ice. Conduct experiments: put ice in hot water, in cold water. What happens if you sprinkle salt on it? Salty ice melts quickly. What if you press the ice with your finger? What if you press with the handle of a spoon?
11. Water. Snow.
Objectives and content: Continue to introduce the properties of snow. Prove to children that snow is water. Have a conversation about how much water there is on Earth: seas, rivers, lakes, swamps. They are on the globe blue color. There is no life without water; people, animals and birds need it. Experience: snow melting from a candle flame.
12. Water. Snow. The importance of snow cover.
Objectives and content: Continue to get acquainted with the properties of snow: dense, creaking, loose, sticky. Talk about the role of snow cover for plants.
13. Examination of paper.
Objectives and content: Introduce the properties of paper: cardboard, tracing paper, writing paper. Examination: we stroke it with our palm, knead it, bend it, and blow on it. What happens if you put paper in water?
14. Tissue examination.
Objectives and content: Introduce the properties of fabrics: chintz, flannel, wool. Bring in a magnifying glass and examine the structure of the fabric made of threads. Examining the fabric and comparing it with cotton wool: which will absorb water faster? Why?
15. Inspection of metal and glass objects. Introduction to magnets.
Objectives and content: Introduce metals: aluminum, lead, iron. Introduce the properties of glass. Determine with your children which dishes can break? Is it possible to glue it? Insert magnet. What can a magnet do? Conduct an experiment with a magnet and metal objects.
16. Such different stones.
Objectives and content: Introduce children to the natural resources of the Earth's interior. Introduce the properties of stone. Add various minerals: coal, jade, marble, granite. Tell the children that these are all the natural resources of the mountains. Experience: Check the stones for weight, find the heaviest one. Is it possible to cut a stone? Show grinding stones, stones in jewelry.
17. Stars in the sky.
Objectives and content: Continue to introduce children to the North Star and the constellation Ursa Major and Ursa Minor. Observe the starry sky with children. Find the brightest ones - the North Star, the constellation Ursa Major and Ursa Minor. Talk about space, about distant worlds.
18. Space. Moon and sun.
Objectives and content: Introduce the planets solar system. Observe the Moon, its modifications, make sketches. How is the Moon different from the Sun?
19. Day of warmth and light: Mother's day. Getting ready for the holiday.
Objectives and content: Have a conversation about changes in nature with the arrival of spring. Note the importance of warmth in people's lives. Offer to bake in spring holiday pie. Examination of the properties of the dough: moist, viscous, takes the desired shape well.
20. Spring. Wind. Rain.
Objectives and content: Teach children about the power of the wind. Teach to determine its direction using ribbons, a flag, or a tree (it leans in the direction the wind blows). Studying the direction of the wind using your finger: wet your finger and lift it up. Your finger will feel cold on the side where the wind is blowing.
21. Sound and air. Musical bottles.
Objectives and content: Teach children to receive sound and hear it. Blow over the neck of an empty bottle. Listen to the sound you get (whistle). Research: pour a different amount of water into each bottle, blow again over the neck of the bottle. The sound will change: the more water, the higher the sound.
22. Water. Swamp.
Objectives and content: Introduce the rules of behavior in the swamp. Find out the difference between a lake and a puddle? Who lives in the swamp and what grows in it? What are the positive and negative sides existence of swamps?
23. Water. Air. Our aquarium.
Objectives and content: Draw children's attention to air bubbles on algae, stones, and the walls of the aquarium. Why do fish need air? Observe how the fish breathes. What else is breathing in the aquarium? (Seaweed).
24. Water. Our aquarium.
Objectives and content: Observe the development of the frog. Explain to the children that a tadpole is a small frog. Using a magnifying glass, examine the appearance and note how the tadpole will change over time.
25. Our garden. Light and water.
Objectives and content: Continue to find out the importance of water for plant growth. Look at the buds on a tree branch. Place the branch in a vase with clean water and watch the leaves bloom. Experience: Place one of the branches in a vessel without water, in a dark place. Conduct an observation to see what happens to her?
26. Our garden. Water. Light. Sprouting bulbs.
Objectives and content: Continue to find out the importance of light for plant life. Experience: Place the bulbs in a glass vessel and pour water into it. Leave the second onion in a jar without water and place it in the dark. Observe when shoots appear. Conclude that in the dark the shoots are yellow and pale. And in the light they are bright green. Note that roots will appear faster in a jar of water; without light, there will be no roots.
27. Our garden. Water and light.
Objectives and content: Continue to find out the importance of light and water for plant life. Experience: Place the tops of beets and carrots in a plate of water. Place the beets in the light, and the carrots in a dark place. Make an observation: the shoots of beet leaves are large and bright. Explain that due to light, nutrients are formed in them that are necessary for growth. They do not form in the dark, so the green carrots are very pale.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
Cognitive - research activities in the senior group.
"WATER"
Target:
Creating conditions for development cognitive activity by means of familiarization with the properties of water.
Tasks:
Provide conditions for cognitive activity during experimental activities.
Create conditions for the development of generalized ideas in children about the importance of water in human life.
Create conditions for the development of mental activity.
Create conditions to encourage children to engage in speech activity.
To promote the development in children of the ability to maintain friendly relationships with each other and act coherently.
Children enter the group and greet the guests.
Educator:
We all managed to get together?
Can we get to work?
Shall we think and reason?
Can we start already?
Children: Yes!!!
Educator: Just wondering, what should we do with this?...
Guys, don't you hear anything? (listen to the murmur of water). What is that sound?
Children: The sound of water.
Educator: Where is she murmuring?
(Everyone approaches the murmuring fountain together, admires it and finds a letter).
Reading the letter:
Your friend is UNKNOWN.
Educator: I wonder what he's talking about?
(If the children do not say, the teacher reads the riddle).
They drink me, they pour me out.
Everyone needs me
Who am I?
Guys, where did you see the water? Do you meet her often?
What is it for? Can a person live without water? Who needs water besides humans? (children's answers).
Do you think there is a lot of water on our planet?
Look at the globe, what color is the water?
Right. Blue.
What's in my hands? (apple).
Now, if you divide it into 3 parts, then 2 parts are occupied by water, and only 1 part by land.
Educator: Look, it looks like it. Is there something hidden here from us?...
(They remove the blanket from the table and discover:
"Water Research Laboratory")
But what is water?
Give the children two glasses, one with water, the other empty. Suggest carefully pouring water from one to the other.
What happens to the water?(it's pouring)
Why is it pouring?(because it is liquid).
Dear researchers, it turns outThere is a large distance between the water particles and the particles can freely hold on to each other.
Since water is liquid and can flow, it is calledliquid.
“WATER IS LIQUID.”
(the diagram is displayed on the board).
A number of experiments are being carried out :
Experiment 1 “Water is clear”
Educator: Now look through the water in the glasses at our toys, the faces of the children. Are the objects you are looking at clearly visible? Let's compare it with milk. Dip the spoon first into the water and then into the milk...
CONCLUSION – the water is clear (a symbol is displayed)
Experiment 2 “Colorless water”
Look at the different colored stripes near your glasses. Apply the strip to a glass of water. Does it have any color? - NO. But water can change its color if we help it... Tell us how this can be done?
Let's add some paint and see what happens?...
What happened? (the water has changed its color).
CONCLUSION - water has no color, but it can change it, depending on what is added to it (insert a symbol)
Experiment 3 “Water has no smell or taste.” Children sniff the water.What does the water smell like?- (doesn't smell at all).
Water has no odor if it is clean. Let's find a diagram that can be used to indicate that water is odorless.
I would like to note, dear researchers, that the water that flows from the tap may have an odor because special substances are added to it, with the help of which the water is purified.
Now let’s pour clean water into our glasses and try it. What does water taste like?
Now add a little sugar, stir and taste.
CONCLUSION - water has no taste, it is tasteless.
Place the symbol on the board.
Experiment 4 “Water is a solvent.
We added sugar to the glasses, and it quickly dissolved, but the water remained clear. Now I suggest adding chalk to the water. Look what happened.
CONCLUSION - water can dissolve substances and become cloudy.
Place the symbol on the board.
And what do you think? Is it possible to purify this water? (children's answers).
Educator: Yes, guys. And this is done using a filter.
Experiment 5 “Water Density”
Omit a raw egg into a glass. It's sinking. Take it out and add a few tablespoons of salt to the glass. Once the egg is placed in the saline solution, it will float on the surface. Salt water is denser than normal water, which is why it is easier to swim in the sea. In Khakassia there is Lake Tus. In terms of salinity, it can be compared with the famous Dead Sea in Israel. I tried to swim in this lake, the feeling was unforgettable. You just hang in the water and don’t have to move at all, the water will push out. But you won’t be able to dive or frolic in the lake either, the water seems to be viscous and eats away your eyes.
Guys, were you interested in doing experiments?
We have said so much about water, but I don’t understand where it comes from and why it doesn’t end?
Let's use technology. Maybe we can find the answer in the computer?
(Watch the film The Water Cycle in Nature).
(After watching the film, we find another envelope - with puzzles.
To assemble a picture you need to get a piece from the puzzles, and for this you need to decide whether water is good or bad.(The game is good - bad).
For example:
- Water is good : you can swim, wash, admire the fountain, fish swim in the river, drink water, play with soap bubbles etc.
- Water is bad : flood, you can drown, get your feet wet, flood your apartment, wash your hands with cold water, get burned with hot water, etc.
After this, the children put together a picture and see how many people are made of water.
This is why, guys, man cannot live without water. He can live without water for only 5 days...
Well, guys, this is, in my opinion, interesting topic we discussed today...
Did you leave anything unattended?...
Children see a box with the inscription: “Magic water.”
The teacher opens the box and conducts a dialogue with the children:
Since water is magical, does that mean something must happen to it?...
Let's remember some spells from fairy tales...
For example: Abra - codabra... - (nothing happens...)
Maybe: Krible, krable, boom!... - (also nothing happens...)
Oh, let's try this:
We will invite a miracle to visit,
One two three four five.
Let's wave our jar,
Let's hurry to the magic!
In jars, water is painted in different colors, and children draw pictures.
(Pictures are drawn on a white sheet with white wax crayon. When children begin to paint the sheet with colored water, the drawing appears.)
While the children are drawing, the teacher takes out another letter from Dunno from the same box and reads it out loud to the children...
Guys, if you liked everything I have prepared for you today, send me a smiling emoticon in an envelope, and if you didn’t like it, then send me a sad emoticon.
BYE!!! BYE!!!
