Nod is a cognitive research activity of children in the preparatory group. Summary of nodes in the preparatory group for experimental research activities. Why don't ships sink?

Sand and clay

"Sand Cone" experiment.
Target:Introduce the property of sand - flowability.
Progress:Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, drifts occur; the movement of sand is similar to a current.

Is it possible to build a permanent road in the sand?
Conclusion:Sand is a bulk material.

Experiment “What are sand and clay made of?”

Examining grains of sand and clay with a magnifying glass.

What is sand made of? /Sand consists of very finegrains - grains of sand.

How do they look? /They are very small, round/.

What is clay made of? Are the same particles visible in the clay?

In sand, each grain of sand lies separately, it does not stick to its “neighbors,” and clay consists of very small particles stuck together. Clay dust grains are much smaller than sand grains.

Conclusion: sand consists of grains of sand that do not stick to each other, and clay is made of small particles that seem to hold hands tightly and press against each other. This is why sand figurines crumble so easily, but clay figurines do not crumble.

Experiment “Does water pass through sand and clay?”

Sand and clay are placed in glasses. Pour water on them and see which of them allows water to pass through well. Why do you think water passes through sand but not through clay?

Conclusion: sand allows water to pass through well, because the grains of sand are not fastened together, they scatter, and there is free space between them. Clay does not allow water to pass through.

Experience " Sand can move » .

Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is similar to a current.

Stones

Experience “What types of stones are there?” »
Determine the color of the stone (gray, brown, white, red, blue, etc.).
Conclusion: stones vary in color and shape

Experience "Sizing"
Are your stones the same size?

Conclusion: stones come in different sizes.

Experience “Determining the nature of the surface”
We will now stroke each pebble in turn. Are the surfaces of the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest one.
Conclusion: a stone can be smooth or rough.

Experience "Determination of form"
The teacher invites everyone to take a stone in one hand and plasticine in the other. Squeeze both palms together. What happened to the stone and what happened to the plasticine? Why?
Conclusion: rocks are hard.

Experience “Looking at stones through a magnifying glass”
Educator: What interesting things did you guys see? (Specks, paths, depressions, dimples, patterns, etc.).

Experiment “Weight determination”
Children take turns holding stones in their palms and determine the heaviest and lightest stone.
Conclusion: stones vary in weight: light, heavy.

Experiment “Temperature Determination”
Among your stones you need to find the warmest and coldest stone. Guys, how and what will you do? (The teacher asks to show a warm stone, then a cold stone, and offers to warm the cold stone.)
Conclusion: stones can be warm and cold.

Experiment “Do stones sink in water?”
Children take a jar of water and carefully place one stone in the water. They are watching. Share the results of the experience. The teacher draws attention to additional phenomena - circles appeared in the water, the color of the stone changed and became brighter.
Conclusion: stones sink in water because they are heavy and dense.

Experience "Lighter - Harder"

Take a wooden cube and try to lower it into the water. What will happen to him? (The tree floats.) Now drop the pebble into the water. What happened to him? (The stone sinks.) Why? (It is heavier than water.) Why does the tree float? (It is lighter than water.)

Conclusion: Wood is lighter than water, but stone is heavier.

Experience “Absorbs - Does not absorb”

Carefully pour some water into a glass of sand. Let's touch the sand. What has he become? (Damp, wet ). Where did the water go?(Hid in the sand, sand quickly absorbs water). Now let’s pour water into the glass where the stones are. Do pebbles absorb water?(No) Why?(Because the stone is hard and does not absorb water, it does not allow water to pass through.)

Conclusion: The sand is soft, light, consists of individual grains of sand, and absorbs moisture well. The stone is heavy, hard, waterproof.

Experience "Living Stones"

Goal: To introduce stones, the origin of which is associated with living organisms, with ancient fossils.

Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.

Check what happens if you squeeze lemon juice onto a stone. Place the pebble in the buzzing glass and listen. Tell us about the result.

Conclusion: Some stones “hiss” (chalk - limestone).

Scientific experience “Growing stalactites”

Target:

Refine your knowledge based on experience.

Inspire the joy of discoveries gained from experiences. (soda, hot water, food coloring, two glass jars, thick woolen thread).

First of all, prepare a supersaturated soda solution. So, we have a solution prepared in two identical jars. We place the jars in a quiet, warm place, because growing stalactites and stalagmites requires peace and quiet. We move the jars apart and place a plate between them. We release the ends of the woolen thread into the jars so that the thread hangs over the plate. The ends of the thread should reach the middle of the cans. You will get such a suspended bridge made of woolen thread, a road from jar to jar. At first, nothing interesting will happen. The thread should be saturated with water. But after a few days, the solution will gradually begin to drip from the thread onto the plate. Drop by drop, slowly, just as it happens in mysterious caves. First a small bump will appear. It will grow into a small icicle, then the icicle will become bigger and bigger. And below, on the plate, a tubercle will appear that will grow upward. If you've ever built sand castles, you'll understand how this happens. Stalactites will grow from top to bottom, and stalagmites will grow from bottom to top.

Experiment “Can stones change color?”

Place one stone in the water and pay attention to it. Remove the stone from the water. What is he like? (Wet.) Compare with a stone that lies on a napkin. What is the difference? (Color.)

Conclusion: Wet stone is darker.

Experience "Circles in the water"

Immerse the stone in water and see how many circles it goes. Then add a second, third, fourth stone and observe how many circles each stone makes and write down the results. Compare results. See how these waves interact.

Conclusion: The circles from a large stone are wider than from a small one.

Experiment “Stones make sounds.”

Do you think stones can make sounds?

Knock them together. What do you hear?

These stones talk to each other and each of them has its own voice.

Now, guys, I’ll drop some lemon juice on one of your pebbles. What's happening?

(The stone hisses, gets angry, doesn’t like lemon juice)

Conclusion: stones can make sounds.

Air and its properties

Experience “Acquaintance with the properties of air”

Air, guys, is gas. Children are invited to look at the group room. What do you see? (toys, tables, etc.) There is also a lot of air in the room, you can’t see it because it is transparent, colorless. To see the air, you need to catch it. The teacher offers to look into the plastic bag. What's there? (it is empty). It can be folded several times. Look how thin he is. Now we fill the bag with air and tie it. Our package is full of air and looks like a pillow. Now let's untie the bag and let the air out of it. The package became thin again. Why? (There is no air in it.) Again, fill the bag with air and release it again (2-3 times)

Air, guys, is gas. It is invisible, transparent, colorless and odorless.

Let's take a rubber toy and squeeze it. What will you hear? (Whistling). This is air coming out of the toy. Close the hole with your finger and try to squeeze the toy again. She doesn't shrink. What's stopping her? We conclude: the air in the toy prevents it from being compressed.

Look what happens when I put a glass in a jar of water. What are you observing? (Water does not pour into the glass). Now I will carefully tilt the glass. What happened? (Water poured into the glass). The air came out of the glass and water filled the glass. We conclude: air takes up space.

Take a straw and place it in a glass of water. Let's blow into it quietly. What are you observing? (Bubbles are coming), yes this proves that you are exhaling air.

Place your hand on your chest and inhale. What's happening? (The chest rose.) What happens to the lungs at this time? (They fill with air). And when you exhale, what happens to the chest? (She lowers herself). What happens to our lungs? (Air comes out of them.)

We conclude: when you inhale, the lungs expand, filling with air, and when you exhale, they contract. Can we not breathe at all? Without breath there is no life.

"Dry out of the water" experience

Children are asked to turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held level. What happens? Does water get into the glass? Why not?

Conclusion: there is air in the glass, it does not let water in.

Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place. Conclusion: the air is transparent, invisible.

Experiment “How much does air weigh?”

Let's try to weigh the air. Let's take a stick about 60 cm long. Attach a rope to its middle and tie two identical balloons to both ends. Hang the stick by a string in a horizontal position. Invite the children to think about what would happen if you pierced one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated ones.

Experience "Air is always in motion"

Goal: Prove that air is always in motion.

Equipment:

1. Strips of light paper (1.0 x 10.0 cm) in quantities corresponding to the number of children.

2. Illustrations: windmill, sailboat, hurricane, etc.

3. A hermetically sealed jar with fresh orange or lemon peels (you can use a perfume bottle).

Experiment “Air Movement”

Carefully take a strip of paper by the edge and blow on it. She leaned away. Why? We exhale air, it moves and moves the paper strip. Let's blow on our hands. You can blow harder or weaker. We feel strong or weak air movement. In nature, such tangible movement of air is called wind. People have learned to use it (show illustrations), but sometimes it is too strong and causes a lot of trouble (show illustrations). But there is not always wind. Sometimes there is no wind. If we feel the movement of air in a room, it is called a draft, and then we know that a window or window is probably open. Now in our group the windows are closed, we don’t feel any air movement. I wonder if there is no wind and no draft, then the air is still? Consider a hermetically sealed jar. It contains orange peels. Let's smell the jar. We don't smell it because the jar is closed and we can't inhale air from it (air doesn't move from a closed space). Will we be able to inhale the smell if the jar is open, but far from us? The teacher takes the jar away from the children (approximately 5 meters) and opens the lid. There is no smell! But after a while everyone smells the oranges. Why? The air from the can moved around the room. Conclusion: Air is always in motion, even if we don’t feel the wind or draft.

Experience " Properties of air. Transparency » .

We take a plastic bag, fill the bag with air and twist it. The bag is full of air, it looks like a pillow. The air took up all the space in the bag. Now let's untie the bag and let the air out of it. The bag has become thin again because there is no air in it. Conclusion: the air is transparent, to see it, you need to catch it.

Experience " There is air inside empty objects » .

Take an empty jar, lower the jar vertically down into a bowl of water, and then tilt it to the side. Air bubbles come out of the jar. Conclusion: the jar was not empty, there was air in it.

Experiment “Method of detecting air, air is invisible”

Goal: Prove that the jar is not empty, there is invisible air in it.

Equipment:

2. Paper napkins - 2 pieces.

3. A small piece of plasticine.

4. A pot of water.

Experience: Let's try putting a paper napkin into a pan of water. Of course she got wet. Now, using plasticine, we will secure exactly the same napkin inside the jar at the bottom. Turn the jar upside down and carefully lower it into a pan of water to the very bottom. The water completely covered the jar. Carefully remove it from the water. Why did the napkin remain dry? Because there is air in it, it does not let water in. It can be seen. Again, in the same way, lower the jar to the bottom of the pan and slowly tilt it. Air flies out of the can in a bubble. Conclusion: The jar only seems empty, but in fact there is air in it. The air is invisible.

Experience “Invisible air is around us, we inhale and exhale it.”

Goal: To prove that there is invisible air around us that we inhale and exhale.

Equipment:

1. Glasses of water in quantities corresponding to the number of children.

2. Cocktail straws in the amount corresponding to the number of children.

3. Strips of light paper (1.0 x 10.0 cm) in quantities corresponding to the number of children.

Experience: Carefully take a strip of paper by the edge and bring the free side closer to the spouts. We begin to inhale and exhale. The strip is moving. Why? Do we inhale and exhale air that moves the paper strip? Let's check, try to see this air. Take a glass of water and exhale into the water through a straw. Bubbles appeared in the glass. This is the air we exhale. The air contains many substances that are beneficial for the heart, brain and other human organs.

Conclusion: We are surrounded by invisible air, we inhale and exhale it. Air is essential for human life and other living beings. We can't help but breathe.

Experiment “Air can move”

Goal: Prove that invisible air can move.

Equipment:

1. Transparent funnel (you can use a plastic bottle with the bottom cut off).

2. Deflated balloon.

3. A saucepan with water lightly tinted with gouache.

Experience: Consider a funnel. We already know that it only seems empty, but in fact there is air in it. Is it possible to move it? How to do it? Place a deflated balloon on the narrow part of the funnel and lower the funnel into the water with the bell. As the funnel is lowered into the water, the ball inflates. Why? We see water filling the funnel. Where did the air go? The water displaced it, the air moved into the ball. Let's tie the ball with a string and we can play with it. The ball contains air that we moved from the funnel.

Conclusion: Air can move.

Experiment “Air does not move from a closed space”

Purpose: To prove that air cannot move from a closed space.

Equipment:

1. Empty glass jar 1.0 liter.

2. Glass saucepan with water.

3. A stable boat made of foam plastic with a mast and a sail made of paper or fabric.

4. Transparent funnel (you can use a plastic bottle with the bottom cut off).

5. Deflated balloon.

Experience: A ship floats on water. The sail is dry. Can we lower the boat to the bottom of the pan without getting the sail wet? How to do it? We take the jar, hold it strictly vertically with the hole down and cover the boat with the jar. We know that there is air in the can, therefore the sail will remain dry. Let's carefully lift the jar and check it. Let's cover the boat with the can again and slowly lower it down. We see the boat sink to the bottom of the pan. We also slowly raise the can, the boat returns to its place. The sail remained dry! Why? There was air in the jar, it displaced the water. The ship was in a bank, so the sail could not get wet. There is also air in the funnel. Place a deflated balloon on the narrow part of the funnel and lower the funnel into the water with the bell. As the funnel is lowered into the water, the ball inflates. We see water filling the funnel. Where did the air go? The water displaced it, the air moved into the ball. Why did the water displace water from the funnel, but not from the jar? The funnel has a hole through which air can escape, but the jar does not. Air cannot escape from a closed space.

Conclusion: Air cannot move from a closed space.

Experiment “The volume of air depends on temperature.”

Purpose: To prove that the volume of air depends on temperature.

Equipment:

1. A glass test tube, hermetically sealed with a thin rubber film (from a balloon). The tube is closed in the presence of children.

2. A glass of hot water.

3. Glass with ice.

Experiment: Consider a test tube. What's in it? Air. It has a certain volume and weight. Close the test tube with a rubber film, not stretching it too much. Can we change the volume of air in a test tube? How to do it? It turns out we can! Place the test tube in a glass of hot water. After some time, the rubber film will become noticeably convex. Why? After all, we did not add air to the test tube, the amount of air did not change, but the volume of air increased. This means that when heated (increasing temperature), the volume of air increases. Take the test tube out of the hot water and place it in a glass with ice. What do we see? The rubber film has noticeably retracted. Why? After all, we did not release the air, its quantity again did not change, but the volume decreased. This means that when cooling (temperature decreases), the volume of air decreases.

Conclusion: Air volume depends on temperature. When heated (temperature increases), the volume of air increases. When cooling (temperature decreases), the volume of air decreases.

Experiment “Air helps fish swim.”

Purpose: Explain how a swim bladder filled with air helps fish swim.

Equipment:

1. A bottle of sparkling water.

2. Glass.

3. Several small grapes.

4. Illustrations of fish.

Experience: Pour sparkling water into a glass. Why is it called that? There are a lot of small air bubbles in it. Air is a gaseous substance, so water is carbonated. Air bubbles rise quickly and are lighter than water. Let's throw a grape into the water. It is slightly heavier than water and will sink to the bottom. But bubbles, like small balloons, will immediately begin to settle on it. Soon there will be so many of them that the grape will float up. The bubbles on the surface of the water will burst and the air will fly away. The heavy grape will sink to the bottom again. Here it will again become covered with air bubbles and float up again. This will continue several times until the air is “exhausted” from the water. Fish swim using the same principle using a swim bladder.

Conclusion: Air bubbles can lift objects in water. Fish swim in water using a swim bladder filled with air.

"Floating Orange" experiment.

Goal: Prove that there is air in the orange peel.

Equipment:

1. 2 oranges.

2. Large bowl of water.

Experience:Place one orange in a bowl of water. He will float. And even if you try really hard, you won’t be able to drown him. Peel the second orange and put it in water. The orange has drowned! How so? Two identical oranges, but one drowned and the other floated! Why? There are a lot of air bubbles in the orange peel. They push the orange to the surface of the water. Without the peel, the orange sinks because it is heavier than the water it displaces.

Conclusion:An orange does not sink in water because its peel contains air and holds it on the surface of the water.

Water and its properties

Experience " Drop shape » .

Drop a few drops of water from the bottle onto the saucer. Hold the dropper high enough from the saucer so that the children can see what shape the drop appears from the neck and how it falls.

Experience « What does water smell like? » .

Offer children two glasses of water - clean and with a drop of valerian. The water begins to smell like the substance that is put in it.

Experiment "Ice Melting".

Cover the glass with a piece of gauze, securing it with an elastic band around the edges. Place a piece of icicle on the gauze. Place the bowl with ice in a warm place. The icicle decreases, the water in the glass increases. After the icicle has melted completely, emphasize that the water was in a solid state, but has turned into liquid.

Experiment “Evaporation of water”.

Let's put some water in a plate, measure its level on the wall of the plate with a marker and leave it on the windowsill for several days. Looking into the plate every day, we can observe the miraculous disappearance of water. Where does the water go? It turns into water vapor - evaporates.

Experiment "Transforming steam into water."

Take a thermos with boiling water. Open it so the children can see the steam. But we also need to prove that steam is also water. Place a mirror over the steam. Droplets of water will appear on it, show them to the children.

Experiment “Where did the water go?”

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).

Experience “Different waters”

Educator: Guys, let's take a glass and pour sand into it. What happened? Is it possible to drink this water?

Children: No. She is dirty and unpleasant to look at.

Educator: Yes, indeed, such water is not suitable for drinking. What needs to be done to make it clean?

Children: It needs to be cleaned of dirt.

Educator: You know, this can be done, but only with the help of a filter.

We can make the simplest filter for water purification ourselves using gauze. Watch how I do it (I show how to make a filter, then how to install it in a jar). Now try making a filter yourself.

Independent work of children.

Educator: Everyone did everything right, what a great fellow you are! Let's try how our filters work. We will very carefully, little by little, pour dirty water into a glass with a filter.

Children are working independently.

Educator: Carefully remove the filter and look at the water. What has she become?

Children: The water has become clean.

Educator: Where did the oil go?

Children: All the oil remains on the filter.

Educator: We have learned the easiest way to purify water. But even after filtration, the water cannot be drunk immediately; it must be boiled.

Experience "Water cycle in nature"

Goal: To tell children about the water cycle in nature. Show the dependence of the state of water on temperature.

Equipment:

1. Ice and snow in a small saucepan with a lid.

2. Electric stove.

3. Refrigerator (in a kindergarten, you can agree with the kitchen or medical office to place a test saucepan in the freezer for a while).

Experience 1: Let's bring hard ice and snow home from the street and put them in a saucepan. If you leave them in a warm room for a while, they will soon melt and you will get water. What was the snow and ice like? The snow and ice are hard and very cold. What kind of water? It's liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.

Conclusion: When heated (increasing temperature), solid snow and ice turn into liquid water.

Experience 2: Place the saucepan with the resulting water on the electric stove and boil. The water boils, steam rises above it, the water becomes less and less, why? Where does she disappear to? She turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What did it become? Gaseous! Why? We increased the temperature again and heated the water!

Conclusion: When heated (increasing temperature), liquid water turns into a gaseous state - steam.

Experience 3: We continue to boil the water, cover the saucepan with a lid, put some ice on top of the lid and after a few seconds we show that the bottom of the lid is covered with drops of water. What was the steam like? Gaseous! What kind of water did you get? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid drops of water.

Conclusion: When cooled (temperature decreases), gaseous steam turns back into liquid water.

Experience 4: Let's cool our saucepan a little and then put it in the freezer. What will happen to her? She will turn into ice again. What was the water like? Liquid! What did she become after freezing in the refrigerator? Solid! Why? We froze it, that is, we reduced the temperature.

Conclusion: When cooled (temperature decreases), liquid water turns back into solid snow and ice.

General conclusion: In winter it often snows, it lies everywhere on the street. You can also see ice in winter. What is it: snow and ice? This is frozen water, its solid state. The water froze because it was very cold outside. But then spring comes, the sun warms up, it gets warmer outside, the temperature increases, the ice and snow heat up and begin to melt. When heated (increasing temperature), solid snow and ice turn into liquid water. Puddles appear on the ground and streams flow. The sun is getting hotter and hotter. When heated, liquid water turns into a gaseous state - steam. The puddles dry up, gaseous steam rises higher and higher into the sky. And there, high up, cold clouds greet him. When cooled, the gaseous steam turns back into liquid water. Droplets of water fall to the ground, as if from a cold saucepan lid. What does this mean? It's rain! Rain occurs in spring, summer, and autumn. But it still rains the most in autumn. The rain is pouring on the ground, there are puddles on the ground, a lot of water. It's cold at night and the water freezes. When cooled (temperature decreases), liquid water turns back into solid ice. People say: “It was freezing at night, it was slippery outside.” Time passes, and after autumn winter comes again. Why is it snowing now instead of rain? And it turns out that while the water droplets were falling, they managed to freeze and turn into snow. But then spring comes again, the snow and ice melt again, and all the wonderful transformations of water are repeated again. This story repeats itself with solid snow and ice, liquid water and gaseous steam every year. These transformations are called the water cycle in nature.

Experience " Protective properties of snow » .

Place jars with the same amount of water: a) on the surface of a snowdrift, b) bury shallowly in the snow, c) bury deep in the snow. Observe the condition of the water in the jars. Draw conclusions about why snow protects plant roots from freezing.

Experience « Identification of the mechanism of frost formation » .

We take very hot water out into the cold and hold a branch over it. It's covered in snow, but it's not snowing. The branch is more and more in the dream. What is this? This is frost.

Experience « Ice is lighter than water » .

Place a piece of ice in a glass filled to the brim with water. The ice will melt, but the water will not overflow. Conclusion: The water that ice has turned into takes up less space than ice, meaning it is heavier.

Experience « Properties of water » .

Continue introducing children to the properties of water: when water freezes, it expands. On an evening walk in severe frost, a glass bottle filled with water is taken out and left on the surface of the snow. The next morning the children see that the bottle has burst. Conclusion: the water, turning into ice, expanded and burst the bottle.

Experience " Why don't ships sink? »

Lead the children to the conclusion why ships don’t sink. Place metal objects in a container of water and watch them sink. Place a tin can in the water, gradually loading it with metal objects. Children will make sure that the can will stay afloat.

Magnet

Experience “Attracts - does not attract”

You have objects mixed up on your table, sort the objects in this way: on a black tray, put all the objects that the magnet attracts. Place on a green tray that does not respond to a magnet.

Q: How do we check this?

D: Using a magnet.

Q: To check this, you need to hold a magnet over objects.

Let's get started! Tell me what you did? And what happened?

D: I passed the magnet over the objects, and all the iron objects were attracted to it. This means that a magnet attracts iron objects.

Q: What objects did the magnet not attract?

D: The magnet did not attract: a plastic button, a piece of fabric, paper, a wooden pencil, an eraser.

Experiment “Does a magnet act through other materials?”

Game "Fishing"

Will magnetic forces pass through water? We'll check this now. We will catch fish without a fishing rod, only with the help of our magnet. Pass the magnet over the water. Get started.
Children hold a magnet over the water; iron fish located at the bottom are attracted to the magnet.
-Tell me what you did and what happened.
-I held a magnet over a glass of water, and the fish lying in the water was attracted and magnetized.

Conclusion - Magnetic forces pass through water.

Experience game “Butterfly flies”

Guys, what do you think, can a paper butterfly fly?
-I will put a butterfly on a sheet of cardboard and a magnet under the cardboard. I will move the butterfly along the drawn paths. Proceed with the experiment.
- Tell me what you did and what you received.
-The butterfly is flying.
-And why?
-The butterfly also has a magnet at the bottom. A magnet attracts a magnet.
-What moves the butterfly? (magnetic force).
-That's right, magnetic forces have their magical effect.
-What can we conclude?
-Magnetic force passes through the cardboard.
-Magnets can act through paper, so they are used, for example, to attach notes to the metal door of a refrigerator.
-What conclusion can be drawn? What materials and substances does magnetic force pass through?

Conclusion - Magnetic force passes through cardboard.
-That's right, magnetic force passes through different materials and substances.

Experiment “How to get a paperclip out of water without getting your hands wet”

Target: Continue to introduce children to the properties of magnets in water.

Material: A basin of water and iron objects.

While removing paper clips after the children’s experiments, Uznaika “accidentally” drops some of them into a basin of water (such a basin with toys floating in it “accidentally” ends up not far from the table at which the children are experimenting with magnets).

The question arises: how to get paper clips out of the water without getting your hands wet. After the children manage to pull paper clips out of the water using a magnet, it turns out that a magnet acts on iron objects in water too.

Conclusion. Water does not interfere with the action of the magnet. Magnets act on iron and steel even if they are separated from it by water.

Magnetic Theater experience

Target: To develop the creative imagination of children in the process of finding ways to use magnets, dramatizing fairy tales for the “magnetic” theater. Expand the social experience of children in the process of joint activities (distribution of responsibilities). To develop emotional and sensory experience and speech of children in the process of dramatization games.

Material: Magnet, steel clips, sheets of paper. Materials needed for drawing, appliqué, origami (paper, brushes and paints or pencils, felt-tip pens, scissors, glue).

As a surprise for the gnome Wizard's birthday, children are invited to prepare a performance in the theater that uses magnets (the gnome Wizard is very passionate about them).

A “hint” for setting up a magnetic theater is an experiment in which a paper clip moves along a paper screen under the influence of a magnet.

As a result of searches - experimentation, reflection, discussion - children come to the conclusion that if any light steel objects (paper clips, circles, etc.) are attached to paper figures, then they will be held by a magnet and move across the screen help (the magnet is brought to the screen from the other side - invisible to the viewer).

After choosing a fairy tale to stage in a magnetic theater, children draw scenery on a paper stage-screen and make “actors” - paper figures with pieces of steel attached to them (they move under the influence of magnets controlled by children). At the same time, each child chooses the most acceptable ways for him to portray the “actors”:

Draw and cut out;

Making an application;

Made using origami method, etc.

In addition, it is advisable to make special invitations for the gnome Wizard and all other guests. For example, these: We invite everyone to the first performance of the amateur children's magnetic theater “MIRACLE-MAGNET”.

"Catch a Fish" Experience

Target: Develop children's creative imagination in the process of finding ways to use magnets and inventing stories for games using them. Expand the transformative and creative experience of children in the process of constructing games (drawing, coloring, cutting them out). Expand the social experience of children in the process of joint activity - the distribution of responsibilities between its participants, the establishment of work deadlines, and the obligation to comply with them.

Material: Board game “catch a fish”; books and illustrations that help children come up with plots for “magnetic” games; materials and tools necessary for making the game “Catch the Fish” and other “magnetic” games (in quantities sufficient for every child to take part in the making of such games).

Invite the children to look at the printed board game “Catch a Fish”, tell how to play it, what the rules are and explain why the fish are “caught”: what they are made of, what the “fishing rod” is made of, how and thanks to which they manage to “catch” paper fish with a fishing rod and magnet.

Invite the children to make such a game themselves. Discuss what is needed to make it - what materials and tools, how to organize the work (in what order to do it, how to distribute responsibilities between the “manufacturers”).

As the children work, draw their attention to the fact that all of them - the “makers” - depend on each other: until each of them finishes their part of the work, the game cannot be made.

Once the game is ready, invite the children to play it.

Experience "The Power of Magnets"

Target: Introduce a method for comparing the strength of a magnet.

Material: Large horseshoe-shaped and medium-sized strip magnet, paper clips.

Invite the children to determine which magnet is stronger - a large horseshoe or a medium-sized strip magnet (this could be a dispute in which fairy-tale characters well known to children participate). Consider each of the children's suggestions on how to find out which magnet is stronger. Children do not have to formulate their proposals verbally. A child can express his thought visually by acting with the objects necessary for this, and the teacher (or the gnome Uznayka) together with others helps to verbalize it.

As a result of the discussion, two ways to compare the strength of magnets emerge:

1. by distance - the magnet that will attract the steel object (paperclip) is stronger at a greater distance (the distances between the magnet and the place where the paperclip it attracts is located);

2. by the number of paper clips - the stronger magnet is the one that holds a chain with a large number of steel paper clips at its pole (the number of paper clips in the chains “grown” at the poles of the magnets is compared), or by the density of the iron filings stuck to the magnet.

Pay attention to the experiments - “tips” with two magnets of different strengths, which can be shown to children if they have difficulties:

1. identical steel paper clips attract one of the magnets from a greater distance than the other;

2. one magnet holds a whole chain with more paper clips at its pole than the other (or a thicker “beard” of iron filings).

In these experiments, have children determine which magnet is stronger and then explain how they figured out what “tipped” them to the answer.

After counting the number of paper clips at the poles of different magnets and comparing them, children come to the conclusion that the strength of a magnet can be measured by the number of paper clips held in a chain near its pole.

Thus, the paperclip in this case is a “yardstick” for measuring the strength of the magnet.

Additionally. Instead of paper clips, you can take other steel objects (for example, screws, pieces of steel wire, etc.) and make chains from them at the magnet poles. This will help children become convinced of the conventionality of the chosen “measure” and the possibility of replacing it with others.

Experiment “What determines the strength of a magnet?”

Target: Develop logical and mathematical experience in the process of comparing the strength of a magnet through objects.

Material: A large tin can, a small piece of steel.

The confused gnome suggests making a big magnet. He is confident that a large iron can will produce a strong magnet - stronger than a small piece of steel.

Children give their suggestions as to what would make the best magnet: a large tin can or a small piece of steel.

You can test these proposals experimentally: try to rub both objects equally, and then determine which of them is stronger (the strength of the resulting magnets can be judged by the length of the “chain” of identical iron objects held at the magnetic pole).

But for such an experimental test, a number of problems must be solved. In order to rub both future magnets equally, you can:

rub both pieces of steel using the same number of movements (two children rub, and two teams count the number of movements made by each of them);

rub them for the same amount of time and do it at the same pace (in this case, to record the time of rubbing, you can use an hourglass or a stopwatch, or simply start and finish this action for two children at the same time - clap each; to maintain the same pace in this case, you can use a uniform check).

As a result of the experiments, children come to the conclusion that a stronger magnet is obtained from steel objects (for example, from a steel needle). A tin can produces a very weak magnet or no magnet at all. The size of the item doesn't matter.

Experiment “Electricity helps make a magnet”

Target: Introduce children to the method of making a magnet using electric current.

Material: A battery from a flashlight and a spool of thread, onto which insulated copper wire 0.3 mm thick is evenly wound.

The future magnet (steel rod, needles, etc.) is inserted inside the coil (as a core). The size of the future magnet should be such that its ends protrude somewhat from the coil. By connecting the ends of the wire wound on a coil to a flashlight battery and thereby running an electric current through the wire of the coil, we will magnetize the steel objects located inside the coil (the needles should be inserted inside the coil, with their “ears” in one direction and their points in one direction). another).

In this case, the magnet, as a rule, is stronger than when it is made by rubbing a steel strip.

Experiment “Which magnet is stronger?”

Target: Compare the strengths of magnets made in different ways.

Material: Three magnets of different shapes and sizes, steel clips and other metals.

Invite children to compare the properties of three magnets (using paperclips or other steel objects as “yardsticks” to measure the strength of the magnets):

the magnet resulting from this experiment;

a magnet made by rubbing a steel strip;

factory-made magnet.

Experience "Magnetic Arrow"

Target: Introduce the properties of a magnetic needle.

Material: Magnet, magnetic needle on a stand, needle, red and blue stripes, cork, vessel with water.

Show the children a magnetic needle (on a stand), give them the opportunity to experimentally verify that it is a magnet.

Have children place the magnetic arrow on the stand (making sure it can rotate freely on it). After the arrow stops, children compare the location of its poles with the location of the poles of magnets rotating on threads (or with magnets floating in bowls of water), and come to the conclusion that their locations coincide. This means that the magnetic needle - like all magnets - shows where the Earth is north and where it is south.

Note. If your location does not have a magnetic needle on the stand, you can replace it with an ordinary needle. To do this, you need to magnetize it, marking the north and south poles, respectively, with stripes of red and blue paper (or thread). Then place the needle on the cork, and place the cork in a flat vessel with water. Floating freely in the water, the needle will turn in the same direction as the magnets.

Experience "Compass"

Target: Introduce the device, the operation of the compass and its functions.

Material: Compass.

1. Each child places the compass on the palm of his hand and, having “opened” it (an adult shows how to do this), watches the movement of the arrow. As a result, the children once again figure out where is north and where is south (this time using a compass).

Game "Teams".

Children stand up, put compasses on their palms, open them and follow the commands. For example: take two steps north, then two steps south, three more steps north, one step south, etc.

Teach children to find west and east using a compass.

To do this, find out what the letters - S, Yu, Z, V - mean, which are written inside the compass.

Then have the children turn the compass on their palm so that the blue end of its arrow “looks” at the letter C, i.e. - on North. Then the arrow (or match), which (mentally) connects the letters Z and B, will show the direction “west - east” (actions with a cardboard arrow or match). Thus, children find west and east.

A game of “Teams” with “use” of all sides of the horizon.

Experience “When a magnet is harmful”

Target: Introduce how a magnet acts on its surroundings.

Material: Compass, magnet.

Let the children express their guesses about what will happen if you bring a magnet to the compass? - What will happen to the arrow? Will she change her position?

Test children's assumptions experimentally. By holding the magnet close to the compass, children will see that the compass needle moves with the magnet.

Explain the observation: a magnet that approaches a magnetic needle affects it more strongly than earthly magnetism; the arrow-magnet is attracted to a magnet that has a stronger effect on it compared to the Earth.

Remove the magnet and compare the readings of the compass with which all these experiments were carried out with the readings of others: it began to show the sides of the horizon incorrectly.

Find out with your children that such “tricks” with a magnet are harmful to the compass - its readings “go astray” (therefore, it is better to take only one compass for this experiment).

Tell the children (you can do this on behalf of Find out) that a magnet is also harmful for many devices, the iron or steel of which can become magnetized and begin to attract various iron objects. Because of this, the readings of such devices become incorrect.

A magnet is harmful to audio and video cassettes: both the sound and the image on them can deteriorate and become distorted.

It turns out that a very strong magnet is also harmful for humans, since both humans and animals have iron in their blood, which is affected by the magnet, although this is not felt.

Find out with your children whether a magnet is harmful to the TV. If you bring a strong magnet to the screen of a switched-on TV, the image will be distorted and the color may disappear. after the magnet is removed, both should be restored.

Please note that such experiments are dangerous for the “health” of the TV also because a magnet can accidentally scratch the screen or even break it.

Let the children remember and tell Learn about how to “protect themselves” from a magnet (using a steel screen, a magnetic anchor.

Experiment “Earth is a magnet”

Target: Identify the actions of the Earth's magnetic forces.

Material: A plasticine ball with a magnetized safety pin attached to it, a magnet, a glass of water, regular needles, vegetable oil.

Conducting the experiment. An adult asks the children what will happen to the pin if you bring a magnet to it (it will be attracted because it is metal). They check the effect of a magnet on a pin, bringing it to different poles, and explain what they saw.

Children find out how a needle will behave near a magnet by performing an experiment according to the algorithm: lubricate the needle with vegetable oil and carefully lower it to the surface of the water. From afar, slowly, at the level of the surface of the water, a magnet is brought up: the needle turns its end towards the magnet.

Children lubricate the magnetized needle with fat and carefully lower it to the surface of the water. Notice the direction and carefully rotate the glass (the needle returns to its original position). Children explain what is happening by the action of the magnetic forces of the Earth. Then they examine the compass and its structure, compare the direction of the compass arrow and the needle in the glass.

Experience "Aurora Borealis"

Target: Understand that the aurora is a manifestation of the Earth's magnetic forces.

Material: Magnet, metal filings, two sheets of paper, cocktail straw, balloon, small pieces of paper.

Conducting the experiment. Children place a magnet under a sheet of paper. From another sheet at a distance of 15 cm, metal filings are blown through a tube onto the paper. Find out what is happening (the sawdust is arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with air particles and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction with hair (the pieces of paper are particles of the solar wind, the balloon is the Earth).

Experience “Unusual picture”

Target: Explain the action of magnetic forces, use knowledge to create a picture.

Material: Magnets of various shapes, metal filings, paraffin, a strainer, a candle, two glass plates.

Conducting the experiment. Children look at a painting made using magnets and metal filings on a paraffin plate. The adult invites the children to find out how it was created. Check the effect of magnets of different shapes on sawdust by pouring them onto paper under which the magnet is placed. They consider the algorithm for making an unusual picture, perform all the steps sequentially: cover a glass plate with paraffin, install it on magnets, pour sawdust through a sieve; lifting it, heat the plate over the candle, cover it with a second plate, and make a frame.

Experience “Magnet draws the Milky Way”

Target: introduce children to the property of a magnet to attract metal, develop interest in experimental activities.

Material: magnet, metal filings, sheet of paper with a picture of the night sky.

Conducting the experiment. Observe with adults the night sky, in which the Milky Way is clearly visible. Pour sawdust into a wide strip onto the sky map, simulating the Milky Way. We bring the magnet on the back side and slowly move it. Sawdust representing constellations begin to move across the starry sky. Where the magnet has a positive pole, the sawdust is attracted to each other, creating unusual planets. Where the magnet has a negative pole, the sawdust repels each other, representing separate night luminaries.

Properties of materials.

Experience "Relatives of Glass"

Goal: Find out objects made of glass, earthenware, porcelain. Compare their quality characteristics and properties.

Game material: Glass cups, earthenware glasses, porcelain cups, water, paints, wooden sticks, activity algorithm.

Progress of the game: Children remember the properties of glass, list the quality characteristics (transparency, hardness, fragility, water resistance, thermal conductivity). The adult talks about how glass glasses, earthenware glasses, and porcelain cups are “close relatives.” He proposes to compare the qualities and properties of these materials by determining the algorithm for conducting the experiment: pour colored water into three containers (degree of transparency), place them in a sunny place (thermal conductivity), and knock on the cups with wooden sticks (“ringing porcelain”). Summarize the identified similarities and differences.

Experience "World of Paper"

Goal: Find out 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.

Game materials: Squares cut from different types of paper, containers with water, scissors.

Progress of the game: Children look at different types of paper. They identify general qualities and properties: it burns, gets wet, wrinkles, tears, cuts. The adult asks the children how the properties of different types of paper will differ. Children express their guesses. Together they determine the algorithm of the activity: crumple four different pieces of paper -> tear in half -> cut into two parts -> put in a container of water. They find out which type of paper wrinkles faster, gets wet, etc., and which type is slower.

Experience "World of Fabric"

Goal: Find out different types of fabrics, compare their qualities and properties; understand that the properties of a material determine the way it is used.

Game material: Small pieces of fabric (corduroy, velvet, cotton wool), scissors, containers of water, activity algorithm:

Progress of the game: Children examine things made from different types of fabrics, pay attention to the general characteristics of the material (wrinkles, tears, cuts, gets wet, burns). They determine an algorithm for conducting a comparative analysis of different types of fabric: crumple -> cut each piece into two parts -> try to tear it in half - “dip it in a container of water and determine the speed of wetting” - draw a general conclusion about the similarities and differences in properties. The adult focuses the children’s attention on the dependence of the use of a particular type of fabric on its qualities.

Experience "World of Wood"

1. “Light - Heavy”

Guys, lower the wooden and metal blocks into the water.

Children put materials into a bowl of water.

What happened? Why do you think the metal bar sank immediately? (children's thoughts)

What happened to the wooden block? Why didn't he drown, why does he float?

The teacher, with questions, leads the children to the idea that the tree is light, so it did not drown; the metal is heavy, he drowned.

Guys, let's note these properties of materials in the table.

How do you think our material friends can get across the river? (children’s thoughts and answers)

The teacher leads the children to the idea that with the help of wood, metal can be transported to the other side (put metal on a wooden block - the metal will not sink).

So the friends moved to the other side. The wooden block became proud because he helped out his friend. The friends move on, but there is another obstacle on their way.

What obstacle did your friends encounter along the way? (fire)

Do you think the material friends will be able to continue their journey? What happens to metal if it gets into fire? With a tree? (children’s thoughts and answers)

Let's check.

2. “It burns - it doesn’t burn”

The teacher lights the alcohol lamp and alternately heats a piece of wood and metal. The children are watching.

What happened? (wood burns, metal heats up).

Let's reflect these properties of materials in the table.

Since Metal does not burn, he helped his friends cross the fire. He got proud and decided to tell his friends and you guys about himself.

Guys, tell me, if objects are made of metal, then what are they... (metal), made of wood - (wooden).

We decided to move on. They walk and argue about which of them is the loudest.

Guys, what do you think is the most sonorous material? (children’s thoughts and answers). Let's check.

3. “It sounds - it doesn’t sound”

Guys, there are spoons on your tables. What are they made of? (wood, plastic, metal)

Let's take wooden spoons and knock them together. What sound do you hear: dull or voiced?

Then the procedure is repeated with metal and plastic spoons.

The teacher leads the children to the conclusion: metal makes the loudest sound, while wood and plastic make a dull sound.

These properties are noted in the table.

Let's move on, friends. They walked for a long time and were tired. Friends saw the house and decided to relax in it.

Guys, what material is the house built from? (children's answers)

Is it possible to build a house from metal or plastic? (children's answers)

Why? (children's thoughts)

4. “Warm - cold”

Guys, I suggest you conduct an experiment. Let's check which material is the warmest.

Take a wooden plate in your hands. Gently place it on your cheek. What do you feel? (children's answers)

The procedure is repeated with metal and plastic plates. The teacher leads the children to the conclusion that wood is the warmest material.

This means that it is better to build houses from... (wood)

Let's note this in our table.

Guys, our table is full, look at it. Let's remember once again what properties wood, metal and iron have.

Experience “Transparency of substances”

Introduce children to the property of transmitting or blocking light (transparency). Offer children a variety of objects: transparent and light-proof (glass, foil, tracing paper, glass of water, cardboard). With the help of an electric flashlight, children determine which of these objects transmit light and which do not.

Solar Laboratory Experience

Show what color objects (dark or light) heat up faster in the sun.

Procedure: Place sheets of paper of different colors on the window in the sun (among which there should be sheets of white and black). Let them bask in the sun. Ask the children to touch these sheets. Which leaf will be the hottest? Which is the coldest? Conclusion: Dark sheets of paper heated up more. Dark-colored objects trap heat from the sun, while light-colored objects reflect it. That's why dirty snow melts faster than clean snow!

Experiment “Is it possible to glue paper with water?”

We take two sheets of paper and move them one way and the other in the other direction. We wet the sheets with water, press lightly, squeeze out excess water, try to move the sheets - they do not move (Water has a gluing effect).

Experience “The secret jam thief. Or maybe it’s Carlson?”

Chop the pencil lead with a knife. Let the child rub the prepared powder on his finger. Now you need to press your finger to a piece of tape, and stick the tape to a white sheet of paper - the imprint of your baby’s finger pattern will be visible on it. Now we will find out whose fingerprints were left on the jam jar. Or maybe it was Carlosson who flew in?

"Secret Letter" Experience

Let the child make a drawing or inscription on a blank sheet of white paper using milk, lemon juice or table vinegar. Then heat a sheet of paper (preferably over a device without an open flame) and you will see how the invisible turns into visible. The improvised ink will boil, the letters will darken, and the secret letter can be read.

Dancing Foil Experience

Cut aluminum foil (the shiny wrapper from chocolate or candy) into very narrow, long strips. Run the comb through your hair and then bring it close to the sections.

The stripes will begin to “dance”. This attracts positive and negative electrical charges to each other.

Plants

Experiment “Do roots need air?”

Goal: to identify the reason for the plant’s need for loosening; prove that the plant breathes with all its organs.

Equipment: a container with water, compacted and loose soil, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Progress of the experiment: Students find out why one plant grows better than another. They examine and determine that in one pot the soil is dense, in the other it is loose. Why is dense soil worse? This is proven by immersing identical lumps in water (water flows worse, there is little air, since less air bubbles are released from the dense earth). They check whether the roots need air: to do this, three identical bean sprouts are placed in transparent containers with water. Air is pumped into one container using a spray bottle, the second is left unchanged, and in the third, a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. They observe the changes in the seedlings (they grow well in the first container, worse in the second, in the third - the plant dies), draw conclusions about the need for air for the roots, and sketch the result. Plants need loose soil to grow so that the roots have access to air.

Experiment “Plants drink water”

Goal: to prove that the root of the plant absorbs water and the stem conducts it; explain the experience using the knowledge gained.

Equipment: a curved glass tube inserted into a 3 cm long rubber tube; adult plant, transparent container, tripod for securing the tube.

Progress of the experiment: Children are asked to use an adult balsam plant for cuttings and place them in water. Place the end of the rubber tube onto the stump remaining from the stem. The tube is secured and the free end is lowered into a transparent container. Water the soil, observing what is happening (after some time, water appears in the glass tube and begins to flow into the container). Find out why (water from the soil reaches the stem through the roots and goes further). Children explain using knowledge about the functions of stem roots. The result is sketched.

Experiments with plants

We will need: celery; water; blue food coloring.

Theoretical part of the experience:

In this experiment, we invite the child to learn how plants drink water. “Look what’s in my hand? Yes, it’s celery. And what color is it? That’s right, green. This plant will help you and I learn and see how plants drink! Remember, every plant has roots that are in soil. With the help of roots, the plant receives food. In the same way, plants drink water. The roots of plants consist of small, small cells.

At this stage of the experiment, it is advisable to additionally use the technique of commented drawing, that is, immediately randomly draw what you are talking about. Cells inside a plant and water molecules can be drawn on whatman paper or with chalk on a blackboard.

“Water also consists of very small cells, molecules. And since they are also constantly moving in a chaotic order like this (show by moving your hands), they begin to penetrate each other, that is, mix. Let’s now see how this happens.” .

Practical part of the experience:

Take a glass of water, let your child add food coloring and stir it thoroughly until completely dissolved. Remember: the more obvious you want to see the result, the more concentrated the dye solution should be. Then let the child place the celery in a vessel with colored water and leave it all for several days. By the middle of the week, your baby's surprise will know no bounds.

Experience "C" fertilization in a plant stem » .

2 yogurt jars, water, ink or food coloring, plant (cloves, narcissus, celery sprigs, parsley). Pour ink into the jar. Dip the plant stems into the jar and wait. After 12 hours, the result will be visible. Conclusion: Colored water rises up the stem thanks to thin channels. This is why plant stems turn blue.

"Make a Rainbow at Home" Experience

We will need:

glass container;

water;

mirror;

plasticine.

Practical part of the experience:

On a sunny day, fill a large glass container with water.

Then lower the mirror into the water.

Move this mirror and find a position that will create a rainbow on the walls of the room. You can fix the position of the mirror with plasticine.

Let the water calm down so that the rainbow appears more clearly, and then draw the rainbow the way you saw it.

Experiment “Establish how distance from the sun affects air temperature”
Material: two thermometers, a table lamp, a long ruler.
Take a ruler and place one thermometer at the 10 cm mark and the second thermometer at the 100 cm mark. Place a table lamp at the zero mark of the ruler. Turn on the lamp. In 10 minutes. Compare the readings of both thermometers. The closest thermometer shows a higher temperature.
The thermometer, which is closer to the lamp, receives more energy and therefore heats up more. The further the light spreads from the lamp, the more its rays diverge; they cannot heat up the distant thermometer much. The same thing happens with planets.
You can also measure the air temperature on the site on the sunny side and in the shade.

The soil

Experiment “What is soil made of”

Show what soil is made of.

We put a little soil on a sheet of paper, examine it, determine the color, smell, rub the lumps of earth, find the remains of plants. Looking at it through a microscope.

B. Microbes live in the soil (they convert humus into mineral salts, which are so necessary for plants to live).

Experiment “Air in Soil”

Target. Show that there is air in the soil.

Equipment and materials. Soil samples (loose); cans of water (for each child); The teacher has a large jar of water.

Conducting the experiment. Remind that in the Underground Kingdom - the soil - there are many inhabitants (earthworms, moles, beetles, etc.). What do they breathe? Like all animals, by air. Suggest checking to see if there is air in the soil. Place a soil sample in a jar of water and ask to see if air bubbles appear in the water. Then each child repeats the experience independently and draws appropriate conclusions. Everyone finds out together who has more air bubbles in the water.

Experiment “Soil Pollution”

Target. Show how soil pollution occurs; discuss the possible consequences of this.

Equipment and materials. Two glass jars with soil samples and two transparent containers with water; in one there is clean water, in the other there is dirty water (a solution of washing powder or soap so that the foam is clearly visible).

Conducting the experiment. Invite the children to look at the water in both containers. What is the difference? Say that one contains clean rainwater; in the other there is dirty water left after washing. At home we pour this kind of water into the sink, but outside the city we simply throw it on the ground. Invite the children to express their hypotheses: what will happen to the earth if it is watered with clean water? What if it's dirty? Water the soil in one jar with clean water, and in the other with dirty water. What changed? In the first jar, the soil became wet, but remained clean: it can water a tree or a blade of grass. And in the second bank? The soil became not only wet, but also dirty: soap bubbles and streaks appeared. Place the jars nearby and offer to compare soil samples after watering. Ask the children the following questions.

If they were in the place of an earthworm or a mole, what kind of soil would they choose for their home?

How would they feel if they had to live in dirty land?

What would they think of people who polluted the soil? What would they be asked to do if they could speak?

Has anyone seen how dirty water gets into the soil?

Draw a conclusion: in life, as in fairy tales, there is “living water” (it falls into the ground along with rain, melted snow; it feeds plants and animals), but there is also “dead” water - dirty (when it gets into the soil , the underground inhabitants have a bad time: they can get sick and even die). Where does "dead" water come from? It flows down factory pipes and ends up in the ground after washing cars (show the corresponding illustrations or while walking, look for such places in your immediate surroundings, of course, not forgetting the safety rules). In many places on our planet, the earth-soil is polluted, “sick” and can no longer feed and water plants with clean water, and animals cannot live in such soil. What follows from this? We need to take care of the Underworld and try to make sure it is always clean. In conclusion, discuss what children (each of them), their parents, and teachers can do for this. Tell us that in some countries they have learned to “treat” the soil - to clean it of dirt.

Experience “Trampling the soil”

Target. Show that as a result of trampling of the soil (for example, on paths, playgrounds), the living conditions of underground inhabitants worsen, which means there are fewer of them. Help children independently come to the conclusion about the need to follow the rules of behavior on vacation.

Equipment and materials. For a soil sample: the first is from an area that is rarely visited by people (loose soil); the second - from a path with tightly compacted earth. For each sample, a jar of water. Labels are pasted on them (for example, on the jar in which you will put a soil sample from the path, a silhouette of a human footprint cut out of paper, and on the other - a drawing of any plant).

Conducting the experiment. Remind the children where the soil samples were taken from (it is best to take them together with the children in areas that are familiar to them). Offer to express your hypotheses (where there is more air in the soil - in places that people like to visit, or where people rarely set foot) and justify them. Listen to everyone who wants to, summarize their statements, but do not evaluate them, because children must convince themselves of the correctness (or incorrectness) of their assumptions during the experiment.

At the same time, lower the soil samples into jars of water and observe which one has more air bubbles (loose soil sample). Ask the children, where is it easier for underground inhabitants to breathe? Why is there less air “under the path”? When we walk on the earth, we “press” on its particles, they seem to compress, and there is less and less air between them.

Experiment “How water moves in the soil”

Pour dry soil into a flower pot or a tin can with holes in the bottom. Place the pot in a plate of water. Some time will pass and you will notice that the soil has been wetted to the very top. When there is no rain, plants live off the water that rises from the deeper layers of the soil.

Experiment “Soil contains water”

Heat a lump of earth in the sun, then hold cold glass on it. Water droplets form on the glass. Explain that the water contained in the soil turned into steam when heated, and on cold glass the steam turned into water again - it became dew.

Experience " With earthworms » .

Pour soil into the bottom of the jar and a layer of sand on top. Place a few dry leaves and 3-5 earthworms on the sand. Lightly pour water over the contents of the jar and place the jar in a cool, dark place. In two or three days we will look at what happened at the bank. There are dark earthy lumps on the sand, reminiscent of those we saw on the path in the morning. Some of the leaves were pulled underground, and the sand “flowed” through the soil in paths, showing us the paths along which the soil builders moved in the jar, eating plant debris and mixing the layers.

Anna Royu

I conducted a lesson on research activities in the preparatory group on January 25.

My goal was to form the concept of kindness, the habit of doing good deeds; cultivate interest in experimental activities; learn to put forward hypotheses and assumptions; analyze phenomena, draw conclusions; develop cognitive interest, logical thinking, and speech of children; induce a feeling of joy in children. The children received tremendous pleasure from the experiments performed and even more from spending time together. In each experiment, the cause of the observed phenomenon is revealed, children are led to judgments and conclusions. Experiments are of great importance for children’s understanding of cause-and-effect relationships. I'm very happy with my guys. They worked great during classes and showed their knowledge. To us at classes parents and teachers of our pro-gymnasium "D.A.R." came

Publications on the topic:

Integrated lesson on cognitive and research activities with children of the preparatory speech therapy group Topic: “What is air?” Educational areas: cognitive development, speech development, artistic and aesthetic development. Educational.

Summary of educational and research activities in the preparatory group “We are scientists” MBDOU "Kindergarten of a general developmental type No. 56" Abstract of OD on experimental activities in the NGO "Cognitive Development" on.

Objectives: 1. To develop the cognitive activity of children in the process of forming ideas about lemon, cranberry, rose hip and its properties.

Lesson on cognitive and research activities in the senior group “Secrets of the magnet” Program objectives: to form in children an idea of ​​a magnet and its property of attracting objects; find out through what materials.

Lesson in the senior group on cognitive and research activities “The Magical Properties of Water” Final direct educational activity in the senior group on cognitive and research activities on the topic: “Magic.

Lesson on cognitive and research activities in the senior group A lesson on cognitive and research activities in the senior group. Program objectives: 1. Develop the ability to record actions.

Lesson on cognitive and research activities in the preparatory group “Excursion to the Far North” Lesson on educational and research activities in the preparatory group. Excursion to the Far North. Purpose: to create conditions for.

A lesson on cognitive and research activities in a preparatory school group on the topic “Air is everywhere” Objectives: Expansion.

Organization: MBDOU "DS No. 56/1 of Chelyabinsk"

Locality: Chelyabinsk

I.Type of activity: Cognitive - research activity with the integration of educational areas.

II. Topic: “Looking for traces of early spring...”

III .Program content:

1) Educational task:

Consolidate knowledge about the signs of spring;

Continue to introduce children to natural phenomena (drops, thawed patches, etc.);

To develop an interest in learning about nature.
2) Developmental task:

To develop imaginative and associative thinking, attention, perception, memory, observation, curiosity, and the ability to analyze.

3) Educational task:

Foster a caring attitude towards nature and interest in the world of plants and animals.

Preliminary work with children:

Observations on a walk, conversations with children about natural phenomena, looking at illustrations, reading fiction about nature.

Teacher training:

Writing notes and preparing presentations. Making drawings of forests and animal tracks. Compose a crossword puzzle about spring.

Material and equipment:

Illustrations of animals and their tracks;

Presentation.

Methods and techniques:

Game, visual, problematic questions, teacher's story.

Participants: preparatory group children.

Progress of the lesson

Organizing time:

The teacher draws the children's attention to the letter left on the window. Discusses the contents of the letter with the children.

Educator	Hello guys! Someone threw a letter through our window, look! Maybe it's a ray of sunshine that tickles our faces. Let's see what's in the letter ? (takes out a black and white piece of paper with a picture of a forest) “We are forest dwellers, tired of the long winter, the forest has become completely colorless, all nature seems to have frozen in anticipation of spring. Only you guys can revive it if you find traces of spring, its signs, and then the forest will come to life again, sparkle with multi-colored, bright colors. Will you help the forest dwellers?
Children	Yes, of course, we will help.
Educator	Winter is going to last a long time this year. What month of winter is it now? Which one will come for him? Guys, look, there is still a sheet of paper with empty cells in the letter. (shows an empty crossword) Who knows what this is?
Children	Children's answers (crossword puzzle)
Educator	If you find signs of spring, add them to the crossword puzzle, If you identify them correctly, then we will find out the main word of the CROSSWORD. What are people called who study and observe natural phenomena?
Children	Pathfinders, explorers, tourists, naturalists.
Educator	Do you guys want to become researchers, pathfinders?
Children	Children's answers
Educator	Well, then, let's go on a hike. What will we need for this?
Children	Backpack, matches, map, first aid kit, magnifying glasses, flashlight, compass, etc.
Educator	Let's remember, how should you behave in the forest? (the teacher shows environmental signs, the children, based on them, give answers) Well, we are ready to hit the road... Who will lead our team?
Children	Everyone wants to lead the march
Educator	And for this there is a little counting rhyme that will help identify our commander, remember it. Higher your leg, wider your step, You are a tourist, not a donkey. (are counted, determine the commander, hand the commander a backpack, set off) Turn on the first slide of the presentation (spring forest) Pay attention to the snow in the forest, it is not at all the same, it has darkened in the field. At the beginning of winter he was completely different. What was it like in December and January?
Children	Children's answers (fluffy, sparkling, light, dry, etc.)
Educator	And what is he like now, at the end of winter? (two basins filled with snow are taken out) Let's stand around the snow and take a good look at it. What is he like now?
Children	Children's answers (wet, dirty, molds well, etc.)
Educator	Why has the snow changed so much?
Children	The rays of the sun become brighter and hotter every day, the air warms up, and the top layer of snow melts. Therefore, the snow becomes wet and loose.
Educator	Here we have identified the first sign of Spring. What is this?
Children	Sun
Educator	The teacher opens the first closed sun word. People call the first month of spring thaw. What are thawed patches?
Children
Educator	I suggest you conduct an experiment and see how thawed patches appear in nature (conducts an experiment: places a hot heating pad in a basin with snow, the snow begins to melt, and the bottom of the basin appears). So you and I saw how thawed patches can form in the forest and black earth appears in the center.
Educator	Here is another sign of early spring, we have identified ( approaches the crossword puzzle, read the second keyword - thawed patch. A second slide appears on the screen with an image of thawed patches).
Educator	Tomorrow the sun will rise again, it will begin to bake and the merry drops will drum on the porch again. What are drops?
Children	Children express their guesses.
Educator	There is such a folk sign: long icicles mean a long spring, and short ones mean a short one! How can you explain such a sign?
Children	In spring, the days become longer and the sun gets hotter. And the warmer the spring, the faster the icicles will melt.
Educator	And sometimes, guys, spring is long (takes a thermometer and explains) During the day, air temperatures rise above zero, they are called positive, and at night it is still cold. The temperature drops below 0C, they are called subzero. That's why the icicles cannot melt quickly. I suggest you turn into dripping icicles.
Children	Depicts dripping icicles.
Educator	Now, let's turn them into babbling streams. Into the sad snowman. Into the snowdrop that breaks out from under the snow. Here is the third sign of spring ( opens the crossword puzzle and reads that it is drops. The third slide of the presentation lights up - drops).
Children	They look at the tracks through a magnifying glass and make guesses whose tracks they are.
Educator	In the spring, animals form families to breed offspring. Foxes, wolves and hare have offspring in early spring. Large footprints are the footprints of the parents. Small ones, these are traces of cubs. For those who find it difficult, let's look at animal samples and their traces. Soon the bear will leave his den ( Let's depict how a bear crawls out of its den) Shows movements with words The bear crawled out of the den, I looked around on the threshold, He stretched out of sleep: Spring has come to us again. To quickly gain strength, The bear's head was twisting. He leaned forward and back. Here he is walking through the forest. So we found another sign of spring ( opens a crossword puzzle with the inscription - bear, the fourth slide of the presentation lights up on the screen - animals)
Children	repeat
Educator	The teacher turns on the following slide of birdsong... And what are these trills? There are a lot of birds in the forest now. Wintering birds still remain, and the first migratory birds arrive. What birds are in the forest now? (the teacher hands out pictures)
Children	Name birds from pictures (bullfinch, waxwing, crossbill, rook, starling, lark)
Educator	Wintering birds fly to the blue house, migratory birds fly to the red one.
Children	They carry pictures around the houses and identify wintering and migratory birds.
Educator	Well, here’s another sign of spring, you mentioned. Opens a crossword puzzle and reads out migratory birds. A slide opens - migratory birds.
Educator	Look, guys, what word turned out to be in the crossword puzzle
Children	They read out the word - Spring!
Educator	So you and I have found and identified the signs of early spring ( shows the children a color drawing of a forest). The forest inhabitants leave their autographs for you in gratitude. The teacher gives animal tracks... . Goodbye children!

Inna Mordik
Plan of educational and research activities in the preparatory group

September

Lesson No. 1: "Our Helpers"

Experience: "Listen with all your ears"

Target: Give children an idea of ​​the organs of hearing - the ear (catches and distinguishes sounds, words, etc.). Introduce with the structure of the human and animal ears, clarify that everyone’s ears are different, teach through experiments to distinguish between the strength, pitch, and timbre of sounds. To consolidate knowledge about the rules of ear care, to draw up collective recommendations for the prevention of hearing loss.

Material: Diagram of the human ear, pictures of animals (elephant, hare, wolf, d/i “Identify by sound”, a guitar, paper sheets for each child, jars with different items (paper clips, wooden sticks, foam rubber, sand, an audio recording with the sounds of a forest, river, birds, etc.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 55

Lesson No. 2: "Introduction to the properties of air"

Target: Continue to familiarize children with the properties of air and the role of humans, plants, and animals in life. To give knowledge about inanimate nature and that air is a condition for the life of all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivate interest in the life around you and curiosity.

Material: Inflatable rubber toys, water basin, Pictures: diver underwater, air bubbles above him; calm sea; sea ​​during a storm.

Target: Discover that air is lighter than water, identify how air displaces water; reveal that warm air is lighter than cold air and rises; Find that the air is compressed; Detect atmospheric pressure.

Material: Two thermometers, dishes with hot water. 2) A curved cocktail tube, transparent plastic glasses, a container of water. 3) Pipettes, syringe, colored water. 4) Two sheets of paper

Literature: Dybina O. V. The unknown next to. 43

Lesson No. 3: “Can a plant breathe?”

Target: identify the plant’s need for air, breathing. Understand how the respiration process occurs in plants.

Material: A transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass.

Experiments: Do roots need air? Do plants have respiratory organs?

Literature: Dybina O. V. "The unknown is nearby" With. 28

Lesson No. 4: “Why do the leaves fall in the fall?”

Target: Determine the plant’s need for water. Establish the dependence of plant growth and development on the supply of moisture to plant roots.

Material: Sponges, wooden blocks, containers of water, fallen leaves.

Experience: Up to the leaves, How to see the movement of water through the roots?

Literature: Dybina O. V. "The unknown is nearby" With. 33-34

Lesson No. 1: “Water in nature and in everyday life”.

Target: To clarify children’s knowledge about the location of water in nature and everyday life using one of the properties of fluidity. Strengthen your knowledge of properties water: transparency, fluidity, ability to dissolve. Develop the ability to determine water temperature (cold, hot, warm) to the touch. Continue to develop cognitive interest, observation, thinking activity.

Material: A glass of milk, a kettle with cold water, a kettle with hot water, 2 basins, glasses, glasses and spoons according to the number of children, boxes of salt and sugar, butter.

Experience: “Water is a helper”

Literature: Dybina O. V. The unknown is nearby. – M, 2005, p. 41-42.

Lesson No. 2: "Water and Temperature"

Target: Learn to determine the temperature of air and water experimentally.

Reinforce your knowledge about temperature.

To develop children's observation skills, their ability to analyze, compare, generalize, establish cause-and-effect relationships and draw conclusions.

Material: Training module "temperature", cold, hot water, ice cubes. 3 liter jar of water,

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 22 lesson 2

Lesson No. 3: "Water is a solvent"

Target: To clarify children’s knowledge about the importance of water in human life. Strengthen the properties of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Develop skills in laboratory experiments using diagrams - consolidate the ability to work with transparent glassware, observing safety rules with unfamiliar solutions.

Material: Transparent cylindrical vessels of different sections (narrow, wide, shaped vessels, glass funnels and glass rods, filtered paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil.

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. – M., 2005, p. 41-42.

Lesson No. 4: "The Journey of a Droplet"

Target: introduce children with the water cycle in nature, explain the cause of precipitation in the form of rain and snow, expand their understanding of the importance of water for human life.

Material: el. teapot, cold glass, illustrations on the theme "water",scheme "Water cycle in nature", globe.

Experience: “Where does water come from?”

Literature: Tugushesheva G. P. "Experimental activity» pp. 70-73

Lesson No. 1: "Magnet - magician"

Target: Introduce children to magnets. Identify its properties, interactions of a magnet with different materials and substances.

Material: Magnet, sensor, small pieces of paper, plastic, fabric, glass of water, container of sand, paper clips, small wires,

Experiments: "Magnetic Forces", "We are magicians", “Attracted - not attracted”

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. – M., 2005, p. 48-49.,

Shutyaeva E. A. Naurasha in the country of Naurandia p. 42 lesson 1

Lesson No. 2: "Gravity"

Target: give children an idea of ​​the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.

Material: sensor, globe, unbreakable, different in weight items: sheets of paper, cones, parts from the designer (plastic, wooden, metal, balls.

Experience: "Why does everything fall to the ground" Dybina O. V. "The unknown is nearby",pp. 51

Shutyaeva E. A. Naurasha in the country of Naurandia p. 42 lesson 2

Lesson No. 3 "What do we know about sound"

Target: To provide primary knowledge about sound as a physical phenomenon; introduce children to the organ of hearing; introduce concepts"sound", "sound wave", “high and low, loud and quiet sounds”.

Literature

Lesson No. 4: "What do we know about time"

Target: Give a concept "time", explain the change of day and night, the change of seasons; talk about measuring time, types of clocks (from antiquity to the present day). Reinforce the concept "save time".

Material: globe, tellurium, candle, vessel with water, model of a sundial, different types of clocks, pictures depicting the seasons, diagram "Measuring time by deeds" (Tugusheva, p. 80).

Literature: electronic presentation "Children about time".

N. V. Nishcheva "Experimental activities in preschool educational institutions» . Subject "We are explorers" page 244

Lesson No. 1: “Getting to know the stones. What kind of stones are there?

Target: Develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Learn to classify stones according to different characteristics. Maintain interest in experimental work. Development of tactile sensations, the ability to draw conclusions, defend one’s point of view.

Material: Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child.

Literature: O. A. Zykova With. 47.

Lesson No. 2: "Living Stones"

Target: Get to know the stones, the origin of which is associated with living organisms, with ancient fossils.

Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.

Literature: Ryzhova N. Sand, stone, clay. //Preschool education, 2003, No. 10.

Experience: “What is in the soil?” Dybina O. V. Unknown near. 38

Lesson No. 3: “How do mountains appear?” "Eruption".

Target: Show the variety of inanimate objects. Introduce children with reason for education mountains: movement of the earth's crust, volcanic origin of mountains. Teach children to draw conclusions and observe safety precautions when conducting experiments.

Material: illustration of a volcano, model of a volcano, soda, vinegar, dry paint, pipette.

Literature: O. A. Zykova "Experimenting with living and inanimate nature." With. 50.

Lesson No. 4: "In a desert"

Target: Introduce children with a sandy desert, features of the living and inanimate nature of the desert. Introduce children with the properties of sand. Develop the ability to draw conclusions, analyze, compare, classify.

Material: Large test tubes, water in a measuring cup, Illustration of the desert and its inhabitants, hair dryer and dry sand.

Literature: O. A. Zykova "Experimenting with living and inanimate nature." With. 56, 60.

Lesson No. 1: “If winter came, it brought a lot of snow”

Target: To consolidate children's knowledge about winter as a season. To form an idea of ​​the aggregate states of water (ice, liquid, steam). Compare the properties of water, ice, snow, identify the features of their interaction. Give the concept of changes in the state of aggregation of a substance depending on heat.

Material: containers with snow, water, ice; plasticine, candle, jar for extinguishing candles, metal plate.

Experiments: "What properties", "Solid - Liquid"

Literature: Dybina O. V. "The unknown is nearby" pp. 42, 54.

Lesson No. 2: "Fire - friend or foe"

Target: Expand children’s knowledge about the life of ancient man, about man’s discovery of fire. How fire has reached our days, how it helps people. Form the idea that during combustion the composition of the air changes (there is less oxygen, that oxygen is needed for combustion. Introduce with fire extinguishing methods. When burning, ash, ash, and carbon monoxide are formed. Compliance with safety rules when conducting experiments.

Material: Stones, candle, jar, bottle with the bottom cut off, matches, lighter.

Experiments: 1. How did primitive people make fire?

2. Man subjugated fire.

3. How to put out a fire? Candle in the tank.

Literature: N. E. Veraksa " Cognitive and research activities of preschoolers» page 70.

Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. – M., 2005, p. 145.

Lesson No. 3: "Who sees what"

Target: Through experimentation, establish how humans and some animals see, trace the dependence of the visual characteristics of animals on their habitat and lifestyle.

Material: blindfold, transparent jar of water containing small items; mirror, photographs of animals.

Experiment: 1. Do both eyes see the same?

2. How the hare and the bird see.

3. What eyes see better: big or small?

4. How does a mole see?

Literature: A. I. Ivanova “Naturally - scientific experiments in preschool educational institutions” Lesson No. 42, p. 169.

Lesson No. 1: "How to see and hear electricity"

Target: Introduce children with electricity as a special form of energy. Develop educational the child’s activity in the process of getting to know the phenomena of electricity and its history. Introduce the concept"electricity". Explain the nature of lightning. Form the basics of safety when interacting with electricity.

Material: Balloon, scissors, napkins, ruler, combs, plasticine, large metal clip, woolen cloth, clear plastic napkin, mirror, water, antistatic agent. Experiments: "Miracle hairstyle", "Magic Balls", "Spinner"

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. – M., 2005, p. 98 - 100.

Shutyaeva E. A. Naurasha in the country of Naurandia p. 33 lesson 1

Lesson No. 2: “Why is the flashlight on?”

Target: Clarify children’s ideas about the importance of electricity for people; introduce with a battery - a keeper of electricity - and a way to use a lemon as a battery.

Material: Light sensor, flashlight, batteries, battery pack, light bulb on a stand, 6-8 lemons.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 33 lesson 1

Lesson No. 3: "Electrical appliances"

Target: Develop the child’s ability to handle basic electrical appliances. To form an idea of ​​materials that conduct electric current (metals, water) and insulators - materials that do not conduct electricity at all (wood, glass, etc.). Introduce with the installation of some electrical appliances (hairdryer, table lamp). Improve the experience of safe use of electrical appliances (do not touch exposed wires, insert metal objects with electrical wires into the socket, you can only interact with dry hands). Develop curiosity.

Material: Wood, glass, rubber, plastic, metal objects, water, electrical appliances. Battery, battery pack with three batteries, dynamo.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 34 lesson 2

Lesson No. 4: "The light is all around us

Target: Introduce children with the properties of light. Form a basic understanding of what it is "light", "photons". Learn to compare the illumination of different objects.

Develop curiosity and attention.

Material: Light sensor, flashlight, batteries, battery pack, light bulb on stand.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 26 lesson 1

Lesson No. 1: “Primroses. How do plants grow?

Target: Summarize ideas about the growth and development of plants, establish a connection between plant growth and their needs in various environmental conditions; teach to be attentive and caring towards plants.

Experience: "What is inside?"; "Up to the leaves"

Target: establish why the stem can conduct water to the leaves.

Material: carrot stem, parsley, wooden blocks, magnifying glass, container with water, cut tree branches.

Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 34.

Lesson No. 2: “Where do plants like to live?”

Target: deepen understanding of plants, their existence in different ecosystems - in the desert, oceans, mountains, tundra, contribute to the establishment of cause and effect relationships based on an understanding of dependence vital activity plants from environmental conditions.

Material: pots with plants, funnels, glass rods, transparent container, water, cotton wool, magnifying glass.

Experience: “Where plants get water faster”, “Is there enough light?”

Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 38.

Lesson No. 3: “What do the birds sing about in the spring?”

Target: clarify and expand ideas about migratory birds, their life in the spring, consider the structure of a bird’s feather. Establish a connection between the structure and lifestyle of birds in the ecosystem.

Material: chicken feathers, goose feathers, magnifying glass, zipper, candle, hair, tweezers; email presentation.

Experience: “How are birds’ feathers tripled?”, "Like water off a duck's back"

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 40

Lesson No. 4: “Who builds a nest?”

Target: develop interest in the life of birds, expand ideas about the habitat of birds, expand knowledge about the types of nests and their placement, determine the connection between the structure and lifestyle of birds in the ecosystem. Establish a relationship between the nature of nutrition and some features of the appearance of birds.

Material: a dense lump of earth or clay, dummies of beaks made of different materials, containers with water, small light pebbles, tree bark, grains, crumbs.

Straws, twigs, lumps of clay, sugar syrup.

Experience: "Who has what beaks", “Without hands, without an axe, a hut was built”

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 32, 40

Lesson No. 1: "Sun, Earth and others planets»

Target: To give children an initial understanding of the structure of the Solar System and that the Earth is unique planet. Develop curiosity. Based on experiments, give an idea of ​​coldness planets. The further planets from the sun, the colder they are and the closer they are, the hotter they are.

Material: Table lamp, balls, diagram of the solar system.

Literature: N. V. Nishcheva "Experimental activities in preschool educational institutions» page 208

Grizik T.I. Exploring the world. – M., 2001, p. 136.

Lesson No. 2: "This mysterious space"

Target: Introduce children with symbols of constellations. Arouse interest in outer space. Expand your understanding of the astronaut profession. Activate vocabulary stock: space, astronaut, space weightlessness.

Material: Photos of space, the solar system, Yu. Gagarin, spaceships.

Experience: "Dark Space", "In Orbit"

Material: flashlight, table, ruler; bucket, ball, rope.

Literature: Grizik T.I. Exploring the world. – M., 2001, p. 112.

Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 55-56

Lesson No. 3: "Man-Made World"

Target: teach children to distinguish between natural objects and objects made by human hands, introduce with the properties of paper, glass, fabric, plastic, metal.

Material: objects made of various materials, el. presentation.

Experience: "Relatives of Glass", "World of Things".

Literature: Grizik T.I. Exploring the world. - With.

Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. - With. 59.

Lesson No. 4: "Who are insects"

Target: Expand children’s understanding of insects, the main features that distinguish them from animals of other classes; develop children's knowledge in the process of observing animals.

Material: magnifying glass "Curious Eye", mini laboratory.

Literature: O. A. Zykova "Experimenting with living and inanimate nature." With. 71.

Lesson No. 1: "Light and Color"

Class: “Where does a rainbow come from?”.

Target: Develop children's analytical skills. Introduce them with solar energy and the characteristics of its manifestation. Cultivate interest in knowledge of patterns existing in inanimate nature.

Material: Spray bottle, flashlight, sheet of white paper, crystal glass, triangular prism.

Literature: Dybina O. V. Unknown near: entertaining experiences and experiments for preschoolers. – M., 2005, p. 150.

Lesson No. 2: "Force"

Target: Introduce children with the concept of strength. Learn to measure and compare force using a device. To promote children's interest in research and experimentation.

Material: Pressure sensor, rubber bulb, plastic plate, piston, balloons.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 52 lesson 1

Lesson No. 3: "Sound"

Target: Introduce children to the organ of hearing. To provide primary knowledge about sound as a physical phenomenon. Explain to children the dangers of loud sounds. To promote children's interest in research and experimentation.

Material: Sound sensor, xylophone, whistles, flute, card with a diagram of the structure of the hearing organs.

Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 57 lesson 1

Abstract of the educational and research activity of children of the preparatory group on the topic: “Academy of Miracles”

Goal: Development of cognitive activity in the process of children's experimentation.

Tasks:

Expanding children's understanding of the world around them through familiarization with basic physical properties and phenomena.

Cultivating children's interest in experimental activities.

Creating an emotionally positive attitude in children.

I see in a wide circle

All my friends got up

We'll go right now

Now let's go left

Let's gather in the center of the circle

And we'll all return to our place

Let's all smile at each other,

All assembled - children, adults

We can start

But first we need to work together

Say hello everyone.

Hello, dear guys. I am a senior laboratory assistant. Today I invite you to my scientific laboratory “Academy of Miracles”. Do you know what a laboratory is? (Children answer)

Laboratory This is a special place where experiments and experiments are carried out.SoWhat are experiments? Experiments - these are experiments thatwhich scientists carry out to ensure the correctness of theirassumptions.Oh, do you like to experiment? (Children answer).I invite you to becomemy assistants. Today you and I will learn how to create miracles, and at the end of your training you will receive diplomas from our academy. AtDuring experiments, scientists record, sketchut everything that happens.We will also conduct an experiment with youriments and we will write everything down in our scientific notebooks.When conducting experiments, scientists use different instruments, objects: andthree, and glass, and for this it is necessary to follow safety rules.What rules do you think are needed? to comply with while working in the laboratory?

1. Listen carefully to the senior laboratory assistant.

2. Follow directions exactly

3. Handle equipment carefully.

4. At the end of the experiments, draw conclusions

Now I'll hang up the pictures so I don't forget.

Let's not waste time, let's get started! I invite you to the first experimental table “The Sorceress of Voditsa”.

The most amazing substance on earth is water. You are very familiar with water: more than once you splashed around in the rain, splashing puddles, and splashed in the river. But let's take a closer look at it - let's get acquainted with the properties of this extraordinary substance.

Everyone knows water is a good solvent, but not all substances dissolve in water. Let's check it out.

"Dissolution of substances"

Materials: sugar, salt, flour, vegetable oil.

In glasses, mix water with sugar, salt, flour and butter. We conclude: water dissolves sugar and salt and mixes with flour, but butter does not dissolve in water and does not mix with water.

"Ringing Water"

Educator:-Guys, look at the glasses of water on my table.

Educator:- Can these glasses make sound?

Children:(children's answers)

Educator:- Glasses can sound. How to make glasses sound?

Children:(children's answers)

Educator:-Let's knock with your finger, the objects that are on your table. Which sound?

Children:Deaf.

Educator:- how to make the sound louder?

Children:(children's answers)

Educator:-Let's try to hear the sound using sticks with a ball at the end

Children:voiced.

Educator:-Is the sound the same?

Children:same

Educator:- Because the glasses contain the same amount of water. Now we will pour and add water into the glasses. Let's check the sound.

Children:miscellaneous.

Educator:-What affects the ringing?

Children:Affects the ringingamount of water.

"THE TOWER OF PISA"

We will need: a deep plate, five sugar cubes, food coloring, a glass of drinking water.

Build a tower of sugar cubes on a plate, stacking them on top of each other. Dilute a little food coloring in a glass of water so that the water changes color. Now carefully pour some of the liquid into the plate (not onto the tower!). Watch what happens. The base of the tower will be painted first, then the water will rise up and color the next cube. When the sugar is saturated with water, the tower will collapse.

Conclusion: water is a good solvent. Water molecules penetrate the sugar and spread among its molecules, mixing with them (this can be clearly seen by how the color of the sugar changes). In addition, water molecules are very strongly attracted to each other, which helps them rise up the tower.

And now it’s a break in our “Academy of Miracles”. I suggest a warm-up.

Physical education minute:

One two three four five!

We begin to squat.

Turned left and right

And they smiled at each other.

Leaned forward

And now it's the other way around.

And forward one more time

And again it’s the other way around.

We reached out and were surprised

And they returned to the place

I invite you to the second table “Invisible - Air”.

I suggest you solve the riddle

We need him to breathe

To inflate the balloon,

With us every hour,

But he is invisible to us!

What is this? (air)

That's right, it's air. What is air for? (to breathe)

Yes, we are so used to it that we don’t even notice. Well, let's first take a deep breath and then exhale.

What did you and I inhale? (air)

Now try not to breathe. Take a deep breath and hold your breath.

How did you feel when you weren't breathing? Were you comfortable? (Badly)

What conclusion can be drawn?

Air is necessary for breathing; a person cannot live without air.

Experiment with water and a straw.

For the next experiment we will need a glass of water and a straw. Place a straw in a glass of water and blow into it.

What's happening? (bubbles come out)

How did they appear?

Here is our discovery: there is air inside us too. We blow into the tube and it comes out, but in order to blow more, we first inhale new air, and then exhale through the tube and we get bubbles.

Guys, on this experimental table there is some kind of extraordinary stone that attracts all metal objects. What do you think this magic stone is? (Children's answers).

That's right, it's a magnet. You have a magnet on your desk. Take it in your hand and look carefully. What does it feel like? (Children's answers: cold, hard, heavy).

Is everything attracted to a magnet? You have objects mixed up on your table, sort the objects in this way: on the right, put all the objects that the magnet attracts, on the left, put the objects that do not react to the magnet. How do we check this? (Children's answers).

To check this, you need to hold a magnet over objects. Let's get started!

Magnets are pieces of iron that attract certain objects to themselves. This phenomenon is called magnetism, and materials are magnetic. But not all objects are magnetic, so we cannot pick up some objects with a magnet.

"Get it without using your hands"

Does a magnet work through other materials? (Children's answers).

Guys, how can you get a paper clip without using your hands? (Children's versions).

Let's take a regular glass and lower the paperclip to the bottom. And then you need to move the magnet along the outside of the glass. (Children perform)

Tell me what happened? (Children answer).

What moved the paperclip? (Children answer)

What can be concluded? (Children answer)

Conclusion: Magnetic force passes through plastic, glass

"Opposites attract"

The teacher gives two magnets.

Children take two magnets and check that they are attracted to each other by different poles.

What happened? (The magnets stuck to each other with a loud knock)

Bring the magnets to each other with equal poles. What do we see? (The magnets “run away” from each other).

Magnets are surrounded by an invisible "cloud" called a field. This “cloud” consists of very small particles that are in continuous movement, like a swarm of small midges. If two magnets are brought closer to each other, then - depending on their relative position - these invisible particles (moving in a certain way) will try to either push the magnets towards each other, or, on the contrary, repel them. Any magnet has two poles: south and north. Different poles attract, and same poles repel.

And now guys, I want to invite you to a secret laboratory where amazing transformations take place. Do you believe that you can draw on milk? If not, then let's experiment and see what happens.

"Drawing on milk"

For the experiment you will need: a plate, milk, liquid soap, cotton swabs and paints.

Pour milk into a plate. Add a few drops of paint into the milk. Dip cotton swabs in liquid soap and immerse them in a plate of milk.

Conclusion: when adding paint to milk, beautiful paint spills form on the surface. When liquid soap is added, the paint becomes striped and forms unexpected patterns on the surface of the milk.

Guys, do you know what a volcano is?

Children's answers.

A volcano is a mountain at the top of which there is a hole or crack - this is a crater; inside the volcano there is a channel called a volcano vent, through which a molten mass of rocks - magma - rises. When magma reaches the surface during a volcanic eruption, it changes its name and becomes lava. But not only lava is thrown onto the surface of the earth, but also a lot of poisonous gases, ash and volcanic bombs. Do you want us to arrange a volcanic eruption, right here in the laboratory?

"Volcano"

For the experiment we will need: baking soda - white powder, dye - red gouache, spoons, and of course the volcano models themselves.

Now let’s start the experiment: let’s take spoons and use them to"vent" pour soda into the volcano, then paint it, i.e. pour in the paint and mix the whole mixture. And to awaken the volcano we will need the main ingredient - vinegar, and since this is a very dangerous liquid, I will ask you to put on masks and add it to our volcanoes and see what happens! Our volcanoes wake up and begin to spew lava.

Well, guys, training at our “Academy of Miracles” is over. And I present you with diplomas. Now that you have become real scientists, I invite you to a scientific council. Remember all the experiments you conducted and draw what you remember and liked most. Good luck!