Node for research activities in the preparatory group. Summary of cognitive and research activities in the preparatory group

Summary of GCD for experimental research activities older preschoolers preschoolers. Topic: “Liquids. Solutions".

Description: This summary of GCD on experimental research activities will be useful to teachers of preschool and additional education.
Tasks:
Educational area"Cognitive Development"
Develop an interest in experimenting with different materials.
Clarify and consolidate ideas about the properties of liquid and bulk substances (water, vegetable oil, milk, food coloring, table salt, sugar, flour).
To consolidate methods of discerning observation: the ability to identify the properties and qualities of proposed materials through experiments.
Exercise your ability to analyze the results of your own experiments.
Expanding children's horizons in terms of basic understanding of the world around them.
Educational field “Social and communicative development”:
Create conditions for independent search for information about the world around you.
Develop mental activity, the ability to observe, analyze, and draw conclusions.
Inspire joy from discoveries gained during experiments.
Cultivate a desire to cooperate and negotiate during joint activities.
Development of free communication with adults and children.
Foster friendly relationships, mutual assistance and accuracy.
Create a joyful mood in children.
Arouse a desire to help, activate children to resolve a problematic situation.
Continue to teach children to follow safety rules during experiments.

Educational field “Speech development”:
Replenish children's vocabulary with words: emulsion, solution, molecule, particle, crystals, refined sugar.
Select adjectives for the noun, use comparative figures of speech.

Materials and equipment for experiments:
For demonstration: bottle, funnel, balloon, soda, vinegar; plate, milk, food coloring, 3 pipettes, cotton swabs, dishwashing detergent.
For each child: tray, 5 containers, 5 spoons, vegetable oil, water, table salt, flour, sugar.

Progress of the experiment.

Educator:
Guys! I invite you to the experimental laboratory.
We got together again
To make it more interesting!
We learn a lot of new things
Well guys, let's get started!

Guys, many materials are made by mixing different components. During the experiment, you will be able to determine which liquids mix well and which do not mix at all. Tell me, is vegetable oil a liquid or a bulk material?

Children: Liquid.
Educator:
We will need water and vegetable oil. Pour some water and oil into a container and stir them with a spoon. What are you observing? Are water and oil mixed?
Children: The children's answers draw a conclusion on their own: no matter how much oil and water are mixed, even after mixing they separate again.
Educator:(supplements the children's output)
A layer of oil is on the surface of the water. This happens because oil particles and water particles repel each other. A mixture of liquids that do not mix is ​​called an emulsion.

Educator:
Take a plate of sugar. Do you know what this sugar is called?

Children: children's answers.
Educator:
That's right - refined sugar. For the experiment we will need water and refined sugar. Now place one piece at a time in a jar of water. Look what's happening to him?
Children:(answers).
Educator:
Add all the sugar and stir with a spoon. Does sugar mix with water?
Children:(answers) Sugar disappears and dissolves in water.
The teacher adds: The sugar is separated into small particles that are mixed with water. This mixture is called a solution.

For this experiment we will need water and flour. Tell me, is flour a liquid or a bulk material?
Children: Loose.

Educator: Take a container of water and add a full spoon of flour.
Stir with a spoon and tell me what you got? Has the water mixed with the flour?
Children. Children's answers. Conclusion: everything was mixed, the result was an opaque, sticky liquid.
Educator:
Yes, flour and water are mixed. Unlike butter, flour mixes with water to form a thick paste.

Tell salt: is it a liquid or a granular material?

Children: Loose.
Educator:
We will need table salt and water. Fill a clean container halfway with water, then add five full tablespoons of salt and stir. What's happening?
Children: The salt has dissolved.
Educator:
Add five more full spoons and continue stirring. Add salt until it stops dissolving. How much salt dissolved in the water?
Children: Lots of water, not enough water to dissolve all the salt
Educator (complements the children’s conclusions): No matter how much you stir, you will not be able to make the salt dissolve completely in the water. There simply aren't any free particles of water left in the jar to separate the salt crystals.

Do you think it is possible to draw on liquid materials: for example, water, milk?
Children: (answers)
Educator: Let's check your assumptions.
We will need: milk, food coloring, cotton swab, dishwashing detergent.

Progress of the experiment:

Place some food coloring in the milk. What do you think will happen? (listens to the children’s suggestions, together with the children they observe the changes occurring in the milk: the milk begins to move, patterns, stripes, twisted lines are obtained). Try adding a different color and blowing on the milk (children comment on their observations and draw conclusions). Now try it cotton swab Dip in dishwashing liquid and place in the center of the plate. What do we see? (Children's explanations: the dyes begin to move quickly, mix, and form circles. Various patterns, spirals, circles, spots form in the plate).

Educator:
Why do you think this happens?
Children:(answers, children’s assumptions)
Educator:(adds)
Milk is made up of fat molecules. When the detergent appears, the molecules are broken, causing them to move rapidly. That's why the dyes are mixed.
Guys, today you conducted experiments and experiments, learned a lot of new and interesting things. I have prepared an experiment for you - a trick with a balloon and a bottle.
The experience is demonstrated without explanation to the children.
I insert the funnel into the neck of the ball. Carefully pour two tablespoons of baking soda into the funnel and shake it into a ball. I pour about 2 cm of vinegar into the bottle, then carefully attach the ball to the neck of the bottle. I lift the ball and shake it so that the soda gets into the bottle. What will happen to the ball?
Children:(answers)
Educator:
There were many answers, both right and wrong. Let's do this. Today you will come home and tell your parents about our trick experiment and try together with them to find the answer to the question, how did it happen that the ball inflated? And tell us tomorrow. I wonder who will find the answer first.

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 or 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 lower 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 into jars wool thread 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 suggests looking at 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. Stripes light paper(1.0 x 10.0 cm) in quantity 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 its 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 its 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 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 test 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? It 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 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 large 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 from 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 a 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, magnet, 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 water surface, 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 Earth's magnetic forces. 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 kinds 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 material: Squares cut from different types paper, containers of 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 look at things made from different types of fabrics, pay attention to general characteristics material (creases, 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.

Friends move on. 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 “Can paper be glued together 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 with milk on a blank sheet of white paper, 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 earth. With the help of roots, the plant receives nutrition. 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 the 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 himself put 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.

Curiosity and a desire to understand the world around us are common to all children. It is important to notice this in time and motivate the child to further study. Visit preschool will help the child prepare for the next stage of life - school.

Organization of research activities in the preparatory group

Modern conditions for the constant development of the education system and the incessant flow of information dictate their own rules for organizing the education of children in preschool age. The requirements are set out in detail in the Federal State Educational Standard, according to which research activities operate in preparatory group.

Kids' explorations are always fun for kids.

Need for development

In the first days of life, the baby gains experience through exploration. Parents do not always encourage this curiosity, often teaching the child what they themselves consider important.

Note! This approach will eventually discourage the need to learn new things, and educational process turn into a boring routine.

This cannot be allowed. Therefore, it is necessary not only to participate in the process ourselves, but also to send the child to a preschool educational institution for the comprehensive development of thinking abilities.

Goals and objectives

Stimulating children to learn new things with mandatory encouragement and the formation of appropriate thinking is the goal of the educator.

• Instilling skills of self-discipline and self-organization.
• Encouragement to master a variety of methods for searching and evaluating information.
• Accustoming to following a daily routine, monitoring tasks, developing responsibility.
• A useful pastime in the form of games aimed at increasing concentration, intelligence, and independence.
• Joint activity on a walk.
• Development of fine motor skills through creative activities.

Experimental lessons should be in every garden

Federal State Educational Standard requirements, what is it and is it necessary?

All preschool educational institutions are required to follow the federal state educational standard, which includes a set of rules and normative standards necessary for the quality functioning of the preparatory group. One of the fundamental requirements is the development of the child’s curiosity and activity.

It is important to form an independent collection and subsequent analysis of information. The teacher should be attentive and satisfy any child’s question with a reasonable answer.

Group classes are more effective

Methodology of organization

Cognitive and research activities in the preparatory group can be organized in two ways:

• The subject of study is the child himself.
• The subject of study is the actions of the teacher.

Methods used in the study:

• Visual - showing films, observing, looking at pictures and projects, reading notes.
• Practical - experimental experimental productions, outdoor work in nature, games in space, winter, spring, etc.
• Verbal - conversation, experimental stories from life, reading.

The organization of the educational process can be presented as:

• Collective - all children in the kindergarten or group participate in the study. It is important that each participant learns new things on time, without falling behind others.
• Individual - conducted exclusively with one group member who did not understand the material.
• Subgroup - required when it is necessary to draw a conclusion based on a comparison of several results.

Age characteristics of older preschoolers

As the child grows, they deepen thought processes and ways to study the world around us.

If in early and middle preschool age experimentation is the main source of knowledge, then in older preschool age it is no longer enough. Visual-figurative thinking, awareness appears, and the imagination expands.

Thanks to new skills, logical thinking is formed, based on acquired experience. The ability to predict the outcome based on similar situations develops.

The final point is to study the object of interest based on personal motivation. That is, the presence of the result is not valuable, the process itself is important.

Note! Knowledge of the above stages must be taken into account when working in a group with older preschoolers.

Card file of experiences and experiments in the preparatory group

There are many activities for the development of children.

Experiments with magnets of various origins

Execution: Children are asked to use paper clips or other metal objects to measure the force produced and then compare the properties.

Experiments with sand

Need two empty plastic bottles, sand, awl, tape.

1. Connecting the lids with tape, flat sides to each other.
2. Making a hole with an awl in the center of the glued lids.
3. Adding sand to one bottle.
4. Twisting both bottles.

Note! The result is an hourglass whose time is set independently.

Experiments with water develop knowledge

Experiments with water

Water is poured into containers of different shapes and sizes and the shape it takes is observed, noting the absence of color and odor.

Experiments with paper and sand

1/2 sheet of paper is rolled into a tube with a diameter of 1 cm. A pencil is inserted into it, and the structure is filled with sand to the base of the tube. The pencil is removed, and the child observes the integrity of the folded paper and the absence of deformations. Simple and educational!

Experiments with paper and water

Take two sheets of paper and place them on top of each other. The child is asked to move them. After which the sheets are saturated with water, and moving them is no longer so easy. Thus, an understanding comes of the adhesive ability of wet paper.

Experiments with fabric

It is necessary to provide several samples of different fabrics. Children must compare and analyze the material, its thickness, smoothness, strength, degree of wetting.

Experiments with air

The plastic bag is inflated and tightened. The teacher shows that the package holds its shape. Then the air is released and the bag falls. Conclusion: there was clear air in the bag.

How to create an experimentation corner in a preparatory group?

It is important to determine the location of the future corner:

• The design depends on your imagination; pictures and toys are a must.
• Access to natural light.
• It should be simple and easy for children to pick up materials for experiments. Visual overview of all items.
• No glass, electrical appliances, sockets, hazardous substances.

Experimentation Corner Passport

A passport is a document in which the teacher indicates the name of the corner, group number and age category, the quantity and name of all substances and objects for experiments, including furniture, guidelines for experiments, rules for using the corner and safety posters.

Diary of experiences and experiments

It is important to record the results of practical research. For these purposes, children keep diaries of experiences and experiments, where they schematically enter their sketches, diagrams and notes.

Note! For the same purposes, stands with photographs, plans and diagrams are used; it is possible to produce thematic folding books on the topic of the research carried out.

Sample lesson plan for experimentation

Purpose of the lesson: determining the characteristics of a stone in a practical way.

Task: experimentation in the preparatory group.

Performance:

• Determining the colors, shapes and sizes of various stones.
• Determining the nature of the surface (smooth or rough).
• Studying the relief of stones using a magnifying glass.
• Weighing stones and determining temperature.
• Study of the properties of stone (does it sink in water, is it lighter than wood, does it absorb water, what do stones sound like).

The results of experiments and observations are recorded in a diary.

Magnet experiments are fascinating

Summary of GCD for experimentation in the preparatory group

The goal is to introduce children to the properties of a magnet and create toys with it.

Objectives: stimulate cognitive activity, curiosity, fine motor skills, formulate an idea of ​​the properties of a magnet.

Progress of the lesson:

• Children are asked to solve a riddle, the answer to which will be a magnet.
• A game that encourages the idea of ​​which objects are subject to attraction and which are not. There are pictures on the table that need to be divided into two piles.
• Physical education minute.
• "Gluing" magnets. Explanation of the existence of magnetic poles.
• Taking into account the knowledge gained, creating a magnetic toy or sculpture.
• Conclusions. It is mandatory to discuss with each child what he learned from the lesson.

Consultation for parents

Parental involvement is an integral part of children's development. It is important to answer all the questions of the young dunno. You should help your child discover the world around him at home. A little imagination and time will be enough.

In conclusion, it is worth noting that when drawing with felt-tip pens, it is advisable to demonstrate the creation of new colors by mixing existing ones. Such A complex approach will form in the child a thirst for knowledge and motivation to learn.

Yushina Galina Mikhailovna, teacher of the first qualification category
city ​​Novosibirsk

Goal: Development of children's cognitive interests. Objectives: Broadening their horizons in terms of basic ideas about the world around them Developing interest in experimenting with different materials Clarifying children’s knowledge about water in the world around them and the inhabitants of reservoirs Consolidating the ability to convey their attitude towards nature in stories and productive activities Learning to establish cause-and-effect relationships ( Dirty water means the fish will die) Strengthen the methods of discerning observation: the ability to identify the properties and qualities of the proposed materials through experiments. Exercise the ability to analyze the results of one’s own experiments. Continue to teach children to follow safety rules during experiments. Develop mental activity, the ability to observe, analyze, and draw conclusions.

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Scenario for a lesson on cognitive and research activities in the preparatory school group “Smile”

prepared by 1st category teacher Yushina Galina Mikhailovna

Goal: Development of children's cognitive interests.

Expanding your horizons in terms of basic understanding of the world around you

Develop an interest in experimenting with different materials

To clarify children’s knowledge about water in the world around them, about the inhabitants of reservoirs

Strengthen the ability to convey one’s attitude towards nature in stories and productive activities

Learn to establish cause-and-effect relationships (dirty water means the fish will die)

Strengthen the methods of discerning observation: the ability to identify the properties and qualities of the proposed materials through experiments

Exercise your ability to analyze the results of your own experiments

Continue to teach children to follow safety rules during experiments.

Develop mental activity, the ability to observe, analyze, draw conclusions

Materials and equipment: multimedia presentation “Water and its inhabitants”, 2 cups of clean water for each child, a cup of dirty water for each child, a spoon for each child, a bowl of sea salt for each child, a bowl of vegetable oil, filter for each child, a globe, cards for recording conclusions, colored pencils

Progress of the lesson:

We got together again

To make it more interesting!

We learn a lot of new things

Well, guys, let's start!

Today, guys, in our lesson we will talk about water.

SLIDE No. 1 (Globe), model of the globe (globe)

Look at the screen, what do you see?

CHILDREN: this is our planet Earth

Yes, this is Earth, but why is there so much blue on it?

CHILDREN: this is water

What is the form of water on our planet?

Children: in the form of the ocean, seas...

What is the water like in the sea?

CHILDREN: salty

What kind of inhabitants inhabit the seas and oceans?

Indeed, the water in the seas and oceans is salty, because this is necessary for marine life; they cannot live in fresh water. Today in our laboratory we will try to make sea water. But first, we will repeat the rules of our laboratory:

LABORATORY RULES CARD:

Put on protection

Don't try anything

Do everything consistently

CHILDREN WEAR APRONS AND HATS

Well, you and I are ready, come to the tables.

Remind me how to make water salty?

CHILDREN: you need to mix water and salt

It’s absolutely true that for our first experiment we need to take a glass No. 1 spoon and a bowl of salt. Pour one spoon of salt into the water and stir well but gently. What did we get?

CHILDREN: the salt dissolved and the water became salty.

There are cards in front of you, we need to write down our experiment, card No. 1

PURE WATER + SALT = SALT WATER

CHILDREN DRAW SCHEMATICALLY

Salt dissolved in water is a solution

Let's return to our planet earth, on it not only seas and oceans exist, but

What else is water represented in?

CHILDREN: rivers, lakes, streams

How does water in the seas differ from water in rivers?

CHILDREN: the water in the sea is salty, but the water in the river is fresh

Of course, tell me what river flows in our city

CHILDREN: OB River

Do you know the inhabitants of rivers?

CHILDREN: fish….

I invite you to our laboratory, look, I brought some water from our river, what is it like?

Children: muddy, dirty

What to do with such water, is it suitable for human use, and will fish be comfortable in it? Why?

Children: people should not drink such water, and for fish such water poses a threat, the sun's rays do not pass through this mud, which means algae will not grow well, the fish will have nothing to eat, they can die from such water

Why has the water become so dirty? Who or what is polluting it, do you think?

Children: people throw garbage, boats are polluted with gasoline...

I suggest you purify this dirty water, make it a little cleaner, what can you use to purify the water?

Children: using a filter.

In front of you is glass No. 2, it contains dirty water, there is also an empty glass, we just have to make a filter for this, we will take a piece of gauze, put cotton wool in it and cover it with another layer of gauze on top, how many layers are there in our filter?

Well, what shall we try? Pour in water

What happened

Now we will record the progress of our experiment on card No. 2

Children sketch

Dirty water + filter = clean water

Game “Inhabitants of Seas and Rivers”

Of course, we have not completely purified the water, but this is just a drop in the ocean, but how can we clean the seas and rivers? What can we do to keep our river clean?

Children: do not pollute it,

SLIDE WITH TREATMENT FACILITIES

Look at the screen - these are purification facilities that purify huge amounts of water

OIL POLLUTION SLIDE

What do you see here

Now we will conduct an experiment that will prove to us that oil is very dangerous for the inhabitants of water bodies

Petroleum is a kind of oil

We need a glass of clean water, a spoon of oil, add the oil to the water and stir, wait a little, what do you see?

Children: the oil did not dissolve

On card No. 3 we will briefly record our experiment

Water+oil=not dissolved

Likewise, oil does not dissolve in water, lies on the surface and prevents sunlight and oxygen from penetrating, and animals suffer greatly from this

This is what oil pollution leads to

Today in our laboratory we talked about water, what was interesting to you, what was difficult, what did you like? What conclusion will we draw from this lesson?

Application:

Game “THE INHABITANTS OF THE SEA AND RIVERS”

When I call a sea creature, you clap 1 time, and when I call a river creature, clap 2 times

Card index

"Research activities"

preparatory group

1. Why does everything sound?

Target: Creation social situation development of children in the process of studying children to understand the causes of sound: vibration of an object.

Materials: tambourine, glass beaker, newspaper, balalaika or guitar, wooden ruler, metallophone.

Description.

Game "What does it sound like?" - the teacher offers the children
close their eyes, and he makes sounds using the means known to them
items. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice: what does a mosquito call?(Z-z-z.) How does a fly buzz?(W-w-w.) How does a bumblebee buzz?(Uh-uh.)

Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears.

Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end of the ruler to the table, and clap the free end with our palm. What happens to the ruler?(Trembles, hesitates) How to stop the sound?(Stop the ruler from oscillating with your hand)

We extract sound from a glass glass using a stick and stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? How else can you name objects that will sound?

1. Clear water

Target: identify the properties of water (transparent, flows odorless, has weight).

Materials: two opaque jars (one filled with water), a glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures

Description.

IN Droplet came as a guest. Who is Droplet? What is she with?
likes to play?

On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?

An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing?(Pour, pour water.) What does water do?(It pours.) Let's listen to how she pours. What sound do we hear?

• When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear?
• What kind of water?(Transparent.) What have we learned about water?

3. Making soap bubbles.

Target: introduce children to the method of making soap bubbles, to the property liquid soap: can stretch, forms a film.

Materials: liquid soap, pieces of soap, a loop with a wire handle, cups, water, spoons, trays.

Description. Misha the bear brings the picture “Girl playing with soap bubbles.” Children look at the picture. What is the girl doing? How are soap bubbles made? Can we make them? What is needed for this?

Children try to make soap bubbles from a bar of soap and water by mixing. Observe what happens: lower the loop into the liquid, take it out, blow into the loop.

Take another glass, mix liquid soap with water (1 spoon of water and 3 spoons of liquid soap). Lower the loop into the mixture. What do we see when we take out the loop? Slowly we blow into the loop. What's happening? How did the soap bubble come about? Why did the soap bubble come only from liquid soap? Liquid soap can stretch into a very thin film. She remains in the loop. We blow out air, the film envelops it, and it turns out to be a bubble.

4. Air is everywhere

Tasks: detect air in the surrounding space and reveal its property - invisibility.

Materials: balloons, a bowl of water, an empty plastic bottle, sheets of paper.

Description. Little Chick Curious asks the children a riddle about air.

Passes through the nose into the chest

And he's on his way back.

He's invisible and yet

We cannot live without him.

(Air)

What do we inhale through our nose? What is air? What is it for? Can we see it? Where is the air? How do you know if there is air around?

• Game exercise “Feel the air” - children wave a sheet of paper near their face. What do we feel? We don't see air, but it surrounds us everywhere.
• Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear empty are actually filled with air.

Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with? Air fills every space, so nothing is empty.

5. Light is everywhere

Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).

Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, candle, table lamp, chest with a slot.

Description. Grandfather Know invites children to determine whether it is dark or light now and explain their answer. What's shining now?(Sun.) What else can illuminate objects when it is dark in nature?(Moon, fire.) Invites children to find out what is in the “magic chest” (there is a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter?(Open the chest, then light will come in and illuminate everything inside it.) Open the chest, light will come in, and everyone will see a flashlight.

And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.

The game “Light can be different” - grandfather Znay invites children to sort the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from the brightest).

6. Light and shadow

Tasks: introduce the formation of shadows from objects, establish the similarity between a shadow and an object, and create images using shadows.

Materials: equipment for shadow theater, lantern.

Description. Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why are we all good see when the flashlight shines?

Misha places his paw in front of the flashlight. What do we see on the wall?(Shadow.) Offers the children to do the same. Why is a shadow formed?(The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny or dog. Children repeat. Misha gives the children a gift.

• Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children examine equipment for a shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
• Showing a familiar fairy tale, for example “Kolobok”, or any other.

7. Frozen water

Task: reveal that ice is a solid substance, floats, melts, and consists of water.

Materials: pieces of ice, cold water, plates, picture of an iceberg.

Description. In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid.

Can water be solid? What happens to water if it is cooled too much?(The water will turn into ice.)

Examine the pieces of ice. How is ice different from water? Can ice be poured like water? Children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.

Does ice float? The teacher puts a piece of ice in a bowl and
children are watching. How much ice floats?(Top.)
Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Above the surface
Only the tip of the iceberg is visible. And if the captain of the ship
does not notice and stumbles upon the underwater part of the iceberg, then
the ship may sink.

The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt?(The room is warm.) What has the ice turned into? What is ice made of?

“Playing with pieces of ice” - free activity for children:
they select plates, examine and observe what
happens with ice floes.

8. Multi-colored balls

Task: obtain new shades by mixing primary colors: orange, green, purple, blue.

Materials: palette, gouache paints: blue, red, white, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), flannelgraph, models - colored circles and half circles (corresponding to the colors of the paints), work sheets.

Description. The bunny brings the children sheets with pictures of balls and asks them to help him color them. Let's find out from him what color balls he likes best. What if we don’t have blue, orange, green and purple paints? How can we make them?

Children and the bunny mix two colors each. If it works desired color, the mixing method is fixed using models (circles). Then the children use the resulting paint to paint the ball. So children experiment until they get all the necessary colors.

Conclusion: by mixing red and yellow paint, you can get orange; blue with yellow - green, red with blue - purple, blue with white - blue. The results of the experiment are recorded in the worksheet (Fig. 5).

9. Sand Country

Tasks: highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a picture from sand.

Materials: sand, water, magnifying glasses, sheets of thick colored paper, glue sticks.

Description. Grandfather Znay invites children to look at the sand: what color it is, try it by touch (loose, dry). What is sand made of? What do grains of sand look like? How can we look at grains of sand?(Using a magnifying glass.) The grains of sand are small, translucent, round, and do not stick to each other. Is it possible to sculpt from sand? Why can't we make anything out of dry sand? Let's try to mold it from wet. How can you play with dry sand? Is it possible to paint with dry sand?

Children are asked to draw something on thick paper with a glue stick (or trace a finished drawing),
and then pour sand onto the glue. Shake off excess sand
and see what happened.

Everyone looks at the children's drawings together.

10. Ringing water

Task: Show children that the amount of water in a glass affects the sound it makes.

Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” with a thread, at the end of which a plastic ball is attached.

Description. There are two glasses filled with water in front of the children. How to make glasses sound? All the children’s options are checked (knock with a finger, objects that the children offer). How to make the sound louder?

• A stick with a ball at the end is offered. Everyone listens to the clinking of glasses of water. Are we hearing the same sounds? Then grandfather Znay pours and adds water to the glasses. What affects the ringing?(The amount of water affects the ringing, the sounds are different.)

• Children try to compose a melody.

11. Sunny bunnies

Tasks: understand the reason for the appearance of sunbeams, teach how to let in sunbeams (reflect light with a mirror).

Material: mirrors

Description. Grandfather Know helps children remember a poem about a sunny bunny. When does it work?(In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and itself becomes a source of light.) Invites children to make sunbeams (to do this, you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).

Games with a sunny bunny: chase, catch, hide it.
Children find out that playing with a bunny is difficult: a small movement of the mirror causes it to move a long distance.

Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear?(No bright light.)

12. What is reflected in the mirror?

Tasks: introduce children to the concept of “reflection”, find objects that can reflect.

Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, workers

Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those you saw in the mirror?(No, they are the same.) The image in the mirror is called reflection. A mirror reflects an object as it really is.

In front of the children are various objects (spoons, foil, frying pan, vases, balloon). The monkey asks them to find all the objects in which they can see their face. What did you pay attention to when choosing a subject? Try each one
Does the object feel smooth or rough to the touch? Are all objects shiny? See if your reflection is the same
all these items? Is it always the same shape? Where
do you get a better reflection? The best reflection is obtained
in flat, shiny and smooth objects, they make good mirrors. Next, children are asked to remember where
You can see your reflection on the street. (In a puddle, in a river in
store window.)

In the worksheets, children complete the task “Find and circle all the objects in which you can see a reflection” (Fig. 9).

13. Playing with sand

Tasks: consolidate children’s ideas about the properties of sand, develop curiosity and observation, activate children’s speech, and develop constructive skills.

Materials: a large children's sandbox with traces of plastic animals, animal toys, scoops, children's rakes, watering cans, a plan of the area for walking for this group.

Description. Children go outside and explore the walking area. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose tracks are these? Why do you think so?

• Children find plastic animals and test their guesses: they take toys, place their paws on the sand and look for the same print. What trace will be left from the palm? Children leave their marks. Whose palm is bigger? Whose is smaller? Check by applying.
• The teacher finds a letter in the bear cub's paws and extracts a site plan from it. What is shown? Which place is circled in red?(Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, plunging their hands into the sand, look for toys. Who is this?

Each animal has its own home. At the fox's... (hole), at the honey's... (den), at the dog's... (kennel). Let's build a sand house for each animal. What sand is best for building with? How to make it wet?

Children take watering cans and water the sand. Where does the water go? Why did the sand become wet? Children build houses and
play with animals.

14. What kind of water is there?

Tasks: to clarify children’s ideas about the properties of water: transparent, odorless, has weight, does not have its own shape; introduce the principle of operation of a pipette, develop the ability to act according to an algorithm, and solve a basic crossword puzzle.

Materials and equipment: a basin of water, glasses, bottles, vessels of various shapes; funnels, cocktail straws, glass straws, hourglass (1, 3 min); algorithm for performing the experiment “Straw - pipette”, oilcloth aprons, oilcloth, small buckets.

Description. Droplet came to visit the children and brought a crossword puzzle (Fig. 10). The droplet invites the children to solve it in order to find out from the answer what she will talk about today.

In the first cell there lives a letter that is hidden in the word “scoop” and is in third place in it. In the second cell you need to write down the letter that is hidden in the word “thunder”, also in third place. The third cell contains the letter with which the word “road” begins. And in the fourth cell is the letter that comes in second place in the word “mother”.

Children read the word "water". Droplet invites children to pour water into cups and examine it. What kind of water? Children are offered hints and diagrams of examination methods (the following are drawn on the cards: nose, eye, hand, tongue). The water is clear and has no smell. We will not taste it, since the water is not boiled. Rule: we don’t try anything unless it’s allowed.

Does water have weight? How can I check this? Children compare an empty glass and a glass of water. Water has weight. Does water have shape? Children take different vessels and pour one can of water into them from a bucket (0.2 or 0.5 l cans). What can you use to avoid spilling water?(With a funnel.) Children first pour water from the basin into buckets, and from it into vessels.

What shape is water? Water takes the shape of the container into which it is poured. In every vessel it has different shapes. Children sketch vessels with water.

Which container contains the most water? How can you prove that all containers contain the same amount of water? Children take turns pouring water from each container into a bucket. This way they make sure that there was the same amount of water in each vessel, one jar at a time.

How can you be sure the water is clear? Children are invited to look through the water in the cups at toys and pictures. Children come to the conclusion that water slightly distorts objects, but they are clearly visible. The water is clean and transparent.

Droplet asks children to see if they can use a cocktail straw to pour water from one container to another. Hint pictures are displayed. Children independently review the task and complete it according to the algorithm (Fig. 11):

1. Place two glasses next to each other - one with water, the other empty.

1. Place the straw in the water.

1. Clamp index finger straw on top and transfer to an empty glass.
2. Remove your finger from the straw and the water will flow into the empty glass.

Children do this several times, transferring water from one glass to another. You can suggest performing this experiment with glass tubes. What does the work of our straw remind you of? What device from the home medicine cabinet? A pipette works on this principle.

The game “Who can transfer the most water in 1 (3) minutes with a pipette and a straw.” The results are recorded in the worksheet (Fig. 12).

15. Why do objects move?

Tasks: introduce children to physical concepts: -force”, “friction”; show the benefits of friction; strengthen the ability to work with a microscope.

Materials: small cars, plastic or wooden balls, books, tumbler, rubber, plastic toys, pieces of soap, glass, microscopes, sheets of paper, pencils; pictures with images confirming the benefits of friction.

Description. Vintik and Shpuntik came to visit the children - they are Dunno's friends, they are mechanics. They are preoccupied with something today. Vintik and Shpuntik tell the children that for several days now they have been haunted by the question, why do objects move? For example, a car (showing a toy car) is now standing, but it can also move. What makes her move?

The teacher offers to help Vintik and Shpuntik figure this out: “Our cars are standing still, let’s make them move.”

Children push cars, pull strings.

What made the car start moving?(We pulled, we pushed.) How to make a ball move?(You have to push it.) Children push the ball and watch the movement.

The tumbler toy stands motionless, how can it move? (Push and it will rock.) What made all these toys move? (We pushed and pulled.)

Nothing in the world moves on its own. Objects can only move when they are pulled or pushed. What pulls or pushes them is called force.

Who made the car, the tumbler, the ball move now? (We.) We used our strength to make objects move by pushing them.

Vintik and Shpuntik thank the children, saying that they understood: force is what makes objects move. Then why, when we want to make objects that do not have wheels, such as a chair, move, does it resist and scratch the floor?

Let's try to push the chair slightly. What are we seeing?(Hard
moves.) Let's try to move, without lifting, any toy. Why is it difficult to move? Try to move the book lightly on the table. Why didn't she at first
moved away?

The table and the floor, the chair and the floor, the toys and the table, the book and the table, when we push them, they rub against each other. Another force arises - the force of resistance. It's called "friction". Scratches on the floor from a chair are caused by friction. No surface is perfectly flat.

Cog. And the surfaces of soap and glass are even and smooth.

Educator. This needs to be checked. What can help us examine the surface of soap and glass? (Magnifying glass.) Look at the surface of the soap. What does she look like? Sketch what the surface of the soap looks like under a magnifying glass. Examine the surface of the glass and sketch it too. Show Vintik and Shpuntik your pictures.

Children draw.

Shpuntik. You convinced us that no surface is perfectly flat. Why are pencil marks clearly visible on a sheet of paper, but almost no marks on glass?

Let's try to write on glass. The teacher draws with a pencil on the glass and then on paper. Where is the trail best visible?

from a pencil- on glass or paper? Why? (Friction stronger on rough surfaces than on smooth ones. The friction on the glass is weaker, so the pencil leaves almost no marks on the glass.) Do you think friction can be beneficial? What is its use? (The rough rubber soles of climbers’ shoes allow them to move along rocks without sliding down; roads and car tires have a rough surface - this prevents the car from skidding, etc.) Children look at pictures about the benefits of friction. If children find it difficult to answer, you can ask the question: “What would happen if there were no friction force?”

Vintik and Shpuntik. Thank you guys, we learned a lot from you. They understood that force makes objects move, that friction arises between objects. We will tell our friends in the Flower City about this.

Children say goodbye to Vintik and Shpuntik and give them pictures about the benefits of friction.

16. Why does it blow wind?

Tasks, introduce children to the cause of wind - the movement of air masses; clarify children's ideas about the properties of air: hot air rises upward - it is light, cold sinks down - it is heavy.

Materials, drawing “Movement of air masses”, diagram for making a pinwheel, candle.

Description. Grandfather Know, to whom the children came to the laboratory, invites them to listen to the riddle and, having guessed it, find out what he will talk about today.

It flies without wings and sings, bullying passers-by. He doesn’t give passage to some, he pushes others on.

(Wind)

How did you guess that it was the wind? What is wind? Why is he blowing?

The teacher shows the experiment diagram (Fig. 18).

Grandfather Know. I prepared this drawing for him. This is a little hint for you. What are you going?(A slightly open window, a lit candle at the top and bottom of the window.) Let's try to carry out this experiment.

The teacher lights a candle and brings it to the top

transoms. Where is the flame pointing?(Towards the street.) What

this means?(Warm air from the room goes outside.)

He brings the candle to the bottom of the transom. Where is it headed?

candle flame?(Towards the room.) What kind of air is coming in?

into the room?(Cold.) Cold air entered our room, but we did not freeze. Why?(It has warmed up, the room is warm, the heating is on.) That’s right, after a while the cold air heats up in the room and rises. And if we open the transom again, it will go out into the street, and cold air will come in its place. This is exactly how wind arises in nature. Air movement creates wind. Grandfather Know. Who wants to explain with a picture how this happens?

Child. The sun warmed the air above the Earth. It becomes lighter and rises. Above the mountains the air is colder, heavier, and it sinks down. Then, having warmed up,

rises up. And those that have cooled down from the mountains fall down again, to where the warm air seems to have made room for them. This is where the wind comes from.

Grandfather Know. How can we determine whether there is wind outside?(By trees, using a pinwheel, flax point, weather vane on a house.) What kind of wind is there?(Strong, weak, hurricane, southern, northern.)

17. Why don't ships sink?

Task: Reveal with children the dependence of the buoyancy of objects on the balance of forces: the correspondence of the size and shape of the object with its weight.

Materials: basin with water; objects: wooden, metal, plastic, rubber, cork, piece of plasticine, feathers; matchboxes, egg packaging, foil, glass balls, beads.

Description. Pochemuchka came to visit the children and brought many different objects.

Why? I threw these objects into the water. Some of them float, others drown. I don’t understand why this happens. Explain to me please.

Educator. Why, what items are you missing?

Why? I don't know anymore. When I went to see you, I put all the items together in one box.

Educator. Guys, let's check the buoyancy of objects. What objects do you think will not sink?

Children express their suggestions.

Educator. Now test your guesses and sketch the results.

Children enter the results into the table: put any sign in the corresponding column.

What objects float? Are they all light? Is it the same size? Does everyone float the same way?

What happens if you combine an object that floats with one that sinks?

Attach a small piece of playdough to a cocktail straw so that it floats while standing. Gradually add plasticine until the tube sinks. Now, on the contrary, remove the plasticine little by little. Can you make the tube float right at the surface?(The tube floats near the surface if the plasticine is distributed evenly along its entire length.)

Does a plasticine ball float in water?(By checking, they find out that he is drowning.) Will plasticine float if you make a boat out of it? Why is this happening? Educator. A piece of plasticine sinks because it weighs more than the water it displaces. The boat floats because the weight is distributed over a large surface of the water. And standing boats float so well on the surface of the water that they carry not only people, but also various heavy loads. Try making a boat out of different materials: from a matchbox, from foil, from a processed cheese box, from an egg carton, from a plastic tray or saucer. How much cargo can your boat carry? How should the load be distributed on the surface of the boat so that it does not sink?(Evenly over the entire surface.)

Why? What is easier: dragging a boat with a load on land or transporting it on water?

Children check and give an answer to Why.

Why? Why don't ships sink? They are larger and heavier than the boat.

Educator. An object floats on the surface of water due to the balance of forces. If the weight of an object corresponds to its size, then the water pressure balances its weight and the object floats. The shape of the object is also of great importance. The shape of the ship keeps it on the water. This happens because there is a lot of air inside it, thanks to which it is light, despite its enormous size. It displaces more water than it weighs.

Children give Pochemuchka their boats.

18. Droplet's Journey

Tasks: introduce children to the water cycle in nature, explain the cause of precipitation in the form of rain and snow; expand children’s understanding of the importance of water for human life; develop social skills in children: the ability to work in a group, negotiate, take into account the opinion of a partner, prove the correctness of one’s opinion.

Materials: electric kettle, cold glass, illustrations on the theme “Water”, diagram “Water cycle in nature”, geographical map or globe, mnemonic table.

Description. The teacher talks with the children and asks them a riddle:

It lives in seas and rivers, but often flies across the sky. And when she gets bored of flying, she falls to the ground again.

(Water)

Educator. Have you guessed what we will talk about today? We will continue to talk about water. On Earth, water is found in many bodies of water. Name them. (Seas, oceans, rivers, streams, lakes, springs, swamps, ponds.)

Children look at the illustrations.

Educator. How does water in the seas and oceans differ from water in lakes, rivers, springs, swamps? The water in the seas and oceans is salty and undrinkable. The water in rivers, lakes, and ponds is fresh; after purification, it is used for drinking. Where does water get into our apartments?(From water treatment plants.)

Our city is large and needs a lot of clean water, so we also take a lot of water from the rivers. Why then does the water in the rivers not end? How does a river replenish its supplies? Let's boil water in an electric kettle.

Children help pour water into the kettle, the teacher turns on the kettle, and everyone watches it together from a safe distance.

What comes out of the kettle spout when water boils? Where did the steam come from in the kettle?- We poured water, didn't we?(Water turned into steam when heated.)

The teacher brings cold glass to the stream of steam. After holding the steam for some time, turns off the kettle.

Educator. Look what happened to the glass. Where did the water droplets on the glass come from? Before the experiment, the glass was clean and dry. (When the steam hit the cold glass, it turned into water again.)

You can give children the opportunity to repeat this experience, but under the supervision of a teacher.

Educator. This is what happens in nature (shows the diagram “The Water Cycle in Nature” (Fig. 22)). Every day the Sun heats the water in the seas and rivers, just as it was just heated in our kettle. Water turns into steam. Tiny, invisible droplets of moisture rise into the air as steam. The air near the surface of the water is always warmer. The higher the steam rises, the colder the air becomes. The steam turns back into water. The droplets all gather together and form a cloud. When there are a lot of water droplets, they become very heavy for the cloud and fall as rain on the ground.

Who can tell us how snowflakes are formed?

Snowflakes form in the same way as raindrops. When it is very cold, drops of water turn into ice crystals - snowflakes and fall to the ground as snow. Rain and melted snow flow into streams and rivers, which carry their waters into lakes, seas and oceans. They nourish the earth and give life to plants. Then the water repeats its path. This whole process is called the water cycle in nature.

19. How can you measure length?

Tasks: expand children's understanding of measures of length: conventional measure, unit of measurement; introduce measuring instruments: ruler, measuring tape; to develop the cognitive activity of children through familiarization with measures of length in ancient times (elbow, foot, pass, palm, finger, yard).

Materials: measuring tapes, rulers, simple pencils, paper, a piece of fabric 2-3 m long, braid or cord 1 m long, worksheet.

Description. Worksheets “Measuring the height of a chair” are laid out on the table (Fig. 24).

Educator. What task did Grandfather Know leave us?(Measure the chair.) What does he propose to measure?(Slipper, pencil dash, handkerchief.) Start measuring, but do not forget to write down the results.

Children take measurements.

Educator. What is the height of the chair? The results of measurements with a pencil are the same for everyone, but with a slipper and a handkerchief they are different. Why? U Everyone has different leg lengths, different scarves. Look, grandpa Knowing has a picture “Measurement in Ancient Egypt” hanging up. How did the ancient Egyptians measure?(Finger, palm, elbows.) Measure the chair in the ancient Egyptian way.

Children measure and write down.

Educator. Why were there different results? Everyone has different arm lengths, palm and finger sizes. And in Ancient Rome (referring to the picture) there was its own measurement system. How did the Romans measure?(Feet, ounces, passes, yards.) How can we measure fabric in the ancient Roman way?(Yar dami.)

Children measure the fabric and write down the result.

Educator. How many yards are in a piece of fabric? Why do everyone have different results? What to do if the results are different? Imagine that you decide to make a suit, measure yourself, and determine that you need to buy three yards of fabric. And so you came to the store, the seller measured out three yards for you. But suddenly, while sewing, you see that there is not enough fabric. You are upset. What to do to avoid such troubles? What will grandfather Znay advise us?

Grandfather Know. People have long understood that the same measures are needed for everyone. The world's first unit of measurement was called the meter. This is one meter long. (Showing a cord 1 meter long.) The meter was created two hundred years ago in France. Today, many countries use the metro. Trade between countries has become much easier and more convenient. The meter is divided into centimeters. There are one hundred centimeters in one meter (a measuring tape is shown). What instruments for measuring length do you know?(Ruler, measuring tape.) Look at the picture (Fig. 25). Are these the same lines?

The children's answers are listened to.

Grandfather Know. You can't always trust your eyes. Check now USING a ruler. Same lines?(Yes.) Now measure a chair or a piece of fabric using a ruler, a measuring tape.

Children take measurements.

Grandfather Know. Why are everyone getting the same results now? What did you measure with? Measure whatever you want. Why are measuring instruments needed?

Today we have seen that measuring instruments help us accurately take measurements.

20. Solid water. Why don't icebergs sink?

Tasks: clarify children’s ideas about the properties of ice: transparent, hard, shaped, melts when heated And turns into water; give an idea of ​​icebergs and their danger to navigation.

Materials: bowl of water, plastic fish, pieces of ice different sizes, containers of different shapes and sizes, ships, bathtubs, pictures of icebergs.

Description. There is a bowl of water on the table, and there is something floating in it. gold fish(toy), a postcard with a secret is attached to it.

Educator. Children, a goldfish has come to us. What did she bring?(Is reading.)

Fishes live warmly in winter:

The roof is thick glass.

(Ice)

What is this riddle about? That's right, “the roof is thick glass” - this is ice on the river. How do fish winter?

Illustration “Properties of Water”

Look, there’s also a picture of a refrigerator on the postcard and an “eye” symbol. What does this mean?(You need to look in the refrigerator.)

We take out the ice and examine it.

Educator. Why is ice compared to glass? Why can’t it be inserted into the window? Remember the fairy tale “Zayushkina’s Hut”. What was so good about the fox's hut? How was it bad when spring came?(She melted.)

Educator. How can we make sure the ice is melting?(You can leave it on the saucer and it will gradually melt.) How to speed up this process?

Place ice in a saucer on the radiator.
Educator. Transformation process hard ice V

liquid is called melting. Does water have shape? Does ice have a shape? Each of us has different pieces of ice both in shape and size. Let's put them in different containers.

• Children place pieces of ice in containers, and the teacher continues the discussion by asking questions: Does ice change shape?(No.) How did you lay it out?(They took it with their hand.) Ice does not change its shape, no matter where it is put, and ice can be taken by hand and transferred from place to place. What is ice?(Ice is water, only in a solid state.) Where on Earth is the most ice?
• The teacher draws the children’s attention to a map or globe and continues to tell them that there is a lot of ice in the Arctic,

Antarctica. The largest glacier in the world is the Lambert Glacier in Antarctica. How do you think glaciers behave under the sun? They also melt, but they cannot melt completely. The Arctic summer is short and not hot. Have you heard anything about icebergs? Icebergs are huge mountains of ice that broke off from the icy shores in the Arctic or Antarctic and were carried out to sea by the current. What happens with these pieces of ice? Do they float or sink?

Let's check. Take the ice and put it in the water. What
happening? Why doesn't ice sink? Buoyancy force
water weighs more than ice. Why don't icebergs sink?(Show
iceberg pictures.)

Educator. Most of the iceberg is hidden under water. They float in the sea for 6-12 years, gradually melt, and break up into smaller parts. Are icebergs dangerous? For whom?

Icebergs pose a great danger to ships. Thus, in 1912, the passenger ship Titanic sank after colliding with an iceberg. You've probably heard of him? Many people died. Since then, the International Ice Patrol has been monitoring the movement of icebergs and warning ships of the danger.

Game "Arctic sea voyage" (help with
cooking and distribution of roles: maritime patrol, ship captains). Together with the children, pour water into the bath, put pieces of ice into the water, and prepare the boats. To summarize the game: were there any collisions with an iceberg? Why was the Marine Ice Patrol necessary?

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