Nod informative research preparatory group. Cognitive and research activities in the preparatory school group “Salty History”
Redkina Tatyana Pavlovna
Teacher, MADOU "Kindergarten No. 65", Syktyvkar, Komi Republic
Redkina T.P. Experimental research activities of children of the preparatory group in the process of GCD (ecology) // Owl. 2017. N3(9)..12.2019).
Order No. 36491
In our difficult, contradictory times, the question is especially acute: “How to raise a child today as a person of tomorrow? What knowledge should I give him on the road tomorrow?” Comprehension of this issue should occur through the awareness of a dramatically changed social order: yesterday a performer was needed, and modern society needs an active personality, capable of cognitive-active self-realization, of demonstrating research activity and creativity in solving vital problems. Preschool education designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler (N.N. Poddyakov, A.N. Poddyakov, O.V. Dybina, O.L Knyazeva).
While implementing the Rainbow program (T.N. Doronova, V.V. Gerbova, T.I. Grizik, etc.), I encountered a contradiction. One of the tasks is the formation of independence and determination in children, the ability to set a task and achieve its solution. But the task is not related to research teaching methods. Its implementation is based on reproductive, explanatory and illustrative teaching methods. In the program S.N. Nikolaeva “Young Ecologist” also, in my opinion, lacks research activity. Most recommended activities are conversation-based.
Therefore, in my work I actively use research method. Research activity contributes to the development of a preschooler’s subjective position in understanding the world around him, thereby ensuring readiness for school. It should be emphasized that it is precisely in preschool age that important prerequisites are created for the targeted development of children’s research activity: developing thinking capabilities, the formation of cognitive interests, the development of productive and creative activity, expanding interaction. Experimentation is the main type of indicative research (search) activity. And it is no coincidence that in the works of many domestic teachers N.N. Poddyakova (1995), A.P. Usova, E.L. Panko says that it is experimentation that claims to be the leading activity in the period of preschool childhood, the basis of which is cognitive orientation; that the child’s need for new impressions underlies the emergence and development of inexhaustible research activity aimed at understanding the world around him. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops. By the time a child enters first grade, he should be able to solve complex problems such as:
Be able to see a problem and ask questions;
Be able to prove;
Draw conclusions;
Make assumptions and make plans to test them.
It is the research method that is one of the main methods that helps a preschooler solve the above problems. After all, experimentation includes an active search for solutions to problems, making assumptions, implementing the proposed hypothesis in action, and drawing accessible conclusions. That is, children's experimentation is good remedy intellectual development of preschool children and the most successful way of introducing children to the world of living and inanimate nature around them.
Therefore, I developed a system of experimental experimental activities in ecology classes.
System of experimental activities in ecology classes. preparatory group
|
Subject |
Activity topic |
Purpose of activity |
Description |
|
|
"Planet Earth is in danger" |
"Do-it-yourself globe" |
Create a globe with your children to work with throughout the year. |
Modeling of the planet (papier-mâché), with parts of land, relief. Description in the methodology of working with children (2, p. 10) |
|
|
"Inhabitants of our corner of nature." |
"The plants drink" |
Show children the vital functions of plants (water consumption). |
Place a cutting of a flowering plant (with white flowers, preferably balsam - it absorbs liquid quickly) into a glass of colored water. The flower of the plant will turn the same color as the water dye. Why did the flower turn color? (the plant “drinks”, distributes water to all parts) |
|
|
"Moisture-loving and drought-resistant great indoor plants." |
"Moisture-loving and drought-resistant |
Show the adaptability of plants to living conditions in places with high and low humidity; methods of accumulating, saving moisture and vice versa. |
Break off several cuttings or individual leaves (drought-resistant: crassula, aloe, moisture-loving: balsam, begonia leaf) and observe the changes. The moisture-loving ones will wither. Why? They have wide leaves with a thin covering skin that actively evaporate moisture. But the drought-resistant ones remained unchanged. They accumulate water in the stems and leaves, the leaves are covered with thick skin to reduce the evaporation of moisture, and cacti reduce the leaves into needles to retain the moisture accumulated in the trunk. |
|
|
“Why don’t polar bears live in the forest?” |
“Is the polar bear white? And why does the polar bear not freeze? |
Show how transparent hairs form the white fur of a bear. |
On the eve of the lesson, you should conduct the experiment “Which surface heats up more: white or black?” View a photo of the bear's skin through a multimedia prector - it is black. To heat up better. But she's under white fur, and White color pushes away Sun rays. Look at the photo of polar bear hairs - they are transparent. So why is a bear's skin white? Observe how the color of the silhouette of a “black” bear changes when several layers of transparent plastic film are applied to it. The bear has become white and invisible in the snow, and transparent hairs allow the sun's rays to pass through to the dark skin of the bear, and warm it in severe frosts. |
|
|
"Conversation about autumn" |
“Why do leaves turn yellow in autumn?” |
Show children the dependence of chlorophyll production by plants on the length of daylight hours. |
This experiment should begin about a week in advance. So that there is already a result in the lesson. Place the plant in a dark closet and expose it to a permanent place for a couple of hours, or cover one sheet of film with photographic film and do not remove the plant anywhere (this is more humane to a living object). Chlorophyll is produced only in light. There is no light - the leaf turns yellow (plants always have yellow pigment). |
|
|
“Acquaintance with frogs and their life in natural conditions” |
“Why are the eyes and nostrils of a frog at the same level?” |
Show the adaptability of a frog to be in two habitats at the same time. |
Invite children to immerse rubber frog toys in water so that only the nostrils and eyes are on the surface. Show a photo of this frog pose on a multimedia projector. Why does a frog need such a feature? So that their skin does not dry out in the sun, so that they are not visible to land predators, and the frogs themselves see everything around them and can breathe air. Suggest doing the same with a toy hare, wolf... What animals have this feature? (hippopotamus, crocodile) Why? |
|
|
"As a Frog Sees" |
Show the visual features of frogs. |
Tie a plastic fly to the pointer and tie a plastic fly to the end of the fishing line, but do not show the children what is at the end of the fishing line. Wave a pointer with a fly in front of the children. Did you see what was at the end of the fishing line? (No). Place the “fly” on the table. - Did you see who it was? The frog sees everything the other way around. He can see moving objects well, but cannot see stationary objects at all. She doesn’t see stationary objects because they are neither dangerous nor edible. |
||
|
"Comparison of fish and frogs." |
"How Fish See" |
Show the visual features of fish and their adaptability to their habitat; the dependence of the development of various sense organs on the depth of habitat and the degree of water transparency. |
Sit in small groups around transparent containers (you can use 3-liter jars) filled with clear water. Look at each other, approaching close to the containers. Can you see each other well? (Yes). Then look from a distance. Can you see each other well? (Badly) This is how fish see - they are nearsighted. Pour milk into containers of water and look through the cloudy water. Good visibility? (I can not see anything). How do fish navigate in muddy, dark, bottom water? Show the lateral line of fish and bottom fish with antennae (catfish, burbot) on a multimedia projector |
|
|
"Conversation about a mole" |
"As a Mole Sees" |
Show the mole’s adaptability to an underground lifestyle. |
Look at the mole's eyes in the photo. There are eyes, but the eyelids are fused. Invite children to wear glasses with an opaque film (turn into a mole). Look at each other, do you see well? (I can not see anything) Now look at the lamps and move your hand in front of your eyes. What do you see? (hand shadows). Why does the mole see this? (vision underground, in complete darkness is not needed). |
|
|
“Why mole fur falls in different directions” |
Take a piece natural fur(mole) and push it through the tube (burrow tunnel) along the growth of the fur and against it. How was it easier for the “mole” to pass through the tunnel? (according to wool growth) Why does a mole's fur fall in different directions? (so that the mole does not get stuck in the hole, it can easily move both forward and backward). |
|||
|
"Blind Diggers" |
Project "Blind Diggers" |
Show the variety of animals adapted to life underground. |
Presentation "Blind Diggers" |
|
|
“What do we know about birds?” |
"As Birds See" |
Show the dependence of the location of the eyes on the type of food. |
Invite the children to stand up, because the dove flies high. -Where are the eyes located? (on the sides) - Turn your head to the right, as far as possible, move your eyes and look. Remember what you see. That's how much a pigeon sees with its right eye. Now turn your head to the left. The left eye was on its side. See how much the bird sees with its left eye. Does a pigeon see much? (all around you) Now look at the owl. Are her eyes located the same way? (straight) Why do the pigeons have sides, but the owls have them straight? (a pigeon needs to see a predator, a road for salvation, and an owl is aimed at the prey in front of itself). Offer to identify birds of prey and prey from photographs (golden eagle, tit, etc., with a clearly defined direction of view). Note: animals have a clearly defined direction of their eyes (cats - mice, tigers - antelopes, wolves - hares). |
|
|
"Flight of a Sheet of Paper" |
Show the importance of air support area for flight. |
Invite the children to take two sheets of paper, crumple one into a ball and lower them simultaneously from the height of their raised hands. Which leaf fell first? (crumpled) - Why? Straightened light sheet and wide, rests on the air, so it can glide a little. Draw an analogy with the spread wing of a bird. |
||
|
“Let’s save the beautiful Christmas tree!” |
"Christmas trees - schoolgirls" |
Show how many Christmas trees are cut down for the holiday. |
To begin with, draw an analogy with human age. Christmas trees under 10 years old are called schoolgirls. Suggest to count how many Christmas trees will be cut down for the families of children attending a group, two groups, the entire kindergarten, 3 kindergartens in the village? The number is huge and very surprising to children. |
|
|
“How a squirrel, a hare and a moose spend the winter in the forest” |
"Disguise" |
Clarify the adaptive characteristics of animals. |
Camouflage simulation. Description in the methodology of working with children (2, p. 64) |
|
|
"Floors of the Forest" |
Show that all animals occupy their food niche in the forest. And no one bothers anyone. |
Modeling forest floors. Description in the methodology of working with children (2, p. 64) |
||
|
"The wolf and the fox are forest predators" |
"Whose legs are faster" |
Show how a feature of appearance affects the method of obtaining food. |
Modeling using “legs - compasses”. Description in the methodology for working with children (2. p. 72) It is better to prepare one for each child or a set for two. |
|
|
Outdoor game “Let's catch the hare” |
Explain why wolves gather in packs in winter. |
Summer - one child “wolf” catches up with a child “hare”. Winter - the same child, but wearing an elastic band at calf level (simulating difficult running in the snow) catches up with the hare (the hare is much lighter than a wolf and does not fall deep into the snow, so his legs are free). It's impossible to catch up. Call a few more children to help. The “flock” drives the hare into a ring. Conclusion: one wolf cannot survive in the forest, but it is easier for a pack to feed itself. |
||
|
"Forest in human life" |
“How the pattern appeared on the surface of wooden furniture” |
Show how a texture pattern is formed on wooden surfaces. |
Roll out two layers of plasticine of different colors, put them on top of each other and roll them into a roll. Using a stack moistened with water, cut the roll at different angles. Before this work, it is advisable to show children straight cuts of trees, with a clear pattern of annual rings. |
|
|
“Protected places and natural monuments” |
Story game “Uncultured tourists” |
Show how flora and fauna are actively disappearing from nature due to people's environmental illiteracy. |
Lay out photographs of flowers and invite children on an “excursion” - “uncultured tourists” who “plucked” just one flower each. How many disappeared and did not produce flowers? The same game can be played with insects, shells and other natural objects. |
|
|
"Who needs water?" |
"Drop by drop" |
Show how much water is lost due to leaking taps. |
Start the lesson in the washroom, paying attention to the dripping faucet. - How much water is there in a drop of water? Is a lot of water going down the drain from a dripping faucet? Offer to place a container under the dripping tap and check at the end of the lesson how much water has dripped. You can make several notes throughout the day to be convincing. |
|
|
"Inhabitants of the Pond" |
Photo riddles “Animal of the reservoir” |
Consolidation of skills to determine by appearance representatives of various ecosystems. |
After looking at photographs of unfamiliar animals, identify them by appearance and select those that are adapted to living in water (muskrat, platypus, sea otter, marsh turtle, newt, etc. it all depends on the children’s knowledge). |
|
|
"What lives in water, what grows in water" |
“Why did Vallisneria wilt?” |
Show children the complete dependence of aquatic plants on water. |
Pinch off a leaf of Vallisneria (you can use any aquatic plant). She literally begins to wither before our eyes. |
|
|
"Why is the willow crying" |
Show children guttation (from Latin gutta - drop, secretion of droplet liquid water by plant leaves) of willow |
Place wet and wrung out “willow stems” woolen threads in a container with water, so that the threads hang down from the container. After a few seconds, water begins to drip from them. Willow is one of the few woody plants capable of guttation. It occurs when more water is absorbed by the roots than is evaporated by the leaves. |
||
|
Holiday “Earth, happy birthday to you!” |
As part of the holiday, various events are held: “The second life of the bottle”; "Clean yard"; “Pure group”, etc. |
|||
|
“Green service of Aibolit - spring care for indoor plants” |
Show methods of plant propagation, types of root systems. |
Planting and replanting indoor plants. |
Literature:
- Nikolaeva S.N. Environmental education program for preschoolers “Young Ecologist”
- Nikolaeva S.N. Education began ecological culture in preschool childhood: methods of working with children of the preparatory group kindergarten. M.: New school, 1995.
- Ivanova A.I. Natural science observations and experiments in kindergarten. Human. M.: Sfera, 2005.
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.
Download certificate of publication
Your diploma is ready. If you are unable to download the diploma, open it, or it contains errors, please write to us by email
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; it lies on the surface and interferes sunlight penetrate, oxygen, 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 will I call sea creature, you clap 1 time, and when the river one clap 2 times
The last year of kindergarten is a transitional stage to school education. Children aged 6–7 years undergo a transition from visual-figurative thinking to verbal-logical thinking, and an interest in complex games with the distribution of roles and the implementation of rules appears. Older preschoolers are inquisitive, emotionally receptive, and strive to take initiative in mental and practical experimentation.
Organization of educational and research activities with preschoolers aged 6–7 years
The modern education system moves away from teaching children through direct transfer of knowledge, but develops in them the desire to search for new information using a variety of methods. Forming research skills in a child and the ability to independently search for information is the goal of organizing cognitive and research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher instills in the child the motivation to find answers to emerging questions and encourages curiosity. Cognitive and research activity is also manifested in independent activities that accompany gaming activity. The ability to pose a question in connection with the emergence of an unknown or still little-studied object and find an answer indicates a high level of mental and mental development of future first-graders.
The cognitive and research activities of preparatory group students become more independent
How bigger baby saw, heard and experienced, the more he knows and assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, will be the activity of his imagination.
L. S. Vygotsky
“Imagination and creativity in childhood”
Age characteristics of older preschoolers
Developing a system of classes for research activities in preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance; they are able to independently plan the pace and quality of practical activities so as to avoid overwork. In the preparatory group, long-term studies can be carried out during educational activities and walks.
- High level of development of dialogical speech, formation of monologue speech skills. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of his studies in kindergarten, the child is able to compose short monologues orally (congratulating the audience on an event, presenting a project, reporting on completed research).
- Development of thinking abilities. Children of this age are oriented in spatial and temporal indicators, compare the qualities and properties of objects, and are capable of generalizing and classifying the information received. The ability to establish cause-and-effect relationships is improved, children build logical chains of many links.
- Creativity. Older preschoolers often make spontaneous decisions and complete tasks in unexpected ways. Creativity observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings, during games, experiments and experiments.
- Formation of self-esteem skills. By the age of seven, a child begins to realize the level of his capabilities, abilities and knowledge. He evaluates the results of his activities, but for most older preschoolers there is a tendency towards inflated self-esteem.
Older preschoolers already have successful experience speaking in front of an audience
Objectives of educational and research activities
Cognitive and research activities of older preschoolers in kindergarten are aimed at solving a number of problems:
- Expanding ideas about objects in the surrounding world.
- Training in independent planning of stages of research activities.
- Improving speech skills, enriching the active vocabulary with special terms.
- Development of an analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up productive activities.
- Encouraging initiative and independence in work, creating positive motivation for experimentation.
- Creating a friendly atmosphere and cohesion of the children's team, developing the ability to work in a team.
To implement the assigned tasks, the teacher works together with the children in various types of classes: studying the surrounding world (SOD), forming elementary mathematical concepts (FEMP), preparing for literacy, speech, creative, sports and music classes.
For example, studying the differences between vowels and consonants can begin by conducting research: “Pronounce the sounds [a], [o], [u], [and]. Is your mouth open? Where is the tongue? How does the voice go? (Free). “Now say the sound [b]. Was your mouth open? Let's pronounce the sound [r]. Where is the tongue? How does the voice go? (There are obstacles - lips, teeth). The conclusion of the study is formulated: when pronouncing consonant sounds, the voice encounters some kind of obstacle on the way; when pronouncing vowels, it passes freely.
The children also gain new knowledge while walking, observing objects of living and inanimate nature. Older preschoolers participate in long-term studies, observing changes in an object: plant growth, changes in precipitation depending on temperature conditions, the movement of luminaries throughout the year, the phases of the moon.
The results of experiments surprise preschoolers, so they strive to carry out experiments again and again
Methodology for organizing research activities
The teacher needs to create conditions in which children can demonstrate their research abilities:
- The presence of a situation or question that activates the desire to solve a problem or answer a question. The experiment is not carried out for the sake of entertainment or entertainment, but is a method of understanding the world order.
- Conducting an oral analysis of a problem situation. In the preparatory group, children analyze independently, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, and guides, if necessary, with clarifying questions.
- Defining a hypothesis for practical confirmation/refutation (experiment, experience, observation, study of a layout or model).
- Recording research results (in special journals, on cards, etc.) and formulating conclusions.
- Creating a situation of success. In a lesson with a research focus, each student should be given the opportunity to make assumptions and voice the results obtained during the experiment.
- The teacher controls the children’s practical activities and monitors the implementation of safety precautions, the provisions of which are repeated before each experiment.
Interest is supported by success; interest leads to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.
V. A. Sukhomlinsky
Children's attention and interest are maintained through various forms of organizing research activities. Pupils of the preparatory group are fascinated by such forms of work as:
- Study of phenomena and events public life, natural phenomena. An exploration of what is happening in the present time. This could be watching the appearance and disappearance of a rainbow while walking, an excursion to a production or enterprise (a store, an industrial plant, a library, a post office), studying the technology of laying asphalt and others. road works, preparation and use of cement, its properties when renovations are carried out in a kindergarten.
Observing the sun will require students to wear sunglasses.
- Review of visual material. For older children preschool age It is interesting to study layouts and models of objects that allow you to learn about their structure or functioning (models of planets, a volcano, a coral reef, a model of a submarine, a robot loader, a lunar rover, a space satellite). Information search is also carried out by looking at illustrated encyclopedias and thematic posters. In the preparatory group, research work can be carried out using mnemonics: the children become familiar with any process while examining special cards. Mnemonic cards are a sequence of information pictures.
Older preschoolers are interested in models and layouts of real objects
- Collecting and classification. Searching for objects on a specific topic is a long and fascinating process if the goal is a comprehensive study of objects by comparison and systematization. Children arrange collected objects into mini-exhibitions, herbariums, albums, and boxes. Older preschoolers can write block letters, under the supervision of the teacher, they sign copies of the collection and assign numbers.
Making a collection of seeds will help children consolidate their knowledge about vegetable crops
- Experiments and experiences. Older preschoolers independently conduct practical research of objects according to verbal instructions, and carefully observe the demonstration of complex experiments by the teacher. In the preparatory group, children's experimentation can retain elements of play activity.
Experiments with water are one of the most favorite among preschoolers.
- Travel games. Organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of children virtually moving into the world being explored, solving cognitive problems, and summarizing new information. During the trip, children study geographical maps, photographs and illustrations, and video materials. Movements can be carried out spatially and temporally (during the era of dinosaurs, the Ice Age, visiting primitive people, during the construction of the pyramids in Egypt, etc.).
Preschoolers are happy to get involved in creating models of research objects
- Research projects. Senior preschoolers work on group and individual projects to study topics in various areas: “Ecology”, “Public and Social Activities”, “Animal and Plant World”, “Space”, “Geography”. Results project activities are designed in the form of information stands, posters, photo albums, laptops, and layouts. A presentation of the completed project is organized, at which students tell listeners (parents, children junior groups, invited guests) about the importance of studying this topic, the assigned tasks, and the stages of the research.
To the winners of the competition research projects certificates and prizes are awarded
Table: types of cognitive and research activities of older preschoolers
Preschoolers may need aprons and masks to experiment with some materials.
Types of research activities
Cognitive and research activities in preschool educational institutions are embodied in the following types of activities of preschool children:
- GCD classes on studying the surrounding world. The classic form of organizing cognitive and research activities in kindergarten. Older preschoolers show a greater degree of independence in oral tasks and practical activities. You can diversify GCD classes by combining different forms of work (conversations, studying visual material, observations, experiments, didactic and outdoor games, including audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (cosmic objects, stories about other continents, ancient animals); for this, the topic of the lesson should interest the pupils, which is what the motivating beginning of each lesson is aimed at.
- Integrated lesson. It is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is realized in the forms of work: listening to an artistic text or musical composition, educational conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a comprehensive study of a topic or problem situation.
For example, in the lesson “What is air?” disclosure in the preparatory group educational areas is implemented in conducting a heuristic conversation and experiments (“Cognition”), physical education minutes “Inflatable toys” (“Physical”), pronouncing the research plan and discussing the results (“Speech”), creating an application “The wind sways the trees” (“Artistic-aesthetic”) .
- Non-traditional activities: performance, puppet show, quest, concert, KVN, intellectual games (quizzes, “Your own game”, “Oh, lucky one!”, “The investigation is conducted by experts”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component; preschoolers actively perform creative tasks and follow the development of the topic.
- Environmental actions. Carrying out activities in support of respect for nature requires extensive preliminary work: studying any environmental problem, forecasting in case of unfavorable developments (air, water and soil pollution, death of plants and animals), searching for information on ways to solve the problem, practical contribution.
Options for environmental actions in the preparatory group of a kindergarten: “Dress the tree” (actions to protect trees on the territory of the preschool educational institution from frost - wrapping them up), “Feed the birds!” (creating feeders and providing food for birds remaining for the winter), “Battery Recycling” (an action to collect used energy carriers and transfer them for recycling), “Green Landing” (an action for landscaping the territory of a preschool educational institution or for cleaning the surrounding area from garbage).
Participation in environmental events teaches preschoolers to take care of their native nature
Conducting a lesson on cognitive and research activities in the preparatory group of a preschool educational institution
According to SanPiN norms, ECD classes in the preparatory group are held in the first half of the day (preferably in the middle of the week, when mental abilities are at their peak) and last no more than half an hour. You can conduct research-oriented observations during a morning or evening walk for 7–15 minutes.
The forms of children's activities should be varied. In the preparatory group, one physical activity task (exercise, dance warm-up or outdoor game) is enough. As a change of activity, there are musical breaks, watching a cartoon episode on the topic of the lesson, and collective memorization of sayings and poetic passages.
Spiritual fullness and richness of life can only be achieved by a broad, diverse education, inquisitive knowledge of the world, an active pursuit of knowledge, and the joy of knowledge.
V. A. Sukhomlinsky
"About Education"
Conducting experiments with balloons clearly demonstrates to preschoolers that air has weight
In the preparatory group, the teacher gives verbal instructions and descriptions for performing experiments, and children learn to carry out research using a graphical diagram. Direct demonstration is used to demonstrate complex experiments and individually for children experiencing difficulties. Senior preschoolers are given tasks to predict the results of the study and record the information received. The guys are working on creating herbariums and collections, keeping diaries of weather and experimental observations, filling out an experiment card, and adding symbols to the empty experiment diagram template.
Table: diagram of the research plan
| Research stage | An example of the progress of children's experimentation |
| Statement of a question | Motivational start to the lesson. The children received a video letter from a fairy-tale character in which he says that he saw the children conducting experiments on the buoyancy of various materials. Preschoolers discovered that iron sinks. The character wonders if all objects made of metal sink, for example, ships. Pupils formulate the question: “Why don’t all iron objects sink in water?” |
| Goal setting | Students offer solutions to the problem and come to the conclusion that the buoyancy of various metal objects should be observed in the laboratory. |
| Hypothesizing | The guys are thinking about how to determine the conditions for the buoyancy of iron objects (conduct an experiment with lowering objects of different volume and shape, made from the same material, to the surface of the water). |
| Hypothesis testing | Experimenting in the laboratory with an iron plate, cube, bar, balls, bowl, boat. |
| Analysis of the results obtained | The children saw that metal objects of the same weight behave differently when immersed in water (smaller ones sink, large size float on the surface, have buoyancy). |
| Summing up the research, formulating conclusions | Those metal objects whose total density is less than the density of water do not sink in water. |
Preschoolers are in practice looking for the answer to the question why some metal objects sink in water, while others float
Motivating start to class
The extent to which the child is interested in the topic of the lesson determines his initiative in direct research work. The teacher captivates the children with leading questions and examination of unusual visual material. Problem situations, game elements, and surprise moments stimulate interest. Predicting a positive perception of the initial stage, the teacher builds the lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, finding an answer to an important question).
Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers
The final result of research activities largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.
Table: examples of a motivating start to a lesson
| Cognitive Research Topic | Option for a motivating start to the lesson |
| Formation of ideas about a natural phenomenon - a volcanic eruption (lesson “Fire-breathing mountain - volcano”). |
|
| Expanding ideas about the properties of solid materials: wood, plastic, foam, metal, paper, fabric, rubber (lesson “Travel to the Island”). |
|
| Introduction to the environmental problem of air pollution and its possible consequences for nature and the human body (lesson “We are researchers”). | Conducting a heuristic conversation:
|
Table: card index of topics on cognitive and research activities in the preparatory group
| Lesson topic | Research objectives |
| Expanding ideas about the properties of water, its forms (liquid, solid, gaseous) and the conditions for the transition from one form to another. |
| Formation of ideas about plant growth conditions. |
| "Invisible and Close" | Expanding ideas about the properties of air, its importance for life on Earth. |
| “Where does sound come from?” | Formation of ideas about the vibration of objects. |
|
|
| "Mirror, mirror" | Expanding ideas about the properties of mirrors and their use. |
| “Why do things move?” | Introduction to the concepts of “thrust” and “friction force”. |
| “Why doesn’t the ship sink?” | Acquaintance with the dependence of the buoyancy of objects on shape, size, weight. |
| "Sugar" | Expanding understanding of the properties of sugar, methods of its production and use. |
| "Salt" | Expanding understanding of the properties of salt, methods of its extraction and use. |
| "Glue" | Introduction to different types of glue (PVA, silicone, instant) and their properties. |
| "Cement" | Introduction to the properties of cement and how to use it. |
| Introduction to the concept of “environmental problem”. |
| "Measuring the length of objects" |
|
| Getting to know natural objects by studying models. |
|
|
Pupils of the preparatory group can be trusted to work with a microscope
Temporary lesson plan for the preparatory group
The outline of a GCD lesson and an integrated lesson with a research focus is developed by the teacher, taking into account age characteristics pupils and the mandatory inclusion of physical and play elements. A research-oriented lesson in the preparatory group lasts 30 minutes and consists of the following components:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3–5 minutes.
- Constructing a research plan - 2–3 minutes.
- Physical activity - 2–3 minutes.
- Practical research (observation, experimentation, experimentation) - 10–15 minutes.
- Recording the research results - 1–2 minutes.
- Summing up - 1 minute.
Table: examples of temporary lesson plans on different topics
| Lesson topic | Organizing time | Motivating start | Talking through the stages of research (planning) | Physical activity | Practical work | Recording results | Summarizing |
| "Journey to the Age of Dinosaurs" | 1 minute. |
| 2 minutes. | Outdoor game "Dinosaurs". 3 minutes. | Study of various types of dinosaurs (based on figurines and materials from the illustrated encyclopedia). 13–15 minutes. | Distribution (classification) of pictures with dinosaurs on the card into subgroups: herbivores and carnivores; floating, land, flying. 1–2 minutes. | 1 minute. |
| “Yellow leaves are circling over the city” | 1 minute. | Surprise moment. A squirrel comes to the group (the role is played by a pupil senior group) and asks for help in answering the question: “Why did the leaves on the trees in the forest begin to turn yellow and fall off?” 3 minutes. | 2 minutes. | Physical education lesson “The tree is getting taller.” 2 minutes. | Examination of tree leaves using a microscope (presence and absence of chlorophyll). 14 minutes. | Design of the herbarium page. 2 minutes. | 1 minute. |
| "Save water!" | 1 minute. |
| 3 minutes. | Exercise “Droplets - bang!” Droplets - jump!” 2 minutes. | Experienced water purification activities. 15 minutes. | Filling out the research card. 1 minute. | 1 minute. |
Studying dinosaur species will take preschoolers into the wonderful world of prehistoric nature.
Table: example of a summary of cognitive and research activities in the preparatory group
| Author | Kovalevskaya N.N., teacher at MBDOU D/s "Rainbow", Isilkul, Omsk region. |
| Name | "Herbarium. Trees on the kindergarten site" |
| Target | Expand and enrich children's knowledge about the features of autumn nature and trees in the kindergarten area. |
| Tasks |
|
| Preliminary work |
|
| Forms of organization of activities |
|
| Materials |
|
| Progress of the lesson | Motivational stage. V.: You and I have worked very hard for a month. We studied the structure of a leaf and found out why leaves fall in autumn. What else have we done with you? (We collected leaves for the herbarium). We worked like real research scientists. Do you think we've done everything? (No, not everything; scientists record their research in special books - encyclopedias). Can we create a small encyclopedia about the trees on our site? What do we need for this? (Children's answers). Main stage. V.: Before we get started, let’s repeat what we know about trees and leaf fall.
Final stage.
|
Examples of organizing cognitive and research activities in a preparatory group
We invite you to familiarize yourself with the experience of conducting classes in preschool educational institutions on research and experimentation with children 6–7 years old.
Video: open lesson on experimentation “Molecules and Bubbles”
Video: experimental activities in the preparatory group (studying the properties of water)
Video: experimental activity “Winter water”
Video: open lesson “Secrets of Lemon”
Video: GCD for educational and research activities “The Most Important Wizard”
Video: NOD “Journey to the laboratory of Professor Pochemuchkin”
Analysis and diagnosis of cognitive and research activities of students
To evaluate the results and effectiveness of students’ cognitive and research activities, the teacher conducts diagnostics according to the following criteria:
- problem posing skills;
- correct formulation of questions;
- building an algorithm of actions to solve the problem;
- putting forward hypotheses;
- choice of research methods;
- ability to describe observations during the research process;
- presence of thinking skills (analysis, comparison, generalization, systematization);
- degree of independence at each stage of the research;
- ability to make inferences, conclusions, summing up.
The teacher assesses the degree of independence of the student when conducting experiments and the ability to formulate conclusions
A high level of cognitive and research activity is evidenced by the presence of stable motivation to solve problem situations and search for answers to posed questions, independently constructing a research algorithm and conducting practical work(experiments), competent formulation of the information obtained, correct drawing of conclusions. A child with a developed research type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them experimentally, and brings what he starts to the end in order to obtain compliance with the voiced hypothesis or refute it.
To identify the attitude of pupils to experimental activities and determine the level of mastery of research skills, the teacher can invite children to keep a special journal in which the results of the work done are recorded. At the same time, it is recommended that the teacher keep diagnostic cards for each student, in which he enters data from his own observations of the children’s research activity.
Diagnostics can also be carried out in the form of an individual conversation using special tasks
Development of cognitive activity as a topic for self-education of a preschool teacher
Preschool teachers constantly improve their professional skills, improve their qualifications and develop. While engaged in self-education on the topic of developing the cognitive activity of older preschoolers, the teacher studies methods and approaches to create conditions for the formation in children of the foundations of cognitive, intellectual, personal and creative development.
Only that knowledge is durable and valuable that you have acquired yourself, driven by your own passion. All knowledge must be a discovery that you have made yourself.
K. Chukovsky
The teacher should pay great attention to creating conditions for children's experimentation. A research corner or science center is organized in the group’s premises. It is possible to prepare a separate room for the functioning of a circle for cognitive and research activities. There should be a designated area in the research corner or laboratory for displaying student projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, shelving is provided, access to which will be open to all children. For conducting experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules when conducting experiments should be clearly presented (for example, in the form of a poster).
If children encounter difficulties during experiments, the teacher always comes to the rescue
Table: stages of work on teacher self-education within the framework of the topic “Development of cognitive activity of preschool children”
| Self-education stage | Contents of the activity |
| Theoretical stage |
|
| Practical stage | The prepared theoretical base is being introduced into practice. The teacher organizes classes on research activities in accordance with curriculum in the morning or a circle opens at additional education. During school year The teacher conducts thematic meetings or consultations for parents, in which he introduces them to the tasks of the experimental activity and shows the results achieved by the children. The teacher should strive to involve children in project activities and participation in city and regional competitions. The teacher reports on the effectiveness of work at teacher councils, seminars and round tables for colleagues. |
Photo gallery: examples of creating conditions for research activities of preschoolers
The research corner houses various materials for conducting experiments Materials from the research corner must be freely accessible to children When working in a mini-laboratory, safety precautions must be observed When organizing a research corner, it is important to provide a space where children will work with materials Working with a microscope requires care, but leaves an unforgettable experience for children In the experimental Not all children can study in the laboratory, but only the most motivated. The teacher must familiarize students with the equipment of the research club
Education - higher philological, master's degree in philology. Specialty: teacher of Russian language and literature, teacher of history. Studying the modern literary process is part of my life. As a teacher last years I interact more often with preschool children, so I actively explore the experience preschool teachers, studying the latest developments in teaching preschoolers.
Organization: MBDOU "DS No. 56/1 of Chelyabinsk"
Locality: Chelyabinsk
I.Type of activity: Cognitive - research activity with the integration of educational areas.
II. Topic: “Looking for traces of early spring...”
III .Program content:
1) Educational task:
Consolidate knowledge about the signs of spring;
Continue to introduce children to natural phenomena (drops, thawed patches, etc.);
To develop an interest in learning about nature.
2) Developmental task:
Develop figurative and associative thinking, attention, perception, memory, observation, curiosity, and the ability to analyze.
3) Educational task:
Foster a caring attitude towards nature and interest in the world of plants and animals.
Preliminary work with children:
Observations on a walk, conversations with children about natural phenomena, looking at illustrations, reading fiction about nature.
Teacher training:
Writing notes and preparing presentations. Making drawings of forests and animal tracks. Compose a crossword puzzle about spring.
Material and equipment:
Illustrations of animals and their tracks;
Presentation.
Methods and techniques:
Game, visual, problematic questions, teacher's story.
Participants: children of the preparatory group.
Progress of the lesson
Organizing time:
The teacher draws the children's attention to the letter left on the window. Discusses the contents of the letter with the children.
|
Educator |
Hello guys! Someone threw a letter through our window, look! Maybe it's a ray of sunshine that tickles our faces. Let's see what's in the letter ? (takes out a black and white piece of paper with a picture of a forest) “We are forest dwellers, tired of the long winter, the forest has become completely colorless, all nature seems to have frozen in anticipation of spring. Only you guys can revive it if you find traces of spring, its signs, and then the forest will come to life again, sparkle with multi-colored, bright colors. Will you help the forest dwellers? |
|
Children |
Yes, of course, we will help. |
|
Educator |
Winter is going to last a long time this year. What month of winter is it now? Which one will come for him? Guys, look, the letter still has a sheet of paper with empty cells. (shows an empty crossword) Who knows what this is? |
|
Children |
Children's answers (crossword) |
|
Educator |
If you find signs of spring, add them to the crossword puzzle, If you identify them correctly, we will learn the main word of the CROSSWORD. What are people called who study and observe natural phenomena? |
|
Children |
Pathfinders, explorers, tourists, naturalists. |
|
Educator |
Do you guys want to become researchers, pathfinders? |
|
Children |
Children's answers |
|
Educator |
Well, then, let's go on a hike. What will we need for this? |
|
Children |
Backpack, matches, map, first aid kit, magnifying glasses, flashlight, compass, etc. |
|
Educator |
Let's remember, how should you behave in the forest? (the teacher shows environmental signs, the children, based on them, give answers) Well, we are ready to hit the road... Who will lead our team? |
|
Children |
Everyone wants to lead the march |
|
Educator |
And for this there is a little counting rhyme that will help identify our commander, remember it. Higher your leg, wider your step, You are a tourist, not a donkey. (are counted, determine the commander, hand the commander a backpack, set off) Turn on the first slide of the presentation (spring forest) Pay attention to the snow in the forest, it is not at all the same, it has darkened in the field. At the beginning of winter he was completely different. What was it like in December and January? |
|
Children |
Children's answers (fluffy, sparkling, light, dry, etc.) |
|
Educator |
And what is he like now, at the end of winter? (two basins filled with snow are taken out) Let's stand around the snow and take a good look at it. What is he like now? |
|
Children |
Children's answers (wet, dirty, molds well, etc.) |
|
Educator |
Why has the snow changed so much? |
|
Children |
The rays of the sun become brighter and hotter every day, the air warms up, and the top layer of snow melts. Therefore, the snow becomes wet and loose. |
|
Educator |
Here we have identified the first sign of Spring. What is this? |
|
Children |
Sun |
|
Educator |
The teacher opens the first closed sun word. People call the first month of spring thaw. What are thawed patches? |
|
Children |
|
|
Educator |
I suggest you conduct an experiment and see how thawed patches appear in nature (conducts an experiment: places a hot heating pad in a basin with snow, the snow begins to melt, and the bottom of the basin appears). So you and I saw how thawed patches can form in the forest and black earth appears in the center. |
|
Educator |
Here is another sign of early spring, we have identified ( approaches the crossword puzzle, read the second keyword - thawed patch. A second slide appears on the screen with an image of thawed patches). |
|
Educator |
Tomorrow the sun will rise again, it will begin to bake and the merry drops will drum on the porch again. What are drops? |
|
Children |
Children express their guesses. |
|
Educator |
There is one folk sign: long icicles for a long spring, and short ones for a short one! How can you explain such a sign? |
|
Children |
In spring, the days become longer and the sun gets hotter. And the warmer the spring, the faster the icicles will melt. |
|
Educator |
And sometimes, guys, spring is long (takes a thermometer and explains) During the day, air temperatures rise above zero, they are called positive, and at night it is still cold. The temperature drops below 0C, they are called subzero. That's why the icicles cannot melt quickly. I suggest you turn into dripping icicles. |
|
Children |
Depicts dripping icicles. |
|
Educator |
Now, let's turn them into babbling streams. Into the sad snowman. Into the snowdrop that breaks out from under the snow. Here is the third sign of spring ( opens the crossword puzzle and reads that it is drops. The third slide of the presentation lights up - drops). |
|
Children |
They look at the tracks through a magnifying glass and make guesses whose tracks they are. |
|
Educator |
In the spring, animals form families to breed offspring. Foxes, wolves and hare have offspring in early spring. Large footprints are the footprints of the parents. Small ones, these are traces of cubs. For those who find it difficult, let's look at animal samples and their traces. Soon the bear will leave his den ( let's depict a bear crawling out of its den) Shows movements with words The bear crawled out of the den, I looked around on the threshold, He stretched out from his sleep: Spring has come to us again. To quickly gain strength, The bear's head was twisting. He leaned forward and back. Here he is walking through the forest. So we found another sign of spring ( opens a crossword puzzle with the inscription - bear, the fourth slide of the presentation lights up on the screen - animals) |
|
Children |
repeat |
|
Educator |
The teacher turns on the following slide of birdsong... What kind of trills are these? There are a lot of birds in the forest now. Wintering birds still remain, and the first migratory birds arrive. What birds are in the forest now? (the teacher hands out pictures) |
|
Children |
Name birds from pictures (bullfinch, waxwing, crossbill, rook, starling, lark) |
|
Educator |
Wintering birds fly to the blue house, migratory birds fly to the red one. |
|
Children |
They carry pictures around the houses and identify wintering and migratory birds. |
|
Educator |
Well, here’s another sign of spring, you mentioned. Opens a crossword puzzle and reads out migratory birds. A slide opens - migratory birds. |
|
Educator |
Look, guys, what word turned out to be in the crossword puzzle |
|
Children |
Read out the word - Spring! |
|
Educator |
So you and I have found and identified the signs of early spring ( shows the children a color drawing of a forest). Forest Dwellers They leave their autographs for you as a thank you. The teacher gives animal tracks... . Goodbye children! |
Salt, one of the most important minerals on earth. Where does it come from? Sources of salt are seas and oceans. Salt is also found in nature - rock salt. There are many types of salt. There is sea salt. This is the salt found in sea water. Rock salt extracted from mountain deposits. Table salt, bleached and purified rock salt, in the form of crystals. People have been eating salt for 8 thousand years.
You can find a replacement for any food product, even bread. A person can live without salt for no more than 10 days, because digestion is impaired. Salt is needed for digestion of food, for breathing, for muscle movement. The daily intake of salt is 1 teaspoon.
While talking about salt, children look at pictures depicting different types salts and their location in nature.
Well, to start experiments, let's turn into little researchers! (put on robes).
But it’s not enough to look like a scientist, you also need to know the rules that need to be followed in the laboratory. Go to the table, in front of you are cards with pictures, fold the pictures to one side, depicting what you can do during the experiment and what you can’t do! (In front of the children are 9 cards depicting actions: scream, touch, smell, try, play around, chat, help each other, think, ask questions. The task of the students is to put them into 2 groups, what can be done and what cannot be done. The try, smell, touch cards will be between these two groups, you need to explain that not all substances can be touched, smelled and tasted during the experiment ).
Okay, now we can start experimenting!
Experience 1:
Let's look at salt, before you table salt, sea salt and rock salt. Consider how they differ and how they are similar.
We’ll also focus on the cookery department!
In front of you are jars of table salt, look at it carefully. Let's try to describe our substance.
What color is salt?
What is the structure? What are its parts like?
Take your jars of salt and bring them to your nose. Does salt have a smell?
Now take small spoons and taste the salt! Does it taste? Which?
Let's take a pinch of salt and pour it back into the jar! What salt?
Free-flowing not free-flowing?
Let's conclude, what kind of salt is it?
Experience 2.
There are cups of liquid in front of you, I suggest you try and answer what kind of substance you have in the cup. (children testing the waters ).
So what have you tried?
Does it taste?
Now let's try to dissolve salt in water. Immerse one small spoon of salt in a glass of water and stir! Let's see if it has dissolved or not!
Let's taste it, what is the water like?
What was it like? We draw a conclusion.
Experience 3:
(In front of the children there are chicken eggs in a bowl, and there are 1 liter jars: 4 with water, 4 with saline solution).
Tell me, what do you see in front of you?
We immerse the egg in the jar and observe.
What happened?
What kind of water do you think the egg did not drown in?
That's right, salt water, denser than fresh water, pushed the egg to the surface. Those who have been to the sea have probably noticed that it is easier to swim in sea water than in fresh water; sea water keeps you afloat.
— Let’s summarize what we have learned about salt?
- Now let's rest a little.
Fizminutka:
And above the sea - you and I!
Seagulls circle above the waves,
Let's fly after them together.
Splashes of foam, sound of the surf,
And above the sea - you and I!
(Children flap their arms like wings.)
We are now sailing on the sea
And we frolic in the open space.
Have fun raking
And catch up with the dolphins.
(Children make swimming movements with their hands.)
One, two, three - they circled and turned into scientists.
Do you want to be right or happy?
Crochet Christmas potholder
We make beautiful and festive garlands ourselves Cut out the letters Happy Birthday