Explanatory note

Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man.

A huge role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.

Research activities develop children’s cognitive activity, teach them to act independently, plan work and bring it to a positive result.

With the help of an adult and independently, the child learns various connections in the world around him: he enters into verbal contacts with peers and adults, shares his impressions, and takes part in conversations.

The main goal of the program is to develop children's cognitive activity, curiosity, and desire for independent knowledge.

Bibliography:

1. L. N. Prokhorova “Organization of experimental activities of preschool children.” Methodological recommendations - Arki publishing house 2005.

2. L. N. Menshchikova “Experimental activity” ski recommendations - and activity of children" edition - 2009.

3. Magazine "Preschool Education" No. 11/2004.

4. Program “From birth to school” edited by N. E. Veraksa,T. S. Komarova, A. A. Moscow 2012

5. Long-term planning according to the program “From birth to school” ed. – “teacher”, 2011

6. Solomennikova O. A. “Environmental education in kindergarten” Program and methodological recommendations, 2nd ed. – M: Mosaic – synthesis. 2006.

7. Prokhorova L.N., Balakshina TA. Children's experimentation is a way of understanding the world around them//Formation beginnings of ecological culture of preschool children Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.

8. “Experimental activity” V.V. Moskalenko.

Municipal autonomous preschool educational institution

"Kindergarten No. 203", Perm

Card index of experiences and experiments

IN THE MIDDLE GROUP

2016-2017 academic year.

Compiled by:

Archdeacon's

Inna Arkadyevna.

SEPTEMBER

EXPERIENCE No. 1« Rostock»

Tasks:

Consolidate and generalize knowledge about water and air, understand their significance for all living things.

Materials. Tray of any shape, sand, clay, rotted leaves.

Process. Prepare the soil from sand, clay and rotted leaves; fill the tray. Then plant the seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place.

Results. Take care of the sowing together with your children, and after a while you will have a sprout.

EXPERIENCE No. 2« Sand»

Tasks:

Consider the shape of grains of sand.

Materials. Clean sand, tray, magnifying glass.

Process. Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It can be different; Tell the children that in the desert it is shaped like a diamond. Let each child take sand in his hands and feel how free-flowing it is.

Bottom line. Sand is free-flowing and its grains come in different shapes.

EXPERIENCE No. 3« Sand cone»

Tasks:

Set the properties of sand.

Materials. Dry sand.

Process. 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, drifts appear in one place, then in another; the movement of sand is similar to a current.

Bottom line. Sand can move.

EXPERIENCE No. 4« scattered sand»

Tasks:

Set the property of scattered sand.

Materials. Sieve, pencil, key, sand, tray.

Process. Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Immerse the pencil in the sand without pressing. Place a heavy object (for example, a key) on the surface of the sand. Pay attention to the depth of the mark left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink approximately twice as deep into scattered sand as into scattered sand. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand.

Bottom line. Scattered sand is noticeably denser. This property is well known to builders.

OCTOBER

EXPERIENCE No. 1« Vaults and tunnels»

Tasks:

Find out why insects caught in sand are not crushed by it, but come out unharmed.

Materials. A tube with a diameter slightly larger than a pencil, glued together from thin paper, pencil, sand.

Process. Insert a pencil into the tube. Then fill the tube with a pencil with sand so that the ends of the tube protrude outward. We take out the pencil and see that the tube remains intact.

Bottom line. Sand grains form protective arches, so insects caught in the sand remain unharmed.

EXPERIENCE No. 2« Wet sand»

Tasks:

Introduce children to the properties of wet sand.

Materials. Wet sand, sand molds.

Process. Take wet sand in your palm and try to sprinkle it in a stream, but it will fall from your palm in pieces. Fill the sand mold with wet sand and turn it over. The sand will retain the shape of the mold.

Bottom line. Wet sand cannot be poured out of the palm of your hand; the backwater can take any desired shape until it dries. When sand gets wet, the air between the edges of the sand grains disappears, and the wet edges stick to each other.

EXPERIENCE No. 3« Properties of water»

Tasks:

Introduce children to the properties of water (takes shape, has no smell, taste, color).

Materials. Several transparent vessels of different shapes, water.

Process. Pour water into transparent vessels of different shapes and show the children that the water takes the shape of the vessels.

Bottom line. Water has no form and takes the shape of the vessel into which it is poured.

Taste of water.

Target. Find out if the water has a taste.

Materials. Water, three glasses, salt, sugar, spoon.

Process. Before experimenting, ask what the water tastes like. After this, let the children try plain boiled water. Then put salt in one glass. In another sugar, stir and let the children try. What taste does the water have now?

Bottom line. Water has no taste, but takes on the taste of the substance that is added to it.

The smell of water.

Target. Find out if the water has an odor.

Materials. A glass of water with sugar, a glass of water with salt, an odorous solution.

Process. Ask the children what does the water smell like? After answering, ask them to smell the water in the glasses with solutions (sugar and salt). Then drop a fragrant solution into one of the glasses (but so that children cannot see). Now what does the water smell like?

Bottom line. Water has no odor, it smells of the substance that is added to it.

Water color.

Target. Find out if the water has a color.

Materials. Several glasses of water, crystals of different colors.

Process. Have the children put different colored crystals into glasses of water and stir until they dissolve. What color is the water now?

Bottom line. Water is colorless and takes on the color of the substance that is added to it.

EXPERIENCE No. 4« Living water»

Tasks:

Introduce children to the life-giving properties of water.

Materials. Freshly cut branches of quickly blossoming trees, a vessel with water, the label “Water of Living”.

Process. Take a vessel and label it “Water of Living.” Look at the branches with your children. After this, place the branches in the water and remove the vessel in a visible place. Time will pass and they will come to life. If these are poplar branches, they will take root.

Bottom line. One of the important properties of water is to give life to all living things.

NOVEMBER

EXPERIENCE No. 1« Evaporation»

Tasks:

Introduce children to the transformation of water from liquid to gaseous state and back to liquid.

Materials. Burner, vessel with water, lid for the vessel.

Process. Boil water, cover the vessel with a lid and show how the condensed steam turns back into drops and falls down.

Bottom line. When water is heated, it changes from a liquid state to a gaseous state, and when it cools, it changes from a gaseous state back to a liquid state.

EXPERIENCE No. 2« Physical states of water»

Tasks:

Prove that the state of water depends on air temperature and is in three states: liquid - water; hard – snow, ice; gaseous - steam.

1) If it’s warm outside, then the water is in a liquid state. If the temperature outside is sub-zero, then the water turns from liquid to solid (ice in puddles, instead of rain it snows).

2) If you pour water on a saucer, then after a few days the water will evaporate, it will turn into a gaseous state.

EXPERIENCE No. 3« Properties of air»

Tasks:

Introduce children to the properties of air.

Material. Scented napkins, orange peels, etc.

Process. Take scented wipes, orange peels, etc. and invite the children to smell the odors in the room one by one.

Bottom line. Air is invisible, has no definite shape, spreads in all directions and has no odor of its own.

EXPERIENCE No. 4« The air is compressed»

Tasks:

Continue to introduce children to the properties of air.

Materials. Plastic bottle, uninflated balloon, refrigerator, bowl of hot water.

Process. Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools.

Bottom line. When heated, air expands, and when cooled, it contracts.

DECEMBER

EXPERIENCE No. 1« Air expands»

Tasks:

Demonstrate how air expands when heated and pushes water out of a container (homemade thermometer).

Consider the “thermometer”, how it works, its structure (bottle, tube and stopper). Make a thermometer model with the help of an adult. Make a hole in the cork with an awl and insert it into the bottle. Then take a drop of colored water into a tube and stick the tube into the cork so that a drop of water does not jump out. Then heat the bottle in your hands, a drop of water will rise up.

EXPERIENCE No. 2« Water expands when it freezes»

Tasks:

Find out how snow retains heat. Protective properties of snow. Prove that water expands when it freezes.

Take two bottles (cans) of water of the same temperature out for a walk. Bury one in the snow, leave the other on the surface. What happened to the water? Why didn't the water freeze in the snow?

Conclusion:

Water does not freeze in snow because snow retains heat and turns into ice on the surface. If a jar or bottle in which water has turned into ice bursts, then we can conclude that water expands when it freezes.

EXPERIENCE No. 3« Life cycle of flies»

Tasks:

Observe the life cycle of flies.

Materials. Banana, liter jar, nylon stocking, pharmaceutical elastic band (ring).

Process. Peel the banana and put it in a jar. Leave the jar open for several days. Check the jar daily. When the fruit flies appear, cover the jar with a nylon stocking and tie it with an elastic band. Leave the flies in the jar for three days, and after this period, release them all. Close the jar again with the stocking. Monitor the jar for two weeks.

Results. After a few days you will see larvae crawling along the bottom. Later, the larvae will develop into cocoons, and eventually flies will appear. Drosophila are attracted to the smell of ripe fruit. They lay eggs on fruits, from which larvae develop and then pupae are formed. Pupae are similar to cocoons into which caterpillars turn. At the last stage, an adult fly emerges from the pupa, and the cycle repeats again.

EXPERIENCE No. 4« Why do stars seem to move in circles?»

Tasks:

Find out why stars move in circles.

Materials. Scissors, ruler, white chalk, pencil, adhesive tape, black paper.

Process. Cut out a circle with a diameter of 15 cm from paper. Draw 10 small dots at random on the black circle with chalk. Poke a pencil through the center of the circle and leave it there, securing it at the bottom with duct tape. Holding the pencil between your palms, quickly twist it.

Results. Light rings appear on the rotating paper circle. Our vision retains the image of white dots for some time. Due to the rotation of the circle, their individual images merge into rings of light. This happens when astronomers photograph stars using long exposures. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are motionless relative to it. Although it seems to us that the stars are moving, the photographic plate is moving along with the Earth rotating around its axis.

JANUARY

EXPERIENCE No. 1« Dependence of snow melting on temperature»

Tasks:

Bring children to understand the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow will melt.

1) On a frosty day, invite the children to make snowballs. Why don't snowballs work? The snow is powdery and dry. What can be done? Bring the snow into the group, after a few minutes we try to make a snowball. The snow has become plastic. The snowballs were blinding. Why did the snow become sticky?

2) Place saucers with snow in a group on the window and under the radiator. Where will the snow melt faster? Why?

Conclusion: The condition of the snow depends on the air temperature. The higher the temperature, the faster the snow melts and changes its properties.

EXPERIENCE No. 2« How does a thermometer work?»

Tasks:

See how the thermometer works.

Materials. Outdoor or bathroom thermometer, ice cube, cup.

Process. Squeeze the liquid ball onto the thermometer with your fingers. Pour water into a cup and put ice in it. Stir. Place the thermometer in the water with the part where the liquid ball is located. Again, look at how the liquid column behaves on the thermometer.

Results. When you hold the ball with your fingers, the bar on the thermometer begins to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers warms the liquid in the thermometer. When the liquid is heated, it expands and rises from the ball up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and falls down the tube. Outdoor thermometers usually measure air temperature. Any changes in its temperature lead to the fact that the column of liquid either rises or falls, thereby showing the air temperature.

EXPERIENCE No. 3« Can a plant breathe?»

Tasks:

Reveals the plant’s need for air and breathing. Understand how the respiration process occurs in plants.

Materials. Houseplant, cocktail straws, Vaseline, magnifying glass.

Process. An adult asks if plants breathe, how to prove that they do. Children determine, based on knowledge about the breathing process in humans, that when breathing, air should flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a straw and conclude that Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week.

Results. The leaves “breathe” on their underside, because those leaves that were smeared with Vaseline on the underside died.

EXPERIENCE No. 4« Do plants have respiratory organs?»

Tasks:

Determine that all parts of the plant are involved in respiration.

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

Process. An adult suggests finding out whether air passes through the leaves into the plant. Suggestions are made on how to detect air: children examine a cut of a stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult and children conduct the “Through a Leaf” experiment in the following sequence: a) pour water into a bottle, leaving it 2-3 cm empty;

b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the hole of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, secure the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the end of the stem immersed in water.

Results. Air passes through the leaf into the stem, as air bubbles can be seen releasing into the water.

FEBRUARY

EXPERIENCE No. 1« Do roots need air?»

Tasks:

Reveals the reason for the plant’s need for loosening; prove that the plant breathes from all parts.

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

Process. Children 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 dense soil is 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. Observe the changes in the seedlings (it grows well in the first container, worse in the second, in the third - the plant dies).

Results. Air is necessary for the roots, sketch the results. Plants need loose soil to grow so that the roots have access to air.

EXPERIENCE No. 2« What does the plant produce?»

Tasks:

Establishes that the plant produces oxygen. Understand the need for respiration for plants.

Materials. A large glass container with an airtight lid, a cutting of a plant in water or a small pot with a plant, a splinter, matches.

Process. The adult invites the children to find out why it is so pleasant to breathe in the forest. Children assume that plants produce oxygen for human respiration. The assumption is proven by experience: a pot with a plant (or cutting) is placed inside a tall transparent container with an airtight lid. Place in a warm, bright place (if the plant provides oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out whether oxygen has accumulated in the jar (oxygen is burning). Observe the bright flash of flame from a splinter brought into the container immediately after removing the lid.

Results. Plants release oxygen.

EXPERIENCE No. 3« Do all leaves have nutrition?»

Tasks:

Determine the presence of plant nutrition in the leaves.

Materials. Boiling water, begonia leaf (the reverse side is painted burgundy), white container.

Process. An adult suggests finding out whether there is nutrition in leaves that are not colored green (in begonia, the reverse side of the leaf is painted burgundy). Children assume that there is no nutrition in this sheet. An adult invites the children to place the sheet in boiling water, examine it after 5 - 7 minutes, and sketch the result.

Results. The leaf becomes green, and the water changes color, therefore, there is nutrition in the leaf.

EXPERIENCE No. 4« In the light and in the dark»

Tasks:

Determine the environmental factors necessary for the growth and development of plants.

Materials. Onion, a box made of durable cardboard, two containers with soil.

Process. An adult suggests finding out by growing onions whether light is needed for plant life. Cover part of the onion with a cap made of thick dark cardboard. Draw the result of the experiment after 7 - 10 days (the onion under the hood has become light). Remove the cap.

Results. After 7–10 days, draw the result again (the onion turns green in the light, which means nutrition has formed in it).

MARCH

EXPERIENCE No. 1« Who is better?»

Tasks:

Identify favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.

Materials. Two identical cuttings, a container of water, a pot of soil, plant care items.

Process. An adult offers to determine whether plants can live for a long time without soil (they cannot); Where do they grow best - in water or in soil. Children place geranium cuttings in different containers - with water, soil. Watch them until the first new leaf appears. The results of the experiment are documented in an observation diary and in the form of a model of the dependence of plants on the soil.

Results. The first leaf of a plant in the soil appears faster, the plant gains strength better; in water the plant is weaker.

EXPERIENCE No. 2« Where is the best place to grow?»

Tasks:

Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, identify soils that differ in composition.

Materials. Tradescantia cuttings, black soil, clay and sand.

Process. An adult chooses soil for planting (chernozem, a mixture of clay and sand). Children plant two identical cuttings of Tradescantia in different soil. Observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, but grows well in chernozem). Transplant the cuttings from the sand-clay mixture into black soil. After two weeks, the result of the experiment is noted (the plant shows good growth).

Results. Chernozem soil is much more favorable than other soils.

EXPERIENCE No. 3« Labyrinth»

Tasks:

Materials. A cardboard box with a lid and partitions inside in the form of a labyrinth: in one corner there is a potato tuber, in the opposite there is a hole.

Process. Place the tuber in the box, close it, and place it in a warm, but not hot place, with the hole facing the light source. Open the box after potato sprouts emerge from the hole. They examine, noting their directions, color (the sprouts are pale, white, curved in search of light in one direction). Leaving the box open, they continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).

Results. A lot of light - the plant is good, it is green; little light - the plant is bad.

EXPERIENCE No. 4« How a shadow is formed»

Tasks:

Understand how a shadow is formed, its dependence on the light source and the object, and their mutual position.

1) Show the children a shadow theater. Find out whether all objects provide shadows. Transparent objects do not give a shadow, since they transmit light through themselves; dark objects give a shadow, since the rays of light are reflected less.

2) Street shadows. Consider the shadow on the street: during the day from the sun, in the evening from lanterns and in the morning from various objects; indoors from objects of varying degrees of transparency.

Conclusion:

A shadow appears when there is a light source. A shadow is a dark spot. Light rays cannot pass through an object. There may be several shadows from yourself if there are several light sources nearby. The rays of light meet an obstacle - a tree, therefore there is a shadow from the tree. The more transparent the object, the lighter the shadow. It is cooler in the shade than in the sun.

APRIL

EXPERIENCE No. 1« What does a plant need to feed?»

Tasks:

Determine how the plant seeks light.

Materials. Indoor plants with hard leaves (ficus, sansevieria), adhesive plaster.

Process. An adult offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's assumptions are tested by experience; part of the leaf is sealed with a plaster, the plant is placed near a light source for a week. After a week, the patch is removed.

Results. Without light, plant nutrition cannot be produced.

EXPERIENCE No. 2« What then?»

Tasks:

Systematize knowledge about the development cycles of all plants.

Materials. Seeds of herbs, vegetables, flowers, plant care items.

Process. An adult offers a riddle letter with seeds and finds out what the seeds turn into. Plants are grown during the summer, recording all changes as they develop. After collecting the fruits, they compare their sketches and draw up a general diagram for all plants using symbols, reflecting the main stages of plant development.

Results. Seed – sprout – adult plant – flower – fruit.

EXPERIENCE No. 3« How to detect air»

Tasks:

Determine whether air surrounds us and how to detect it. Determine the air flow in the room.

1) Offer to fill plastic bags: one with small objects, the other with air. Compare bags. The bag with objects is heavier, the objects can be felt to the touch. The air sac is light, convex, and smooth.

2) Light a candle and blow on it. The flame is deflected and is affected by the air flow. Hold the snake (cut from a circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as the warm air lifts it.

3) Determine the movement of air from top to bottom from the doorway (transom). Warm air rises and goes from bottom to top (since it is warm), and cold air is heavier - it enters the room from below. Then the air warms up and rises again, this is how we get wind in nature

EXPERIENCE No. 4« What are the roots for?»

Tasks:

Prove that the root of the plant absorbs water; clarify the function of plant roots; establish the relationship between the structure and functions of the plant.

Materials. A geranium or balsam cutting with roots, a container with water, closed with a lid with a slot for the cutting.

Process. Children examine cuttings of balsam or geranium with roots, find out why the plant needs roots (roots anchor plants in the ground), and whether they take up water. Conduct an experiment: place the plant in a transparent container, mark the water level, tightly close the container with a lid with a slot for the cutting. They determine what happened to the water a few days later.

Results. There is less water because the roots of the cuttings absorb water.

EXPERIENCE No. 1« How to see the movement of water through the roots?»

Tasks:

Prove that the root of a plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.

Materials. Balsam cuttings with roots, water with food coloring.

Process. Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). What else can roots take from the ground? Children's assumptions are discussed. Consider dry food coloring - “food”, add it to water, stir. Find out what should happen if the roots can take up more than just water (the root should turn a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. They clarify what will happen to the plant if there are substances harmful to it in the ground (the plant will die, taking away harmful substances along with the water).

Results. The root of the plant absorbs, along with water, other substances found in the soil.

EXPERIENCE No. 2« How does the sun affect a plant?»

Tasks:

Determine the need for sunlight for plant growth. How does the sun affect the plant?

1) Plant onions in a container. Place in the sun, under a cover and in the shade. What will happen to the plants?

2) Remove the cap from the plants. What bow? Why light? Place in the sun, the onions will turn green in a few days.

3) The onion in the shade stretches towards the sun, it stretches in the direction where the sun is. Why?

Conclusion:

Plants need sunlight to grow and maintain their green color, since sunlight accumulates chlorophytum, which gives plants a green color and to form food.

EXPERIENCE No. 3« How do bird feathers work?»

Tasks:

Establish a connection between the structure and lifestyle of birds in the ecosystem.

Materials: chicken feathers, goose feathers, magnifying glass, zipper lock, candle, hair, tweezers.

Process. Children examine the bird's flight feather, paying attention to the shaft and the fan attached to it. They find out why it falls slowly, spinning smoothly (the feather is light, since there is emptiness inside the rod). An adult suggests waving the feather, observing what happens to it when the bird flaps its wings (the feather springs elastically, without unraveling the hairs, maintaining its surface). Examine the fan through a strong magnifying glass (on the grooves of the feather there are protrusions and hooks that can be firmly and easily combined with each other, as if fastening the surface of the feather). Examining the down feather of a bird, they find out how it differs from the flight feather (the down feather is soft, the hairs are not interlocked, the shaft is thin, the feather is much smaller in size); children discuss why birds need such feathers (they serve to retain heat).

The more actively a child comprehends the secrets of the world around him, the wider his range of interests becomes and more and more new questions arise: “Why?”, “Under what conditions does this happen?”, “What will happen if...?”, “How will the object behave?” , When… ?" With children 4–5 years old, experimentation takes on the features of adult research: students learn to independently formulate questions and put forward hypotheses that will be tested in experiments. Children become familiar with basic scientific concepts and become more confident in practical activities.

Experimental activities in the middle group: goals, objectives, methods of organization

By middle preschool age, children have experienced the crisis of three years of age: they have learned to show independence, listen to advice and instructions from adults, and try to follow instructions as accurately as possible. Young experimenters 4–5 years old make their first attempts to define the problems of the upcoming research, put forward suggestions on how to test this or that quality of an object or simulate a physical phenomenon.

When organizing classes on experimental activities, the teacher takes into account the age characteristics of middle preschoolers, the level of mental development and thinking:

• High degree of curiosity. A 4-5 year old child can easily be captivated by any subject or process, which is why knowledge is not offered to be memorized, but is encouraged to be acquired.
• Perception becomes meaningful, purposeful, and analytical. Middle preschoolers experiment consciously to find out the final result of the experimental action. At this age, children make their first attempts to independently analyze research and formulate conclusions.
• Striving for active communication. Children develop a desire not only to ask questions, but also to express their own assumptions. By the time they reach preschool age, they will have developed the ability to formulate hypotheses. To develop this skill in the middle group, it is important to improve oral speech skills and conduct detailed conversations with a cognitive focus.
• Sufficient development of fine motor skills. Middle preschoolers are excellent at handling various tools, appliances and small elements. To improve the work of both hands and coordination of movements, various materials (sand, including kinetic sand, clay, pebbles, etc.) and tools (magnifying glasses, pipettes, scoops, etc.) should be used in experimental activities.

Middle preschoolers use various devices in experimentation

Goals and objectives of experimentation in the middle group

Conducting experiments and experiments makes it possible to form and expand students’ understanding of the properties of objects in the surrounding world in a practical way. The purpose of organizing experimental activities in the middle group is to develop a research type of thinking in children through encouraging practical actions on objects and observation of physical processes.

Ideas about physical objects and their properties are formed in students through practical actions with objects

Organizing experimentation with middle group students helps solve a set of pedagogical problems:

1. Educational objectives:

• formation of a system of elementary scientific concepts (physical, chemical, environmental);
• development of a research type of thinking;
• training in competent construction of a research plan.

2. Developmental tasks:

• improving fine motor skills of the hands;
• development of long-term memory;
• development of thinking abilities (ability to formulate questions, compare objects, generalize and systematize, draw conclusions);
• development of logical thinking (in middle preschool age, children begin to establish cause-and-effect relationships between objects and phenomena);
• improving the ability to observe the progress of an experiment and concentrate attention for a long time.

3. Educational tasks:

• strengthening the ability to listen to and follow instructions from an adult;
• instilling perseverance and accuracy, responsibility for order in the workplace;
• creating a favorable emotional environment in the team;
• instilling interest in collective activities, strengthening friendships within the group;
• development of empathy, sense of mutual assistance.

Children 4–5 years old improve their ability to listen to the teacher’s instructions and try to follow them as accurately as possible

Types of experimental activities

Based on the nature of pupils’ cognitive activity, three types of children’s experimentation can be distinguished.

1. Illustrative experimentation. Children know the result of some process or action on an object, and experience confirms familiar facts. For example, children know that Easter cakes are best made from wet sand. Experiments on the ability of sand to absorb water and keep its shape illustrate this fact.
   

   Experiments in the sandbox illustrate the children's knowledge that wet sand holds its shape best

2. Exploratory experimentation. The result of these actions on objects is unknown; it is proposed to obtain it experimentally. Children know that plants drink water, but they do not know how the liquid moves along the stem and leaves. To clarify this issue, an experiment is carried out with colored water and Chinese cabbage leaves: the leaves are left in glasses overnight, and in the morning they are seen to have acquired the color of the liquid that they “drank” at night. The guys come to the conclusion that water consumed by a root or cutting moves in plants from bottom to top.
   

   Children do not know the result of search experimentation in advance, so the joy of discovering information is guaranteed

Cognitive experimentation. During the lesson, learning conditions are created in which students select research methods to find answers. This type of experimentation is a practical component of the teaching method for solving cognitive problems. An example is the experimental game “Releasing Beads from Captivity in Ice”: a fairy-tale heroine was in a hurry to visit and caught her beads on a tree branch, the thread broke, the beads scattered and became covered with a layer of ice. The guys are given the task of helping the heroine by freeing the beads from the ice. Children choose ways to melt ice cubes (with the warmth of a finger and palms, breathing, near a radiator, in hot water, on a sunny windowsill), thereby learning about methods of heating and transferring heat.

SEARCH AND EXPERIMENTAL ACTIVITIES

IN THE MIDDLE GROUP

LIVE NATURE

PLANTS AND ANIMALS AS LIVING ORGANISMS:

GROWTH, NEEDS, REPRODUCTION

Where are the kids hiding?

Tasks: Select that part of the plant from which new plants can emerge.

Materials and equipment: Soil, leaves and seeds of maple (or other plant), vegetables.

Progress: Dunno failed to grow a tree - asks for help. Children look at the leaf and seeds, name them, find out that they need water or soil to grow. Place the leaf and seeds on the bottom of a shallow container on damp cotton wool, cover with a damp cloth, place in a warm place, keeping the cloth and cotton damp. After 7-10 days, the results are revealed (with a sketch): the leaf rots, the seed sprouts. After another 2-3 weeks, the growth of the seedling is observed and it is transplanted into the soil (sketch). Observation ends with the appearance of a sprout from the soil. The sketches are drawn up in the form of a diary and sent by parcel to Dunno.

Who has what kind of children?

Tasks: Identify the common features of the structure of seeds (presence of a nucleolus). Encourage them to name the parts of the structure of seeds: nucleolus, shell.

Materials and equipment: Vegetables, fruits, berries (cherries, plums), trays, vegetable knives, magnifying glass, hammer, pictures of plants, a collection of seeds and plants.

Progress: Children from the younger group ask their elders to help compile a collection of seeds for the plants in the pictures. Preschoolers cut, break fruits, find seeds, examine, describe, compare them, find similarities (shell, nucleolus), test for strength. At the end of the lesson, they summarize: the nucleoli contain a supply of nutrition for the new plant, the “skin” protects it. Designing a collection for kids.

How does a plant develop?

Tasks: Highlight the cycles of plant development: seed -> sprout - plant -> flower -> fruit -> seed.

Materials and equipment: Seeds, plant care items; damp cloth, magnifying glass.

Progress: Younger children do not know how a fruit (for example, a tomato or pepper) appears from a small seed; they ask the children from the middle group to tell it. Children examine the seeds, prove that a plant can grow from them (there is a nucleolus), plant them in the soil after preliminary soaking, make sketches as they observe until the fruit appears, and send them to the kids.

What do plants like?

Tasks: Establish the dependence of the growth and condition of plants on their care.

Materials and equipment: Two or three identical plants, care items, an observation diary, an activity algorithm (Appendix, Fig. 1).

Progress: Children care for three identical plants in different ways: first, they weed, water, and loosen them in a timely manner; second - water in a timely manner, weed without loosening; third - just water it. They observe the growth, condition, and fruiting for a long time, sketching each result, and draw conclusions about the need for care for the growth and condition of the plants.

CHARACTERISTIC FEATURES OF THE SEASONS

Warm - cold

Tasks: Determine the relationship between the season and plant development: the effect of heat and cold on plants.

Materials and equipment: a) flowers from the flowerbed, container for the plant, care items; b) branches of different trees, containers with water (spring and winter); c) vegetable seeds (cucumbers, peas, beans), containers for soaking, fabric.

Progress: 1. Children watch the withering plants in the flowerbed. They find out why they wither if there is enough water for growth (they wither because they cannot feed in the cold). Replant the plant along with the soil into a suitable container, bring it indoors, and observe the changes occurring with the flowers indoors and in the flowerbed. The adult suggests sketching the results in an observation diary.

2. Children look at the branches of bare trees. They find out why there are no leaves (it’s cold) and how to make them appear (plants need warmth to grow). They bring the branches into the room, examine the buds, place them in water, observe the growth of the buds and the appearance of leaves. Sketch observations in a diary in comparison: on the site - indoors.

3. Children look at the seeds. They find out whether it is possible to plant them in the garden in April (no, it’s cold, they will die). Soak the seeds - “wake up” them. Place the seeds in a damp cloth, place them in places of different temperatures, and keep them moist. After 2-3 days, the results are checked: they find out what prevented some seeds from “waking up” and helped others (the seeds sprouted in warmth and moisture, the rest only swollen from water). Sprouted seeds are planted in boxes to obtain seedlings.

Do plants need snow in winter?

Tasks: Confirm the need for some changes in nature.

Materials and equipment: A container with water, leaves of indoor plants, an activity algorithm (Appendix, Fig. 2).

Progress: An adult invites children to find out how plants feel under the snow. He takes out two containers of water, one of which he places on the snow, and the other under the snow for the duration of the walk. An adult checks the condition of the water in the containers and asks why the water did not freeze under the snow (it is warm under the snow); what will happen to the plants if there is no snow in winter (snow keeps the plants warm, they will not freeze. There will be no snow - the roots may freeze and die). Children make assumptions and sketch them. An adult and children find a place where snow is blown out and mark it with a symbol: “no snow.” In spring, you can observe the appearance of vegetation in different areas using sketches. They conclude that plants need snow in winter.

Why is the snow melting?

Tasks:

Materials and equipment: Snow containers.

Progress: An adult brings snow balls into the room, placing them in places with different temperatures (battery, window sill, near the door, on a cabinet, etc.). After a while he invites the children to bring koloboks. Finds out what happened to them and why some are not there at all (in the warmth the snow turned into water).

Where will spring come faster?

Tasks: Establish the dependence of changes in nature on the season.

Materials and equipment: Containers with snow and ice.

Progress: An adult and children take a form filled with water outside. Another form is filled with snow during a walk. At the end of the walk, he brings both forms into the room, leaves them in a warm place and observes the changes that occur for 1-2 hours. Ice takes longer to melt. Find out where spring will come faster: on the river or in the clearing (in the clearing the sun will melt the snow faster).

Where doesn't the snow melt?

Tasks: Identify the dependence of changes in nature on the season.

Materials and equipment: Containers with water, snow, ice.

Progress: In early spring, an adult and children fill containers of the same size with snow and place them throughout the area. After a certain time, the containers are examined and found out: why in some of them the snow almost did not melt (they stood in the shade), where and why spring will come faster - in a clearing or in the forest (in a clearing; in the forest there is more shade from the trees, the snow lies longer ).

Where will the first thawed patches be?

Tasks: Establish a connection between seasonal changes and the onset of heat and the appearance of the sun.

Materials and equipment: Containers for each child, painted in light and dark colors.

Progress: In early spring, an adult and children fill containers of the same size, but painted in dark and light colors, with snow, place them in the sun and observe the changes. Children compare the results (snow melts faster in dark containers). On a bright sunny day, an adult invites children to touch the bark of birch and rowan and compare the sensations (the bark of the rowan is hot, the bark of the birch is cool). Find out which tree will have thawed patches first (around trees with dark trunks).

Who will fly away, who will stay?

Tasks: Understand the dependence of changes in the lives of animals on changes in inanimate nature.

Materials and equipment: A container with soil, small objects, tree bark, fake beaks of various birds, a container with water and small objects at the bottom.

Progress: The adult, together with the children, finds out why the birds fly south (food disappears); why not all birds fly away (some birds can find food in winter); what beaks help birds find food in winter (the long beak of a woodpecker helps to get food from under the bark and gouge a pine cone; the long, powerful beak of a crow makes it possible to feed on carrion and waste; the short, wide beak of bullfinches and waxwings is suitable for picking rowan and viburnum berries; insectivores birds with sharp small beaks cannot get food other than insects, so they fly away). Children choose any dummy beak, then find a bird with that beak, select food and decide whether it should stay or fly away.

Why does a bunny need another fur coat?

Tasks:

Materials and equipment: Pieces of dense and rare fur, mittens made of thin, dense fabric and fur.

Progress: Children observe the clothes of passers-by as the seasons change and determine that in winter they become warmer. They find out what animals should do to avoid freezing. Children imagine that the hand is a “bunny” and choose a fur coat for him for summer and winter (mittens). They go for a walk in these fur coats and compare the sensations of both hands. The adult finds out what kind of fur coat the children would like for the winter, what kind of fur coats the animals need in winter (warm, thick, with long fur, fluffy). Observations are sketched in the form of symbols.

How do animals change their coats?

Tasks: Identify the dependence of changes in the lives of animals on changes in inanimate nature.

Materials and equipment: Pieces of fur (old), tree bark.

Progress: The adult asks the children to think about what to do for animals that need warm fur coats in winter, but cannot buy them (grow new fur, dense, heavy). They examine the old, loose and dense fluffy skin of a fox. They find out which of them the fox could wear in the summer, which in the winter, where the fluffy coat came from in the winter and where it disappears in the summer. An adult leads children to understand how animals “hang” winter coats in the forest (sweeps an old skin over the bark of a tree, hairs remain on it).

What do birds build nests from?

Tasks: Identify some features of the lifestyle of birds in spring.

Materials and equipment: Threads, shreds, cotton wool, pieces of fur, thin twigs, sticks, pebbles.

Progress: Children examine a nest in a tree and find out what the bird needs to build it. They bring out a wide variety of material and place it near the nest. Over the course of several days, they observe what material was useful to the bird, and what other birds flew after it. The results are recorded in an observation diary or compiled from ready-made images of birds and materials.

DIVERSITY OF LIVING ORGANISMS

HOW TO ADAPT TO THE ENVIRONMENT

Why do ducks and frogs have such legs?

Tasks: Find features of the appearance of some animals that allow them to adapt to life in the environment (frogs, birds).

Materials and equipment: A container with water, mittens with “webbed”, gloves, illustrations: duck, frog, sparrow; frog in an aquarium.

Progress: An adult asks the children whether a sparrow can swim and dive like a duck and a frog; Why do frogs and ducks have such legs? He puts a webbed glove on one hand and a clawed one on the other. Children imitate the movement of their paws when swimming and determine which paws will be comfortable to swim with and why (it is more convenient to swim with webbed paws, it is better to rake out water with them, a sparrow does not have them). At the end of the lesson, children watch a frog swimming in an aquarium.

Why can birds fly?

Tasks: Find features of the appearance of some birds that allow them to adapt to life in the environment.

Materials and equipment: Bird wings made of paper, wing outline made of thin wire, cardboard and rubber birds, illustrations of birds, animals.

Progress: Children look at the illustrations and choose birds. The adult offers to prove that these are birds (they have wings), and finds out why they need wings. Together with the children, he releases a cardboard bird with folded wings from a small height. Determines what happened to her and why (with unopened wings she cannot stay in the air). An adult attaches open paper wings to it, releases it and finds out what happened; why do domestic birds (chickens, geese) not fly (they are heavier, the wings cannot lift them into the air). Look at illustrations depicting wild and domestic birds. An adult invites children to attach “wings” to a rubber bird and finds out what will happen to it. Shows an illustration of an ostrich and asks whether it is a bird or not; can it fly (it is a bird, but it is very large and heavy, its wings cannot lift it into the air).

Who lives in the water?

Tasks: Find features of the appearance of fish that allow them to adapt to life in the environment.

Materials and equipment: A container with water, an aquarium with fish, illustrations of animals, toy fish (with a weight inserted inside to keep them in the water).

Progress: Children look at illustrations of animals and choose fish. The adult finds out how they guessed that these were fish, and how all fish are similar (tail, fins). They look at the fish in the aquarium: they have a tail, fins, their body is covered with scales, they are of different colors. Then they compare plastic fish: one has an elongated body, the other has a spherical body (to perform actions with them, they are filled with sand so that they stay in the water column). Find out which fish is easier to swim. Conduct an experiment by gently nudging the fish; determine who swam further and why (it is easier for a fish with an elongated body to swim).

How can butterflies hide?

Tasks: Find features of the appearance of some insects that allow them to adapt to life in the environment.

Materials and equipment: Illustrations depicting bright flowers, butterflies and one bird; collection of butterflies.

Progress: Children look at the images, find out who is the odd one out in the illustrations (the bird) and why. They determine how all butterflies are similar and how they differ (similar in structure - body, antennae, wings; different - size and color). They find out what helps butterflies hide from birds (the multi-colored color helps them “turn into flowers”).

INANIMATE NATURE

WATER

Water coloring

Tasks: Identify the properties of water: water can be warm and cold, it can heat other substances, some substances dissolve in water, the water is transparent, but can change its color and smell when colored odorous substances dissolve in it: the more of this substance, the more intense the color and smell; The warmer the water, the faster the substance dissolves.

Materials and equipment: Container with water (cold and warm), crystalline flavored dye, stir sticks, measuring cups.

Progress: An adult and children examine 2-3 objects in the water. They find out why objects are clearly visible (the water is transparent) and what happens if a drawing painted with paints is lowered into the water. They determine that the drawing has blurred and the water has changed color; they discuss why this happened (particles of paint got into the water). Find out how else you can color the water (add dye). An adult invites children to color the water themselves (in cups with warm and cold water at once), touch both cups first, guess why one is warm and the other cold, touch the water with their hands, smell it (without smell). An adult sets the children the task of finding out in which glass the paint will dissolve faster, for which he suggests putting one spoon of dye in each glass; how the color and smell of water will change if there is more dye (the water will become more colored, the smell will be stronger). Children complete the task and tell what happened. For adults, we suggest putting another spoonful of dye in a warm glass and sketching the results of the experiments. Then water of different colors is poured into different containers (for further production of colored ice floes), considering what color the resulting color is.

Making colored ice floes

Tasks: Introduce the two physical states of water - liquid and solid. Identify the properties and qualities of water: turn into ice (freeze in the cold, take the shape of the container in which it is located, warm water freezes more slowly than cold water).

Materials and equipment: A container with colored water, various molds, strings.

Progress: Children look at a colored piece of ice, discuss the properties of the ice (cold, smooth, slippery, etc.) and find out how the piece of ice was made; how did this shape come about (the water took the shape of a container); how the rope holds (it is frozen to the piece of ice). Children look at regular water and colored water, and remember how they received the latter. Children make ice cubes: fill two molds with hot and cold water, remember their shape, place them on two trays and take them outside. They observe which water (cold or hot) froze faster, and decorate the area with ice flakes.

Interaction of water and snow

Tasks: Introduce the two physical states of water (liquid and solid). Identify the properties of water: the higher its temperature, the faster snow melts in it than in air. If you put ice, snow in the water, or take it outside, it will become colder. Compare the properties of snow and water: transparency, fluidity - fragility, hardness; test the ability of snow to turn into a liquid state under the influence of heat.

Materials and equipment: Measuring containers with water of different temperatures (warm, cold, the water level is marked), snow, plates, measuring spoons (or scoops).

Progress: The adult claims that he can hold the water in his hands and not spill it (gesturing how much), then demonstrates this with a lump of snow. Children look at water and snow; identify their properties; Determine by touching the walls which container of water is warmer. An adult asks the children to explain how they found out what happens to snow in a warm room; what happens (with water, snow) if snow is placed in water; where the snow will melt faster: in a glass of warm or cold water. Children complete this task - they put snow on a plate, in glasses of water of different temperatures and watch where the snow melts faster, how the amount of water increases, how the water loses its transparency when the snow melts in it.

AIR

Inflating the fingertip

Tasks: Detect air.

Materials and equipment: Container with water, funnel, fingertip.

Progress: Children examine the fingertip. An adult asks if he can be inflated using some kind of device. Examines the funnel with the children; explains what it serves; suggests putting a fingertip on the narrow hole, touching it, turning the funnel with the narrow hole up and not tilting it, and slowly immersing it in water. Discusses what happened to the fingertip and how it got inflated. Then the adult carefully tilts the funnel without removing it from the water and asks the children how the fingertip changes (it remains dry). An adult pours water into a funnel, children watch how air bubbles come out of it and see that the fingertip inside becomes wet. The adult invites the children to perform these actions independently. Children sketch the result.

Search for air

Tasks: Detect air.

Materials and equipment: Sultans, ribbons, flags, a bag, balloons, cocktail straws, a container of water.

Progress: Invite children to prove with the help of objects that there is air around us. Children choose any objects and demonstrate experiments independently or according to the chosen model. Explain the ongoing processes based on the result of actions with the proposed equipment (for example, blow into a tube, the end of which is lowered into water; inflate a balloon or a plastic bag, etc.).

What's in the package?

Tasks: Identify the properties of air: invisible, odorless, has no shape, compare the properties of water and air (air is lighter than water).

Materials and equipment: Two plastic bags (one with water, the other with air) an algorithm for describing the properties of air and water.

Progress: Invite the children to examine two bags (with water, air), find out what is in them, and explain why they think so. Children weigh them on their hands, feel them, open them, smell them, etc. Discuss how water and air are similar and different (similarities - transparent, tasteless and odorless, take the shape of a vessel, etc.; differences - water is heavier, flows , some substances dissolve in it and solidify, taking the shape of a vessel; air is invisible, weightless, etc.).

Mysterious bubbles

Tasks: Detect air in other objects.

Materials and equipment: A container with water, pieces of foam rubber, a block of wood, lumps of earth, clay.

Progress: Children examine solid objects, immerse them in water, and observe the release of air bubbles. Discuss what it is (air); where did it come from (water displaced the air). They consider what has changed in the objects (they got wet, became heavier, etc.).

Blowing soap bubbles

Tasks: Detect air, prove that air occupies space.

Materials and equipment: Straws 10 cm long of different sizes, split crosswise at the end; soap solution.

Progress: An adult, together with children, dilutes a soap solution according to an algorithm and inflates bubbles of different sizes. Conducts the “Biggest Bubble” competition. Finds out why a soap bubble inflates and bursts (air gets into a drop of water; the more air there is, the larger the bubble; a soap bubble bursts when there is too much air and it does not fit in the drop or when you touch and tear its shell). They discuss how to inflate the largest bubble (inflate carefully, do not touch it for a long time).

Rescue Bubbles

Tasks:

Materials and equipment: Glasses of mineral water, small pieces of plasticine.

Progress: An adult pours mineral water into a glass and immediately throws several pieces of plasticine the size of rice grains into it. Children observe and discuss: why plasticine falls to the bottom (it is heavier than water, so it sinks); what happens at the bottom; why does plasticine float up and fall again? which is heavier and why (there are air bubbles in the water, they rise to the top and push out pieces of plasticine; then the air bubbles come out of the water, and the heavy plasticine sinks to the bottom again). Together with the children, the adult determines in the form of a serial series what is easier, what is heavier, and invites the children to do the experiment themselves.

Sea battle

Tasks: Identifying that air is lighter than water is powerful.

Materials and equipment: A container with water, paper (rectangle) for boats.

Progress: The adult and the children discuss what can happen to the boats if there is strong wind (they can drown). Then he offers to play a sea battle, for which he makes paper boats and sinks the enemy ships. Children divide into pairs and blow on each other's boats (at the same time or in turns) until one capsizes. An adult determines the winners, discusses how to blow so that the wind is stronger and sharper (take in more air, exhale it stronger and sharper).

SAND, CLAY, STONES

Why does sand flow well?

Tasks: Highlight the properties of sand and clay: flowability, friability.

Materials and equipment: Containers with sand and clay; containers for pouring; magnifying glass, screen, sieve.

Progress: An adult invites children to fill cups with sand and clay, examine them and guess them by the sound of the substances being poured. They find out what was poured best (sand) and check it by pouring the substances from glass to glass. Then pour the sand into a large container in a slide and watch what happens (the sand remains in the form of a slide with smooth edges). In the same way, pour out the clay and determine whether the slides are the same (the clay slide is uneven). They find out why the slides are different (the sand particles are all the same, the clay particles are all different shapes and sizes). Children use a magnifying glass to examine what sand is made of and what grains of sand look like; what clay particles look like; compare them (grains of sand are small, translucent, round, do not stick to each other; clay particles are small, pressed very closely to each other). Children sift sand and clay through a sieve and find out whether particles of sand and clay pass through it equally well and why. They examine the hourglass and find out whether it is possible to make a clay clock (no, the clay particles do not flow well and stick to each other).

Let's plant a tree

Tasks: Determine the properties of sand and clay: flowability, friability.

Materials and equipment: Containers with sand, clay, sticks.

Progress: An adult and children try to plant a tree first in a container with sand, then in a container with dry clay. They find out where the stick sticks easier (into the sand) and why (it is loose, loose). They clarify where the stick holds better and why (it holds better in clay, it is denser).

Wind

Tasks: Identify changes in sand and clay when interacting with wind and water.

Materials and equipment: Transparent containers with sand and clay, the containers are closed with a lid with an inserted plastic bottle.

Progress: An adult invites children to find out why it is inconvenient to play with sand in strong winds. Children examine the prepared “sandbox” (a jar filled with a thin layer of sand or clay). Together with an adult, they create a hurricane - they sharply, forcefully squeeze the can and find out what is happening and why (since the grains of sand are small, light, do not stick to each other, they cannot hold on to each other or to the ground with a strong stream of air) . Children are asked to use the results of previous experience (“Why does sand flow well?”). They determine how to make it possible to play with sand even in strong winds (wet the sand well). They are asked to repeat the experiment and draw a conclusion.

Where is the water?

Tasks: Determine that sand and clay absorb water differently.

Materials and equipment: Transparent containers with dry sand, dry clay, measuring cups with water.

Progress: An adult invites children to find out the properties of the dog and clay by testing them by touch (loose, dry). Children pour the same amount of water into the cups at the same time (just enough water is poured so that it completely sinks into the sand). They find out what happened in containers with sand and clay (all the water has gone into the sand, but stands on the surface of the clay); why (clay particles are closer to each other and do not allow water to pass through); where there are more puddles after rain (on asphalt, on clay soil, since they do not let water in; on the ground, in the sandbox there are no puddles); why paths in the garden are sprinkled with sand (to absorb water).

Magic material

Tasks: Find out what properties sand and clay acquire when wetted.

Materials and equipment: A container with sand, clay, planks, sticks, ceramics.

Progress: An adult invites children to make balls, sausages, figures from sand and clay: let them dry, and then check the strength of the buildings. Children draw conclusions about the viscosity of wet clay and the retention of its shape after drying. They find out that dry sand does not retain its shape. They are discussing whether it is possible to make dishes from sand and clay. Children test the properties of sand and clay by making dishes from them and drying them. They guess what the dishes are made of, for which they pour water into them and check the material based on the results (“sand dishes” do not hold water and break; clay dishes retain their shape for some time).

LIGHT, COLOR

When does this happen?

Tasks: Understand that light sources can belong to the natural and man-made world.

Materials and equipment: Illustrations of landscapes, events in different parts of the day.

Progress: Children, together with their parents, observe the lighting in different parts of the day on the street in advance (morning, afternoon, evening, night), and the moon. They recall their observations and compare the illumination of the sun and the moon. An adult invites children to make a model (pie chart) of the parts of the day: choose a color (explaining your choice by the degree of whiteness of the paper and color) and paint over the sectors or glue them with colored paper. Children select illustrations (landscapes and images of routine moments) for each part of the day.

The light is all around us

Tasks: Determine whether light sources belong to the natural or man-made world, their purpose, and some structural features of man-made light sources.

Materials and equipment: Pictures depicting light sources (sun, moon, stars, moon, firefly, fire, lamp, flashlight, etc.), several objects that do not provide light.

Progress: The adult invites the children to determine whether it is dark or light now and explain their answer (we see everything around us). Find out what is shining now (the sun), what can illuminate objects when it is dark in nature (lamp, fire, etc.) Then the adult offers to choose those pictures that depict objects that give light; divide them into two groups (man-made, natural world). Demonstrate the effect of a torch, candle, table lamp, flashlight. Compare the result (which shines brighter). Arrange the pictures with their images in the same sequence. Consider the structural features of the proposed items, discuss the purpose and features of their use.

Magic rays

Tasks: Understand that the illumination of an object depends on the strength of the source and the distance from it.

Materials and equipment: A candle, a table lamp, two flashlights of different power.

Progress: An adult and children shine a flashlight on a picture from afar and invite the children to identify the image. Discusses why it is difficult to see; what to do to see the image better (move the flashlight closer or replace it with a stronger one). Children try both options, discuss the results and draw a conclusion (the illumination depends on the source: the closer and stronger it is, the more light, and vice versa).

Magic brush

Tasks: Get shades of blue on a light background, purple from red and blue paint.

Materials and equipment: Palettes, red, blue, white paints, 4 contour images of balloons for each child.

Progress: An adult, using a “magic brush,” shows the children images of four balloons (three in different shades of blue, one in purple), and asks them to also paint over the contour images of the balloons, offering three colors. Children discuss how to get the right colors, mix paints on palettes, and paint over the balls on their sheet.

Magic circle

Tasks: Demonstrate the formation of colors: purple, orange, green, two shades of blue on a light background.

Materials and equipment: Color tops.

Progress: An adult, together with children, makes colored double-sided tops: the circle is divided into 16 sectors running along the diameter (through the center); the sectors are painted alternately in colors that, when combined, form the desired color (blue and yellow - green, white and blue - blue, etc.); two holes are made in the center of the circle through which the cord is pulled (the circle can also be divided into 2-3 parts by inner circles, in which the sectors will be painted in different colors; in this case, the circle will demonstrate the formation of several colors). Then the adult invites the children to name the colors in the circle and twist the circle in one direction, holding the cord with their hands (two children can do this). When the cord is twisted as much as possible, release the circle. Children find out what is happening to the circle (it spins in the opposite direction); what happens to the color paths (they have changed their color). Children name the colors, and after the magic circle stops, they find out what colors they came from.

Shadow theater

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

Materials and equipment: Equipment for shadow theater.

Progress: Children look at the shadow theater equipment and watch how a shadow is formed. Discuss the variety of shadows and their correspondence to the contours of objects. Following the example of an adult, children make combinations of fingers and hands to obtain a figurative shadow (bunny, dog, etc.), and play with the images.

Let's color the rainbow

Tasks: Introduce the colors of the rainbow. Get orange, green, purple, blue by mixing two colors.

Materials and equipment: Palettes, brushes, paints red, yellow, blue, white, rainbow outlines (for each child).

Progress: An adult offers to finish the artist’s painting “Rainbow”. Children look at the rainbow in illustrations, photos, videos. They discuss when a rainbow occurs (after rain in bright sun), what colors are in it, in what sequence they are located (red, orange, yellow, green, blue, indigo, violet). Read a poem about a rainbow, using color spots to indicate the sequence of colors. Children are offered only four colors, they discuss how to get the desired colors, mix colors on the palette, and paint over the rainbow.

MAGNETS, MAGNETISM

Magic mitten

Tasks: Find out the ability of a magnet to attract certain objects.

Materials and equipment: Magnet, small objects made of different materials, a mitten with a magnet sewn inside.

Progress: An adult demonstrates a trick: metal objects do not fall out of the mitten when unclenching his hand. Together with the children, he finds out why. Invites the children to take objects from other materials (wood, plastic, fur, fabric, paper) - the mitten ceases to be magical. They determine why (there is “something” in the mitten that prevents metal objects from falling) Children examine the mitten, find a magnet, and try to use it.

Magic Theater

Tasks: Understand that only metal objects interact with a magnet.

Materials and equipment: “Theater stage” on a stand, fairy tale characters made of light cardboard (conical) with metal plates fixed inside.

Progress: An adult and children tell a fairy tale using character figures and a magnet hidden under the stage. Children find out how the heroes came to life. They examine the material from which the characters are made and test it for interaction with a magnet. They draw a conclusion about what objects can be attracted (metal only). Children remove the metal plates from the figures and check the effect of the magnet on them (the figures are not attracted).

We are magicians

Tasks: Select objects that interact with the magnet.

Materials and equipment: A mitten with a magnet, a paper napkin, a glass of water, a needle, a wooden toy with a metal plate inside.

Progress: An adult and children look at the paper, make an airplane out of it, and tie it with a thread. Unbeknownst to the children, he replaces it with a plane with a metal plate, hangs it up and, bringing a “magic” mitten, controls it in the air. Children conclude: if an object interacts with a magnet, then it contains metal. Then the children look at the small wooden balls. Find out if they can move themselves (no). An adult replaces them with objects with metal plates, brings them a “magic” mitten, and makes them move. Determine why this happened (there must be something metal inside, otherwise the mitten will not work). Then the adult “accidentally” drops a needle into a glass of water and invites the children to think about how to get it out without getting their hands wet (hold a mitten with a magnet to the glass).

WEIGHT, GRAVITY

Guessing game (1)

Tasks: Understand that objects have weight, which depends on the material and size. Determine the dependence of the weight of an object on its size.

Materials and equipment: Objects made of the same material of different sizes: large and small cars, nesting dolls, balls, etc., a bag, opaque boxes of the same size.

Progress: Children look at pairs of objects, find out how they are similar and how they differ (these are balls that are slightly different in size). An adult invites the children to play a “Guessing Game” - place all the toys in a box and, taking out one at a time, determine by touch which toy it is - large or small. Next, the items are placed in one bag. An adult offers to take out a heavy or light object and finds out how they guessed (if the object is large, then it is heavy, and if it is small, then it is light).

Guessing game (2)

Tasks: Understand the dependence of the weight of an object on the material.

Materials and equipment: Objects of the same shape and size from different materials: wood (without voids inside), metal, foam rubber, plastic, a container with water, a container with sand, balls made of different materials, coated with the same paint.

Progress: Children look at pairs of objects and find out how they are similar and how they differ (similar in size, different in weight). They check the difference in weight and take the objects in their hands. Then the adult invites the children to play a “Guessing Game”: from a bag lying on the table, select an object by touch and explain how you guessed whether it is heavy or light; what determines the lightness or heaviness of an object (what material it is made of). Next, with eyes closed, the sound of an object falling on the floor determines whether it is light or heavy (for a heavy object, the sound from the impact is louder). It is also determined by the sound of an object falling into the water whether it is light or heavy (a heavy object makes a stronger splash). You can determine the weight of an object that has fallen into the sand by looking at the depression in the sand (a heavy object will create a larger depression in the sand).

SOUND

Why does everything sound?

Tasks: Bring to an understanding of the causes of sound: vibration of objects.

Materials and equipment: a long wooden ruler, a sheet of paper, a metallophone, an empty aquarium, a glass rod, a string stretched across the fingerboard (guitar, balalaika), children's metal utensils, a glass cup.

Progress: The adult offers to find out why the object begins to sound. The answer to this question is obtained from a series of experiments:

-examine a wooden ruler and find out whether it has a “voice” (if the ruler is not touched, it does not make a sound). One end of the ruler is pressed tightly to the table, the free end is pulled - a sound appears. Find out what is happening with the ruler at this time (it trembles, oscillates). Stop shaking with your hand and check whether there is sound (it stops);

- examine a stretched string and figure out how to make it sound (twitch, make the string tremble) and how to make it silent (prevent it from vibrating, hold it with your hand or some object);

Roll a sheet of paper into a tube, blow into it lightly, without squeezing, holding it with your fingers. They find out what they felt (the sound made the paper tremble, the fingers felt trembling). They conclude that only what trembles (oscillates) sounds;

-children are divided into pairs. The first child selects an object and makes it sound, the second child checks, touching with his fingers, whether there is trembling; explains how to make the sound stop (press an object, take it in your hands - stop the vibration of the object).

Tasks: To lead to an understanding of the causes of speech sounds, to give the concept of protecting the speech organs.

Materials and equipment: A ruler with a stretched thin thread, a diagram of the structure of the speech organs.

Progress: The adult invites the children to “whisper” - to tell each other “in secret” different words in a whisper. Repeat these words so that everyone can hear. Find out what they did for this (said in a loud voice); where the loud sounds came from (from the neck). They bring their hand to the neck, pronounce different words, sometimes in a whisper, sometimes very loudly, sometimes more quietly, and find out what they felt with their hand when they spoke loudly (something is shaking in the neck); when they spoke in a whisper (no trembling). An adult talks about the vocal cords, about the protection of the speech organs (the vocal cords are compared to stretched strings: in order to say a word, the “strings” need to tremble quietly). Next, an experiment is carried out with a thin thread stretched on a ruler: a quiet sound is extracted from it by tugging on the thread. They find out what needs to be done to make the sound louder (pull harder - the sound will increase). The adult also explains that when talking loudly or shouting, our vocal cords tremble very much, get tired, and can be damaged (if you pull the thread too hard, it will break). Children clarify that by speaking calmly, without shouting, a person protects his vocal cords.

HEAT

Where is faster? (1)

Tasks: Identify the conditions for changes in the aggregate states of a liquid (ice -" water, water -" ice).

Materials and equipment: Mittens, pieces of ice, a candle, containers with warm and hot water, a metal stand, plastic bags.

Progress: An adult, together with children, makes figured pieces of ice during a walk, brings them into the group, examines them (they are hard and cold). Finds out if they can be made warm; where you can warm them up (check all the children’s assumptions: radiator, mittens, palms, containers of hot water, candle, etc., placing the pieces of ice in different places for ten minutes). Place ice cubes of equal size in plastic bags. One is taken in the hand, the other is hidden in a mitten. After five minutes, they find out why the piece of ice in the hand disappeared (from the warmth of the hand it turned into water). They find out whether the piece of ice lying in the mitten has changed and why (the piece of ice has hardly melted because there is no heat in the mitten). They determine where the piece of ice will turn into water faster (where there is more heat: a candle, a battery, a hand, etc.).

Where is faster? (2)

Tasks: Identify the conditions for changes in the aggregate states of a liquid (ice -> water, water -> ice).

Materials and equipment: Containers with water for freezing.

Progress: An adult and children pour colored water into shaped containers. Distributes the containers as follows: the first - on the windowsill, the second - between the frames, the third - on the site and the fourth - in the vestibule. Returning from a walk, they examine all the containers and find out what happened to the water in each of them and why (the water began to freeze, turn into ice: the colder the place, the more frozen the water; on the windowsill the water did not freeze because it is warm there).

How to warm your hands?

Tasks: Identify the conditions under which objects can warm up (friction, movement; heat conservation).

Materials and equipment: Thick and thin mittens, two for each child.

Progress: An adult invites children to wear different mittens for a walk - thick and thin - and find out how their hands feel (one is warm, the other is cool). Next he suggests clapping your hands, rubbing your hands together and finding out what you felt (your hands became hot in thick and thin mittens). The adult invites the children to rub their frozen cheek with the back of the mitten and find out what they felt (the cheek first became warm, then hot). An adult leads children to understand that objects can warm up through friction and movement.

Why do Santa Claus and Snow Maiden need fur coats?

Tasks: Identify some features of clothing (protection from cold and heat).

Materials and equipment: Illustrations, “Happy New Year!” cards, fur, stands, containers for snow figures.

Progress: Children look at postcards and illustrations, paying attention to the fact that Father Frost and Snow Maiden are always dressed in fur coats. They find out what they are like at the holiday (they are hot, but they come in fur coats); where Santa Claus and Snow Maiden “live” (where it’s cold, in the North; they feel good when it’s cold). An adult invites children to sculpt Father Frost and Snow Maiden out of snow, bring them into the room, wrap one figure in a “fur coat” (completely), and leave the other open. After 10-15 minutes of observation, they find out what happened, why the open figurine began to melt (the room is warm, the snow melts in the warmth). Then they reveal the second figure and find out why it remained as strong as it was (“the fur coat” protected it from the “heat of the room, the snow did not melt). At the end of the lesson, the adult once again finds out why Father Frost and the Snow Maiden come to us in fur coats (they escape the heat).

HUMAN

Nosary

Tasks: Introduce the function of the nose and its structure.

Materials and equipment: Drawings (outline) of profiles with different nose shapes (eagle, button, snub, etc.), schematic representation of the nose.

Progress: An adult asks the children a riddle about... nose and discusses the meaning of the expressions: “lifted nose”, “hanging nose”, “potato nose”, “button nose”, “snub-nosed”, “eagle-like”. First they look at the drawings, then in the mirror the shape of their nose. An adult invites children in his family, at home, to determine “whose nose” everyone has (“mother’s”, “father’s”, “grandmother’s”, etc.) They find out what the nose is for (for breathing, it helps to feel and distinguish smells ); what would happen if there was no nose. Experiments are performed to answer:

-They determine what is in the box without looking, holding their nose, and then inhaling through their nose (lemon). They conclude that when inhaling through the mouth the smell is not felt (to feel the smell, you need to take several breaths through the nose);

-holding their nose, they recite a poem (the adult draws attention to the fact that you can inhale and exhale with your mouth, but at the same time you stop speaking and gradually begin to choke);

- take several deep breaths through your mouth and nose. Find out when the throat feels cold more (when inhaling through the mouth: when you breathe through the mouth, you can get a cold in the throat; when passing through the nose, the air warms up and enters the throat already warm).

Children determine how the nose does its job. They look at a schematic representation of the nose, and an adult explains its structure: inside the nose there are two channels - the nasal cavity, which passes into the nasopharynx, connecting to the throat, mouth, and ears. Inside the nose there are also villi and mucus that clean the incoming air from dust. As the air passes through the nasal passages, it warms up. The olfactory cells are located in the upper part of the nasal cavity. When the nose (for example, with a runny nose) is clogged with mucus or the membranes of the nose are swollen, odors are not felt. Clarify what is good for the nose (regularly emptying it of contents, etc.); what is for nose is harmful (you cannot put foreign objects into it).

Smart nose

Tasks: Identify objects by smell, get acquainted with the features of the nose.

Materials and equipment: Various flowers, products (fish, cutlet, bread, etc.) with a characteristic smell, “kindersurprise” containers containing odorous substances (dill, garlic, lemon, perfume, medicinal herbs, etc.), pictures depicting the corresponding products ( objects, plants, etc.).

Progress: The adult invites the children to divide into pairs, and then, without looking, determine which flower (fruit, vegetable, product) his partner brings to him. Switch roles and find out who was more accurate. Determine by the smell what is in the “Kindersurprise” and find the corresponding picture.

Helper tongue

Tasks: Introduce the structure and meaning of language, practice determining the taste of foods.

Materials and equipment: A set of various food products (bitter, sweet, sour, salty taste), a schematic representation of the tongue with taste zones.

Progress: An adult asks children a riddle about language. Find out why a person needs language. The adult invites the children to do the following:

-press your tongue down and try to talk without using your tongue. Then pronounce the sounds “l” and “zh,” determine that the position of the tongue is different. The tongue helps to make sounds, while occupying different positions, and to speak;

-find out the name of the product without looking (tangerine), eat it and determine what it is and what it tastes like (sweet and sour); cold or warm (warm); what the tongue does when chewing (determine the taste and warmth of the product by turning over pieces of food while chewing).

An adult invites children to name the tastes of foods (sweet, bitter, sour, salty). They find out what can be sweet, salty, sour, bitter. Looking at the pictures with the depicted products, children name the taste of each product, and then determine the names of the products by taste, conveying taste sensations (lemon - sour, grapefruit - bitter, cucumber - salty, sugar - sweet, etc.). They find out how the tongue determines taste (it reacts to different tastes with specific taste buds, which are located on it in large groups). An adult says that a person has a lot of taste buds (about 9-10 thousand) and that different tastes are felt by different papillae located in different parts of the tongue.

Taste zones of the tongue

Tasks: Identify the taste zones of the tongue, practice identifying taste sensations, prove the need for saliva for the sensation of taste.

Materials and equipment: Mirrors, 4 saucers (with sugar, salt, mustard, a piece of lemon), wooden sticks (with cotton wool at the end), glasses of water (for wetting the sticks) according to the number of children.

Progress: The adult invites the children to perform an experiment: moisten the stick in water, dip it in the contents of the saucer and apply the stick alternately to the middle part of the tongue, to the base, to the side parts, to the tip of the tongue. After sampling from each saucer, think and name where the “sweet”, “salty”, etc. live. Then summarize: which part of the tongue perceives which taste better. To develop logical thinking, suggest thinking about how best to place a bitter tablet on the tongue and why (you can’t put it closer to the root of the tongue, where the taste is felt best). Offer to determine the taste of products in the same way as the previous one, after drying (!) the tongue with a napkin. Draw a conclusion (a dry tongue cannot feel the taste).

HUMAN. MAN-MADE WORLD

PROPERTIES OF MATERIALS

Glass, its qualities and properties

Tasks: Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (fragility, melting, thermal conductivity).

Materials and equipment: Glass cups and tubes, colored water, alcohol lamp, matches, algorithm for describing the properties of the material.

Progress: An adult and children pour colored water into a glass glass and ask why you can see what is in the glass (it is transparent). Then the adult runs his fingers over the surface of the glass, determines its structure and places the glass without water in a sunny place in order to determine the change in the temperature of the glass after a few minutes. Next, the adult takes a glass tube with a diameter of 5 mm and places its middle part in the flame of an alcohol lamp. After strong heating, it bends or stretches - the glass melts under the influence of high temperature. When dropped even from a small height, glass objects break (fragile). Children create an algorithm for describing the properties of a material.

Metal, its qualities and properties

Tasks: Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, malleability, metallic luster).

Materials and equipment: Metal objects, magnets, containers of water, alcohol lamp, matches, algorithm for describing the properties of the material.

Progress: An adult shows children several objects made of metal (paper clips, nuts, screws, weights) and finds out what these objects are made of and how the children learned about it. By touching, they determine the features of the shape and surface structure; they examine different objects and highlight the characteristic metallic sheen. The nuts are lowered into water (they sink); they are placed in a sunny place - they are heated (thermal conductivity), attracted by a magnet. An adult demonstrates the heating of a metal object until a red color appears and tells that in this way various parts are made from metal: they are heated and given the necessary shape. Children create an algorithm for describing the properties of metal.

Rubber, its qualities and properties

Tasks: Recognize things made from rubber, determine its qualities (surface structure, thickness) and properties (density, elasticity, elasticity).

Materials and equipment: Rubber items: bands, toys, tubes; alcohol lamp, matches, algorithm for describing the properties of the material.

Progress: Children examine rubber objects, determine the color and surface structure (by touch). An adult suggests stretching the rubber band and making sure that it always returns to its original position, which is due to the elasticity of the material and its elasticity (these properties are used in the manufacture of balls). An adult pays attention to the change in the properties of rubber under the influence of light and heat - fragility and stickiness appear (demonstrates the heating of rubber over the light of an alcohol lamp). All make up an algorithm for describing the properties of rubber.

Plastic, its qualities and properties

Tasks: Recognize things made of plastic, determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity).

Materials and equipment: Plastic cups, water, alcohol lamp, matches, algorithm for describing the properties of the material.

Progress: An adult offers children glasses filled with water so that they can determine what is in them without looking inside. They find out that this cannot be done, since the plastic is not transparent. An adult suggests determining the surface structure and thickness by touch. Next, place the glass in a bright sunny place to determine the temperature change (heating) after 3-4 minutes. They bend the glass and find out that it bends under the influence of force, and if more force is applied, it breaks. An adult demonstrates melting plastic using an alcohol lamp. Children create an algorithm for describing the properties of a material.

HUMAN. MAN-MADE WORLD. TRANSFORMATION

Let's decorate the Christmas tree

Tasks: Reflect existing ideas in transformative activities, strive to change the surrounding reality.

Materials and equipment: Freezing molds, water, watercolor paints, thread.

Progress: The adult reminds them of the approaching winter holidays and offers to decorate the spruce tree on the site with unusual toys made from water. He asks if it is possible to make Christmas tree decorations from water and how. Encourages children to express themselves independently. Remembers the transformation of water into ice under the influence of low temperatures. Encourages children to independently determine ways to achieve a goal. Together they determine the algorithm of the activity: pour water into a container -> dissolve paint of the color you like in it - take a mold, pour colored water into it -> lower the thread, folded in half, closer to the edge of the mold -> take it out into the cold. Once frozen, place the bottom of the mold in hot water for a few seconds and remove the contents. Everyone decorates the tree together.

Building a snow city

Tasks: Learn to see opportunities for transformation, strive for collective participation in activities.

Materials and equipment: Snow, water, shovels, buckets.

Progress: During the preliminary work, an exhibition of illustrative material on the theme: “Winter fun for children” is organized. Children examine the proposed material, the adult focuses on buildings made of snow. On a walk, he asks the children what can be sculpted from snow, why this is possible (it is sticky, freezes, takes the necessary shape, etc.), what needs to be done to make the buildings more durable (add water to the snow, make a strong foundation ). Makes children want to build a snow town. Together they determine the location of the main buildings and the sequence of actions. The adult reminds about the need to add water to the snow mass (especially if the snow has not melted). Children use lumps of snow to build a tower, a bridge, and small rectangular buildings. The buildings are played out and can be used to host a winter sports festival.

Pinwheel

Tasks: Reflect existing ideas in transformative activities, learn to work with paper and scissors, strive to transform an object.

Materials and equipment: Paper, stick, nail, bead, scissors, diagram.

Progress: An adult asks the children if they can play with the wind; how. Offers to make a pinwheel. To do this, take a square sheet of paper and cut it along pre-marked lines, bend the corners to the center, where they are attached to the stick with a pin, having previously placed a small bead between the pinwheel and the stick. In order for the spinner to perform its function in calm weather, it is necessary to encourage children to run while holding the stick in their hands.

Ship

Tasks: Learn to see the possibilities of transforming an object, implement them and get results.

Materials and equipment: Matchboxes, cardboard, paper, paraffin, scissors.

Progress: An adult demonstrates previously prepared material, asks what it is, what it is used for, and how it can be used now. Listens to the children's answers and offers to make boats from matchboxes. Encourages children to independently come up with a way to make a toy. Together they determine the sequence of actions: cut a small strip from the cardboard (this is the mast); glue it to the bottom of the matchbox; cut out a square from paper (this is a sail); glue it to the cardboard strip at the top and bottom. An adult coats the bottom of the matchboxes on the outside with paraffin so that the boats do not get wet when using them for a walk.

Clay toys

Tasks: Develop visual skills; learn to transform objects using new details, changing color, size; strive for transformation.

Materials and equipment: Clay, water, napkins, patterns for making toys, boards for work.

Progress: An adult brings clay to the group, asks what kind of material it is, what kind of material it is (dense, soft, plastic), what can be made from it (to fashion dishes, toys, etc.). Shows the simplest schemes for making toys from clay, finds out what modeling methods children know. Focuses children's attention on the plasticity and softness of the proposed material. Children independently choose an object to work on; an adult helps in difficult situations. Directs children's actions to transform the sample by changing the shape, size, and adding new details. After drying the crafts, children paint them according to their design.

Paper toys

Tasks: Learn to see the possibilities of transforming an object, show the desire to transform the surrounding reality.

Materials and equipment: Colored paper, scissors, manufacturing diagrams.

Progress: An adult shows a large number of paper squares of different colors and asks what it is, what kind of paper (rough, thick, bends, crumples, tears). Finds out what can be done with it (cut, glue, draw on it, paint, crumple, fold, wet, etc.). He asks if the children know that there is a toy hidden in each square and what needs to be done to find it. Children express their guesses. An adult offers several schemes for making simple paper toys (origami) and reviews them with the children. Finds out what kind of toy someone wants to make, encourages children to independently choose the color of paper for their craft. Explains that you need to bend the paper by aligning the corners and sides. Provides individual assistance. As you work, it reminds you of the properties of paper. Toys can be used in role-playing and theatrical games.

Thread toys

Tasks: Develop the ability to work with your hands, learn to realize the possibility of transformation and get results.

Materials and equipment: Knitting threads, scissors.

Progress: Children look at the ball of knitting thread brought by the teacher, tell what it is for, what can be made from the threads (knit a hat, scarf, socks, etc.). Then they find out that many, many interesting toys can be made from this ball. An adult shows a doll made from threads. Invites children to make such dolls. Together with the children, he determines the sequence of actions. Having examined the scheme for making a girl doll and a boy doll, the children make their choice: which doll they will make. An adult helps tie a bunch of threads for those children who have difficulties. After completing the task, an exhibition is organized: “Skillful Hands”.

Furniture for Anya doll

Tasks: Learn to see the possibilities of transforming objects; change them using additional parts; get the result.

Materials and equipment: Matchboxes, colored paper, scissors, glue, Anya doll.

Progress: The doll Anya came to visit the children. She decided to invite everyone to a housewarming party, but it turned out that there were not enough chairs or a table for all the guests. The adult offers to help Anya and give her a gift - new furniture. He asks what furniture for a doll can be made from (paper, wood, plasticine, matchboxes, cardboard, etc.). Encourages children to independently come up with the design of a chair, table, sofa, bed from matchboxes (for example, make a chair from two boxes, etc.). Shows diagrams for making furniture from boxes. Each child independently chooses what he will do and, in accordance with this, selects the necessary material. An adult invites children to use additional details (decoration). First, children make an object out of boxes, gluing them together, then cover them with colored paper and decorate them. Models made in this way can be used in classes on spatial orientation.

Train

Tasks: Be able to carefully glue parts to the finished form; participate in collective transformation; strive to change objects.

Materials and equipment: Boxes, colored paper, glue, scissors.

Progress: An adult brings a steam locomotive (made in advance from a box), asks what it is, what it is needed for (to transport people, goods). Finds out what it is made of, what is missing to make this item look like the real thing. The children notice that the locomotive does not have carriages that can be made from the boxes available in the group. Each child receives a box, selects parts of the color they like and glues them onto the finished form (windows, wheels, doors). An adult suggests decorating the carriages with additional details to make the train beautiful and joyful. Children cut out any details from paper and stick them on. Everyone assembles the train together: carriages are attached to the locomotive using a cord (if there are a lot of carriages, then it is better to form 2-3 trains). The train is used in construction and role-playing games.

Experience “Visiting Professor Lyuboznaykin”
In the middle group
July 30, 2015

Target: show the properties of soap and its use.
Tasks:
- introduce children to the properties of soap and its types;
- to form and consolidate the ability (skill) to wash hands with soap through practice and experimentation;
- consolidate ideas about soap and its beneficial properties;
- develop curiosity, observation, ingenuity;
- establish safety rules when working with soap;
- to instill in children a sense of mutual assistance and joy.
Material: pieces of soap, liquid soap, napkins, straws, a bowl of water, towels, a letter, safety diagrams, glasses.

Progress of the experiment:

Educator: Hello, guys, today a letter arrived in our kindergarten, let's read it?
Children: yes!
Reads the letter.
“Hello, curious girls and boys, I invite you to visit my laboratory. I want to introduce you to the properties of soap. Will wait.
Your professor Lyuboznaykin."
Educator: guys, do you want to go to Professor Lyuboznaikin’s laboratory?
Children: yes!
Educator: then let's go!
The teacher's assistant and the children go to the laboratory, and the teacher changes clothes.
Assistant teacher:
We go to him through the forest
Bumps on the left, bumps on the right
There is a bridge ahead of us,
We jump and jump along it.
We all crossed the bridge,
Let's go further east.
So we came to visit:
Hey, Lyuboznaykin, come out.
Professor: hello guys, do you want to play with soap?
Children's answers.
But first, let's remember what not to do with soap!
Children's answers.
- don't taste anything
- do not touch your eyes with soapy hands
First experiment “What kind of soap is there?”
Professor: You and I have found out what you can’t do with soap. But what can you do with it?
Children's answers (wash and wash hands)
Professor: How much do you know about soap? So, depending on the use, soap can be used for laundry and toilet soap. Laundry soap is for washing, and toilet soap is for washing hands.
Let's take a closer look at toilet soap. What is it like?
Children's answers (liquid and solid, different shapes, colors and smells).
Conclusion: the properties of soap are solid and liquid; different shapes, colors and smells.
Second experiment : "The main role of soap."
Professor: let's put the soap in the water, but we won't do anything with it.
Children dip the soap in water and then pick it up.
Now let’s look at what it has become?
Children's answers (slippery, wet).
The professor takes the soap and lathers his hands well, inviting the children to do the same, showing the children the necessary actions.
Professor: Guys, let's wash our hands.
Children's answers: yes!
Then he pays attention to the shape of the soap, examines it with the children, looking for what has changed.
Professor: what has changed with soap? With our hands? With water?
Children's answers (there is less soap, hands are clean, but the water is dirty).
Conclusion: the shape of the soap has changed, the soap has decreased in size, the hands have become clean, and the water has become dirty.
The professor washes his hands with the children in the basin and wipes them with a towel.
Third experiment: "Bubble".
Professor: Guys, do you know what soap bubbles are made of?
Children's answers (from soap and water).
Professor: yes, but only from liquid soap. Let's try to make them, shall we?
Children's answers: yes!
The children take glasses, the professor pours liquid soap into each glass.
Professor: Now we will take the spoons and add 5 tablespoons of water to the glass.
Children add water and count spoons (the professor and assistant teacher help).
Professor: dip the end of the tube into soapy water, take it out and slowly blow into it.
What's happening? Children's answers: soap bubbles!
Professor: What if we immerse the end of the tube in water and blow into it? What appears on the surface of the water?
Children's answers: (lots of soap bubbles).
Conclusion: From liquid soap and water you get a solution from which you can make soap bubbles.
Conclusion: soap is hard and liquid; dry soap is smooth; soap soaked in water is also smooth, but slippery; when air gets into soapy water, soap bubbles will appear; soapy water causes a burning sensation - the eyes must be protected. The main role of soap in our life is cleanliness.
The professor thanks the children and says goodbye.
The assistant teacher in the place with the children leaves.
We are going to our home
Bumps on the left, bumps on the right
There is a bridge ahead of us,
We jump and jump along it.
We all crossed the bridge,
Let's go further east.
Here we came to the site:
Are you happy kids?

Prepared by the teacher:
Savenko Margarita

Anatolievna.