EntranceSelf-education, development of search and research activities. Self-education program “Development of search and research activities of preschoolers in the process of experimentation” material on the topic
MBOU "Sakhzavodskaya Secondary School"
Zhironkina Elena Vasilievna
Self-education report
2015 – 2016 academic year
Preschool children are by nature inquisitive explorers of the world around them. The basis of the experimental activities of preschoolers is the thirst for knowledge, the desire for discovery, curiosity, the need for mental impressions, and my task is to satisfy the needs of children, which in turn will lead to intellectual and emotional development. Children's experimental activities are aimed at developing independent research skills, promoting the development of creative abilities and logical thinking, combines the knowledge gained during the educational process and introduces it to specific vital problems.
Throughout the year I studied a variety of methodological literature on this topic: O.V. Dybina “Acquaintance with the subject and social environment”; Dybina O. V. “Child and the world"; O.A. Solomennikov “Acquaintance with nature” in the middle group; Tugusheva G. P., Chistyakova A. E. “Experimental activities of children of middle and senior preschool age”; Nishcheeva N. V. “Experimental activities in preschool educational institutions; scientific and methodological magazine "Methodist" - article "Ecological laboratory in a kindergarten" author Potapova T.V.; magazine “Child in kindergarten” articles: “Little ecologists” by V. S. Afimin; “We are magicians” by L. B. Petrosyan; “School of Magicians” by N. A. Miroshnichenko. I also studied the experience of my colleagues on the Internet sites: maam.ru, nsportal.ru.
I tried to organize children’s search and research activities, including independent ones, so that the pupils exercised their ability to observe, remember, compare, act, and achieve their goals. To carry out high-quality experiments, I selected the right didactic material and a variety of equipment. Something that is attractive, funny, interesting, arouses curiosity and is fairly easy to remember. I did not forget that the material with which the child did something himself was especially easy to remember and retained in memory for a long time: he felt, cut, built, composed, depicted. During our experiments, children gain experience in creative, exploratory activities, put forward new ideas, and update previous knowledge when solving new problems.
To implement search - research activities children, in my group I created favorable conditions and a creative environment for the development of cognitive activity of preschoolers. A “mini-laboratory” is equipped in a corner of nature. It is equipped with special equipment and a variety of materials:
- assistant devices: magnifying glass, hourglass, magnets;
-natural material: pebbles, clay, sand, shells, cones, feathers, leaves, etc.;
-a variety of vessels made of various materials (plastic, glass, metal);
-medical materials: pipettes, wooden sticks, syringes, measuring spoons, rubber bulbs, etc.;
- other materials: mirror, balloons, colored and transparent glass, sieve, etc.
-recycled material: pieces of leather, fur, fabric, cork, etc.
In the “mini-laboratory” children conduct independent and joint research activities with the teacher. One of the main tasks of the laboratory as a developmental environment is to teach children to ask questions, search for and find answers on their own.
I try to incorporate experimentation into different kinds activities: play, work, walks, observations, independent activities. This helps maintain children's cognitive interest. My experimental work with children is based on observations in nature in warm and cold period. I pay special attention to the warm period, when children spend a lot of time outdoors. I try to consolidate and clarify the knowledge already acquired by children, introduce new materials in an entertaining, game form. To conduct an experiment independently and fully, a child must be able to control his senses, analyze the information obtained with their help, perform certain actions, use tools, pronounce his actions and formulate conclusions, and explain the results of his work.
Conversations were held with children about experimentation in order to support and develop the child’s interest in research and discoveries. The children were familiarized with the necessary equipment and materials for research activities.
Throughout the entire study period, she conducted classes and experiments.
In her work she created educational situations.
Throughout her research activities, she used didactic games.
As a result of my work over the course of a year, I:
I studied theoretical material on this topic in pedagogical and methodological literature.
Created a card index of experiences and experiments.
She created a card index of didactic games for experimental activities.
Created conditions for organizing experimental activities of children in a group.
Developed lesson notes on experimentation.
Conducted consultations for parents on this topic.
I designed moving folders for the parents' corner.
Developed recommendations for preschool teachers.
After analyzing the results of your pedagogical activity, I came to the conclusion that experience in this area is very effective. This method of teaching as search and research activity quite powerfully activates cognitive interest in children and contributes to the acquisition of new knowledge and skills by children.
To summarize, I want to say that by encouraging children's curiosity, quenching the thirst for knowledge of little whys and directing their research initiative, I was able to develop ingenuity, creative activity, and cognitive interest in children; opened in front of the children amazing world experimentation.
MBOU "Sakhzavodskaya Secondary School"
structural unit "Kindergarten"
Zhironkina Elena Vasilievna
Self-education report
“Development of search and research activities in children
preschool age."
2015 – 2016 academic year
15
Attached files
Guryanova Tatyana Vladimirovna
Job title: teacher
Educational institution: MDOU Novospassky d/s No. 5
Locality: r.p.Novospasskoye
Name of material: methodological development
Subject:"Cognitive and research activities of children of senior preschool age"
Publication date: 18.08.2017
Chapter: preschool education
Municipal preschool educational institution Novos-
Passsky d/s No. 5
Self-education work
Topic: “Cognitive-researcher-
activity of older children
school age"
Educator
Guryanova
Vladimirovna
Relevance of the topic
A preschool child is a natural explorer of the environment.
world. The world opens up to the child through the experience of his personal sensations,
events, experiences. "How bigger baby saw, heard and experienced, therefore
the more he knows and has learned, the more elements of reality
he has in his experience, the more significant and productive with
other things being equal, his creative, research activities will
ity,” wrote Lev Semyonovich Vygotsky.
The development of cognitive interests of preschool children is one of
current problems pedagogy designed to educate a person capable of
to self-development and self-improvement. Experimentation becomes
for a child aged 5-6 years, one of the leading activities is: “Fundamental
The real fact is that the activity of experimentation
permeates all spheres of children's life, all types of children's activities, including
including gaming." Play in research often develops into real creativity.
quality And then, it doesn’t matter at all whether the child discovered something fundamentally new
war or did something that everyone has known for a long time. A scientist solving problems
at the forefront of science, and in a child discovering still little
world known to him, the same mechanisms of creative muscle are involved
leniya. Cognitive and research activities in preschool institutions
excitement allows not only to maintain existing interest, but also to excite
wait, for some reason extinguished, which is the key to successful training
nia in the future.
Development of cognitive activity in preschool children
especially relevant in modern world, since thanks to the development of cognition
children's curiosity develops and research activities
intelligence, inquisitiveness of the mind and on their basis stable cognitions are formed
personal interests.
Today society is becoming new system preschool education
education The role of the modern educator is not limited to conveying
ready-made information for the child. The teacher is called upon to lead the child to
gain knowledge, help develop the child’s creative activity, his
images. It is in cognitive and research activities that
the student gets the opportunity to directly satisfy his inherent
curiosity, to organize your ideas about the world.
The purpose of the work on the topic of self-education: create optimal conditions
vii for the development of cognitive and research activities of senior
schoolchildren as the basis for intellectual, personal, creative development
tia; unite the efforts of teachers and parents for the development of cognitive-
research activities of older preschoolers.
Tasks:
Study methods, technologies for cognitive and research de-
activities;
Create conditions to support children's research activity
Support children's initiative, intelligence, inquisitiveness,
independence, evaluative and critical attitude to the world;
To develop the cognitive activity of children in the process of experimentation
Develop observation skills, the ability to compare, analyze, summarize
to develop the cognitive interest of children in the process of experimentation
knowledge, establishing a cause-and-effect relationship, the ability to draw conclusions
Develop attention, visual and auditory sensitivity.
Work plan for the year
Note
Studying
methodically
literary
September
1. Vinogradova N.F.
"Riddle stories about nature"
de", "Ventana-Graf", 2007
3. Dybina O.V. and other Rebbe-
Nok in the world of search: Pro-
grams by organization
claim activity de-
those of preschool age.
M.: Sfera 2005
4. Dybina O.V. Unexplored
new nearby: entertaining
experiments and experiments for
preschoolers. M., 2005.
5. Ivanova A.I. Methodology
environmental organizations
observations and experiments
tov in kindergarten. M.:
Sphere, 2004
6. Ryzhova N. Games with water
and sand. // Hoop, 1997. -
7. Smirnov Yu.I. Air:
A book for the talented
no literature
children and caring parents
tel. St. Petersburg, 1998.
8. Experimental activity
age of children 4-6 years old: from
work experience/aut.-comp.
L.N. Menshchikova. – Volgo-
grad: Teacher, 2009.
Job
September
Research on the properties of dogs
ka and clay during play-
activities
and clay.
Observation, research
properties of water during re-
pressing moments, in game
activities, in all
daytime
yah, in research
activity.
Experiments with water.
Studying the properties of air in
everyday household systems
telnosti,
research
body activity.
Studying the properties of a magnet
in independent activity
ity, during collectivity
experienced-ex-
perimental
Observation
room-
plants,
studying
conditions for optimal
development and growth of plants.
Experiments “With water”
and without water", "On
in the light and in the dark
Job
September
Involving parents in
creating a corner “Young
researchers": equipment
build a corner with shelves, co-
Creation
ore mining
take natural material.
Consultation
speakers on the topic “Organizations”
children's
experimental
testing
home
conditions."
Newspaper for lovers
knowledgeable parents
Educational
"Kingdom
open
Preparation of photographs of de-
during the experiments
testing,
informative-
research activity
Photo exhibition
Self-reality
September-
Collection of information for co-
building records of experiments and
experiments.
Card index of experiments
experiments
for children 5-6 years old.
Consultation for educators
teley “Value of search-
research activity
problems in child development.”
Performance
pedagogical
presentation
topic “Work experience in various
the child's interest in
cognitive-research
body activity".
Performance
teachers' council
Report on the work done
self-education
participation at the final teachers' meeting.
Performance
teachers' council
Consultation for parents
“Organization of children’s experimentation at home”
Children's experimentation is one of the leading types of activities
preschooler's style. Obviously, there is no more inquisitive researcher than
child. A small man captured by the thirst for knowledge and mastery of the vast
new new world. But a common mistake among parents is limiting
decline on the path of children's knowledge. You answer all the youngster's questions.
what? Are you willing to show objects that attract curiosity?
new look and talk about them? Do you regularly visit the dollhouse with your child?
theater, museum, circus? These are not idle questions that are easy to laugh off -
Xia: “He will know a lot, he will soon grow old.” Unfortunately, “Mom’s mistakes”
will make themselves felt very soon - in the very first grades of school, when your
the child will turn out to be a passive creature, indifferent to any
innovations. Children's research activities can become one
from the conditions for the development of children's curiosity, and ultimately cognitive
personal interests of the child. In kindergarten, a lot of attention is paid to children
sky experimentation. Research activities are organized
children, special problem situations are created, carried out directly
social and educational activities. The groups have created conditions for development
ornate nursery cognitive activity in all centers of activity and
corners there are materials for experimentation: different types of paper,
fabric, special devices (scales, watches, etc.), unstructured materials
rials (sand, water), maps, diagrams, etc.
Simple experiments and experiments can be organized at home. For
this does not require much effort, just desire, a little imagination and some
sure, some scientific knowledge. Any place in the apartment can become a
stoma for the experiment. For example, a bathroom, While washing a child
can learn a lot of interesting things about the properties of water, soap, solubility
For example:
Which will dissolve faster:
Sea salt
Bath foam
Pine extract
Pieces of soap, etc.
The kitchen is a place where a child disturbs parents, especially mother,
when she prepares food. If you have two or three children, you can arrange a co-
jealousy between young physicists. Place several on the table
woven containers, a low bowl of water and foam sponges of different sizes
and colors. Pour about 1.5 cm of water into the bowl. Let the children put the sponges
into the water and guess which one will take in more water. Squeeze out the water
prepared jars. Who has more? Why? Is it possible to put it in a sponge?
as much water as you want? What if you give the sponge complete freedom?
Let the children answer these questions themselves. It is only important that the questions
the child was not left unanswered. If you don't know the exact (scientific) answer,
However, it is necessary to refer to the reference literature.
The experiment can be carried out during any activity.
For example, a child is drawing, but he has run out of green paint. Offer
Let him try to make this paint himself. See how he will act
what will he do? Don't interfere or give any hints. He will guess
Is it necessary to mix blue and yellow paint? If he has nothing to do with
to shine, tell me that I need to mix two colors. By trial and error
the child will find the right solution.
Experimentation is, along with play, the leading activity of
schoolboy. The purpose of experimentation is to lead children up step by step.
new in knowledge of the surrounding world. The child will learn to determine the best
the best way to solve the problems facing him and find answers to emerging
penitent questions. To do this, you must follow some rules:
1. Establish the purpose of the experiment (why we are conducting the experiment)
2.Select materials (list of everything needed for carrying out
experience)
3. Discuss the process (step-by-step instructions for conducting the experiment)
rimenta)
4. Summarize (accurate description of the expected result)
5.Explain why? In words accessible to a child.
Remember! When conducting an experiment, the main thing is safety.
you and your child.
Consultation
“The importance of search and research activities
in child development"
Preschool age is unique, which is why it is important not to miss this
opening period creative potential everyone baby.
"Children's search- research activity on the development of the surrounding
of the living world is a type of activity baby, aimed at search object-
information about the structure of the surrounding world through personal practical
"technical experimentation with the object of research"
Research study activities as a holistic formation of personal
made it possible to identify it psychological basis, consisting of mutual
related processes. These include, according to Savenkov A.I.:
Intelligent processes associated with development of operations of thought-
nia(analysis, synthesis, generalization, comparison, classification, which G.I.
Shchukin calls the “core of the cognitive process”, the focus of children’s
scientific questions on the essential properties and characteristics of the studied
object, search new ways to solve cognitive problems;
Emotional processes characterized by a positive attitude towards
object and most clearly manifested during interaction with another
person (providing assistance, showing responsiveness, empathy, positive
corporal emotions from joint activities with adults and peers).
Embedded in the research activities emotional beginning
notes Yu. N. Kulyutkin, contains powerful energy resources, which
These reinforce it, make it more stable, thereby ensuring
its development into an integral property of the individual;
Volitional (regulatory) processes. Aspiration, purposefulness,
overcoming difficulties, decision making, focus,
attitude towards the process and results activities, development reflective
abilities - all this regulates and develops research activities
activity. In the studies of L. S. Vygotsky, A. K. Dusavitsky, V. N. Mya-
Sishchev, N.G. Morozova, A.I. Sorokina and others have proven that the researcher
Skye activity is an incentive for development volitional qualities personally
Creative processes are expressed in the independent transfer of previously acquired
different ways activities in a new situation, combining previously from-
known methods activities into new activities, manifestation
ability for original thinking activities. Researcher-
Skye activity serves as the basis for improving abilities and
inclinations baby to various types of creative activities. Creative
during the joint activities of adults and children contributes to
defeat in activities impressions from past experience baby. Under
influence of research activities imagination is activated, fan-
vision, anticipation, creation of new images, models and more.
Thus, thoughts, emotions, will and creativity - together make up
form the basis of research activities. Availability of all variety
processes included in the research activity, is conditional
viem of intellectual and creative personality development, her self-development.
Preschoolers are born researchers, which confirms their curiosity
activity, constant desire to experiment, desire to independently
find a solution to a problem situation. The task of preschool teachers is to
that this activity children are actively encouraged.
Design and research activity fits organically into the system
educational work kindergarten. She is actively involved in everything
kinds activities and forms a single whole with them. Contents experimental
experimental activities implemented in the following forms activist
ness:
1) educational activity carried out in the process of organization
different types of children's activities(gaming, communicative, OOD,
labor, cognitive-research, productive, musical
fiction, reading);
2) educational activity, carried out during regime moments
3) interaction with children's families.
Main organized activity(OOD) cognitive cycle before-
is filled with experimental, search activity, what pos-
will enrich the cognitive tasks with new content development and
enhance the developmental effect.
Outside of class, experiments in the laboratory are carried out at the request of children on their own.
Indeed, the teacher clarifies with child goal of experience, but do not interfere with his course -
is happening. The results of the experiments and the output of knowledge obtained independently
Noah children's activities, are reflected in further conversations. Children with enthusiasm
they talk about who did what, and what worked for whom, analyzing
the obtained data. This has a positive effect on speech development
tey, ability to build complex sentences, draw conclusions. The role of education
teacher – prepare key questions that trigger and support
activity of pupils. The final conclusion is formulated by the teacher.
In mastering experimental children's activities are of great importance
nie has observation. With its help, children learn not only external
parameters of natural objects (color, structure, smell, etc., but also acquire
various skills aimed at cognition or practical transformation
knowledge of nature (labor of caring for plants and animals, fine art activist
ness and children's stories based on observations).
During excursions and targeted walks, familiarization takes place
dealing with diversity organic world, observations of the object are carried out -
mi and natural phenomena at different times of the year; children learn to navigate
on the ground. A walk is a wonderful time when educators can
gradually introduce children to the secrets of nature - living and inanimate, telling
call about the life of a wide variety of plants and animals, and they have
opportunity to experiment in natural conditions.
It is known that not a single educational or educational task can be
successfully resolve without fruitful contact with the family and complete mutual understanding
mania between parents and teacher. For successful interaction it is necessary
– establish partnerships with the family of each student and
join forces for development and education of children;
– create an atmosphere of community of interests;
– to activate and enrich the educational skills of parents;
– formation in parents of a responsible attitude towards the nature of their native
edges through education baby.
In individual conversations, consultations, on parent meetings, what-
Through various types of visual propaganda we convince parents of the necessary
the importance of everyday attention to children's joys and sorrows, encouraging
aspirations child learn new things, independently find out the unclear,
to penetrate into the essence of objects and phenomena, to offer a card index of elementary
experiments and experiments that can be done at home.
Experiments can be classified according to different principles.
1. By the nature of the objects used in the experiment:
Experiments with plants;
Experiments with animals;
Experiments with inanimate objects;
Experiments in which the object is a person.
2. At the location of the experiments:
In the group room;
On the site, etc.
3. By the number of children:
Individual (1-4 baby) ;
Group (5-10 children);
Collective (the whole group).
4. Due to their holding:
Random. Special training not required.
Planned. Preparing for scheduled observations
and experimentation begins with defining goals and objectives.
Posted in response to a question baby. After listening to the question, the teacher
does not answer it, but advises to kid establish the truth yourself by conducting
simple observation.
5. By the nature of inclusion in the pedagogical process:
Episodic (carried out from time to time);
Systematic.
6. By duration:
Short-term (from 5 to 15 minutes);
Long-term (over 15 minutes).
7. By the number of observations of the same object:
One-time;
Repeated or cyclic.
8. By place in the cycle:
Primary;
Repeated;
Final and final.
9. By the nature of mental operations:
- stating(allowing you to see one state of an object
or one phenomenon without connection with other objects and phenomena);
Comparative (allowing you to see the dynamics of the process or note
changes in the state of the object);
Generalizing (experiments in which general laws are traced)
dimensions of the process previously studied in individual stages).
10. By the nature of the cognitive children's activities:
Illustrative (children know everything, and the experiment only confirms
waiting for familiar facts);
- search engines(children do not know in advance what the result will be);
Solving experimental problems.
11. According to the method of application in the classroom:
Demonstration;
Frontal.
Experiment structure
In each experiment, one can distinguish a sequence of alternating
each other's stages.
1. Awareness of what you want to know.
2. Formulation of the research problem.
3. Thinking through the experimental methodology.
4. Listening to instructions and criticism.
5. Forecasting results.
6. Getting the job done.
7. Compliance with safety rules.
8. Observation of results.
9. Recording the results.
10. Analysis of the obtained data.
11. Verbal report about what was seen.
12. Formulation of conclusions.
The experiments are accompanied by children pronouncing and putting forward a variety of
hypotheses-guesses, attempts to predict expected results. Repeatedly
repetition of the same experiences, characteristic of many children, is developed
They have a certain algorithm of actions, precision in the execution of individual
operations, accuracy in work (otherwise the experiment may fail -
Xia). And the questions “Why?”, “How?” and why?" are already required from teachers
competence in various areas the world around us. In conditions
Kindergarten I use only elementary experiments and experiments. Their
the simplicity is:
Firstly, in the nature of the problems being solved: they are unknown only to children.
Secondly, in the process of these experiments no scientific discoveries occur, but
elementary concepts and conclusions are formed.
Thirdly, they are practically safe.
Fourthly, such work uses ordinary household, play and non-
standard equipment.
Thus, in the work on experimental activities children
nessesary to use different shapes and methods in a complex, correctly coordinated
read them among themselves. The choice of methods and the need for their integrated use
use is determined by the age capabilities of preschoolers and children
character of educational tasks that educators solve
Mastering systematized search-cognitive knowledge, stabilization
The development of experimental actions forms the foundations of logical
thinking, ensures maximum efficiency of intellectual
th development preschoolers and their full readiness to study at school
Card index of experiences and experiments for preschool children.
Goal: 1. To help children better understand the inanimate world around them.
2. Create favorable conditions for sensory perception, perfection
the presence of such vitally important mental processes as sensations,
which are the first steps in understanding the world around us.
3. Develop fine motor skills and tactile sensitivity, teach servants
connect with your feelings and speak them out.
4. Teach children to explore liquids and solids(water, sand, stones, air)
spirit) in their different states
5. Through games and experiments, teach children to determine physical properties once-
personal bodies (water, sand, air)
6. Teach children to make independent conclusions based on the results of the study.
following
7. Nurture the moral and spiritual qualities of the child during his education
communication with nature
8. Continue to teach to admire the beauty of summer nature
9. Strengthen children's health using natural factors
(water, sun, air)
EXPERIMENTS WITH AIR.
Experiment 1. Air in a glass.
Turn the glass upside down and slowly lower it into the jar. Convert
Children's attention to the fact that the glass must be held very level. What gets-
Xia? Does water get into the glass? Why not? Conclusion: there is air in the glass, it
doesn't let water in. Experiment 2. The air is invisible and transparent. Children are offered
It is possible to lower the glass into the jar of water again, but now it is suggested to hold
the glass is not straight, but slightly tilted. What appears in the water? (Visible
air bubbles). Where did they come from? The air comes out of the glass and its place
takes up water. Conclusion: The air is transparent, invisible. Experiment 3. Storm in stacks
Not. Children are asked to place a straw in a glass of water and blow into it.
What happens? (It turns out to be a storm in a teacup). Experiment 4. Locking the air in
ball. Children are asked to think about where they can find a lot of air at once? (
In balloons). How do we inflate the balloons? (By air) Teacher
invites the children to inflate balloons and explains: we are, as it were, catching air and recording
his paradise in a balloon. If the balloon is inflated too much, it may burst.
Why? All the air won't fit. So the main thing is not to overdo it.
(invites the children to play with the balls). Experiment 5. Air pushes objects.
After the game, you can invite the children to release the air from one balloon.
Is there any sound? Children are invited to place their palm under the stream
air. How do they feel? Draws the attention of children: if the air from the
Rika comes out very quickly, he seems to push the ball, and it moves forward.
If you release such a ball, it will move until nothing comes out of it.
all the air will come out. Experiment 6. The more air in the ball, the higher it jumps.
The teacher asks the children what toy they know well.
a lot of air. This toy is round, can jump, roll, and can be thrown
sat. But if a hole appears in it, even a very small one, then the air
will come out of her and she will not be able to jump. (Children's answers are listened to,
balls are given). Children are asked to knock the deflated ball on the floor first.
chom, then - as usual. Is there a difference? What is the reason that one ball
bounces off the floor easily, while the other barely bounces? Conclusion: the more
spirit in the ball, the better it bounces. Experiment 7. Air is lighter than water. Children are offered
It is impossible to “drown” toys filled with air, including life-saving ones
circles. Why don't they drown? Conclusion: Air is lighter than water. Experience 8. Air is
no weight. Let's try to weigh the air. Take a stick about 60 cm long.
In its middle, fasten a rope, to both ends of which tie two
identical balloons. Hang the stick by a string. Stick hanging in
horizontal position. Invite the children to think about what will happen
if you pierce one of the balls with a sharp object. Pierce with a needle
one of the inflated balloons. Air will come out of the ball, and the end of the stick to which
he is tied, he will rise up. Why? The balloon without air became lighter. What
will happen when we pierce the second ball? Check it out in practice.
Your balance will be restored again. Balloons without air weigh the same
the same as inflated ones. Experiment 9. Warm air at the top, cold at the bottom. For
It requires two candles. It is better to conduct research in a cool place.
hot or cold weather. Open the door to the street slightly. Light the candles. Der-
place one candle at the bottom and the other at the top of the resulting gap. Let the children
will determine where the flame of the candles is inclined (the flame of the lower one will be directed
inside the room, the top - outside). Why is this happening? In our room
warm air. He travels easily and loves to fly. There is such air in the room
rises and escapes through the gap at the top. He wants to get out quickly
go outside and roam free. And cold air creeps in from the street.
He is cold and wants to warm up. The cold air is heavy, clumsy (it
because he’s frozen!), so he prefers to stay near the ground. Where will he enter from?
come to our room - upstairs or downstairs? So there is a flame at the top of the door crack
the candle is “bent” by the warm air (after all, it runs away from the room, flies towards
street), and below is cold (he crawls towards us). Conclusion: It turns out
that one air, warm, moves above, and towards it, below, creeps
"different", cold. Where warm and cold move and meet
air, the wind appears. Wind is the movement of air. Experiment 10. The stronger
the more wind there is, the bigger the waves. Prepare bowls of water on the tables for each
before the child. Each bowl has its own sea - Red, Black, Yellow. Children -
these are the winds. They blow on the water. What happens? Waves. Conclusion: The stronger
blow, the bigger the waves. Experiment 11. The wind moves ships. Lower the ships-
ki on the water. Children blow on the boats, they float. So are real ships
move thanks to the wind. What happens to a ship if there is no wind? And if
Is the wind very strong? A storm begins, and the boat may suffer a real
total wreck (children can demonstrate all this). Experiment 12. Waves.
For this experiment, use fans made in advance by the children themselves.
Children wave a fan over the water. Why did the waves appear? The fan moves and
as if pushing the air. The air also begins to move. And the guys already know
yut, wind is the movement of air (try to have children do as much as possible
more independent conclusions, because the question of where
the wind picks up). Experiment 13. Fan. Now let's wave the fan in front of our faces. What
we feel? Why did people invent the fan? What was the fan replaced with in ours?
life? (Fan, air conditioner). Experiment 14. How dunes are formed.
To carry out this experiment, select an illustration of a sandy desert, on
which depicts dunes. Please review it before starting work. How are you
Do you think where such sandy slides appear in the desert? (Answers will be heard
ask, but don’t comment, the children themselves will answer this question again after
end of the experiment). Place a glass jar filled with sugar in front of each child.
chemical sand and rubber hose. Sand in a jar is everyone's personal desert.
before the child. We turn into the winds again: not much, but for quite a long time
we blow sand. What's happening to him? First there are waves similar to
on the waves in a bowl of water. If you blow longer, the sand will come from one place
will move to another. The most "conscientious" wind will have a sandy
mound. These are the same sand hills, only larger, that can be found in
real desert. They are created by the wind. These sand hills are called bar-
hanami. When the wind blows from different directions, sand hills appear in
different places. This is how sand travels in the desert with the help of the wind.
Return to the desert illustration. On the dunes or even
There are no plants growing yet, or there are very few of them. Why? There's probably something wrong with them
like. And what exactly, now we will try to find out. "Plant" (in-
poke) a stick or dry grass into the sand. Now the children must blow on the sand
so that it moves towards the stick. If they are correct-
but if they do this, over time the sand will almost cover your entire plant.
Dig it up so that the top half is visible. Now the wind is blowing
directly onto the plant (children quietly blow sand from under the stick). At the end
In the end, there will be almost no sand left near the plant, it will fall. Come back
again to the question of why there are few plants on the dunes. Conclusion: The wind is
covers them with sand, then blows it out, and the roots have nothing to hold on to. Besides
The sand in the desert can be very hot! They can survive in such conditions
only the hardiest plants, but there are very few of them. EXPERIMENTS WITH WATER
Experiment 15. Coloring water Purpose: To identify the properties of water: water can be
warm and cold, some substances dissolve in water. The more
of this substance, the more intense the color; the warmer the water, the faster the dissolution
the substance explodes. Material: Containers with water (cold and warm), paint, pa-
stirring trays, measuring cups. Adults and children are considered
place 2-3 objects in the water, find out why they are clearly visible (the water is transparent
suggests coloring the water yourself (in cups of warm and cold water).
In which cup will the paint dissolve faster? (In a glass of warm water).
How will the water color if there is more dye? (The water will become more colored
shennaya). Experiment 16. How to push water out? Purpose: To form ideas
that the water level rises if objects are placed in the water. Mother-
al: Measuring container with water, pebbles, object in the container. In front of the children
the task arises: to get the object out of the container without putting your hands in the water and without trying
using various assistant objects (for example, a net). If children have difficulty
If you struggle with a solution, the teacher suggests putting pebbles in the vessel until
until the water level reaches the edges. Conclusion: pebbles, filling the volume -
bone, pushes out water. Experiment 17. Where did the water go? Goal: Identify the process
evaporation of water, dependence of the evaporation rate on conditions (open and closed
covered water surface). Material: Two identical measuring containers. Children
pour an equal amount of water into the container; do it together with the teacher
level mark; one jar is closed tightly with a lid, the other is left
open; Both jars are placed on the windowsill. Over the course of a week, they observe
evaporation process, making marks on the walls of the containers and recording the results in
observation diary. Discuss whether the amount of water has changed (level
water dropped below the mark), where the water disappeared from the open jar (water particles
rose from the surface into the air). When the container is closed, evaporation is weak
(water particles cannot evaporate from a closed vessel). Experience 18. Where
is water taken? Purpose: To introduce the condensation process. Material: Yom-
bone with hot water, cooled metal lid. Adult on-
Covers the container with water with a cold lid. After a while the children
It is proposed to examine the inside of the lid and touch it with your hand.
Find out where the water comes from (these are water particles that rose from the surface,
they were unable to evaporate from the jar and settled on the lid). An adult offers
repeat the experiment, but with a warm lid. Children observe that on the warm roof -
there is no water, and with the help of the teacher they conclude: the process of transformation
steam into water occurs when the steam cools. Experiment 19. “Water is liquid, so
mu can spill out of a vessel." Place the dolls at the table. Guys, outside
It's hot, the dolls are thirsty. Now we will give them water. Pour into a hundred
pour water to the top. Invite one of the children to carry the water quickly
step and see whether water has spilled or not. What happened to the water? (Pro-
poured onto the floor, onto clothes, wet my hands). Why did this happen? (Cup
was too full). Why might water spill? (Because she
liquid). We poured our glasses too full; liquid water splashes in them,
and spills. How can you prevent water from spilling? Fill glasses
half and carry slowly. Let's try. Conclusion: What are we talking about today?
learned? What kind of water? (Water is liquid). If the glass is too full, what can
happen to water? (It may spill). Experiment 20. “Transparent water can-
may become cloudy." Pour clean water into a glass, throw an object into it.
it is seen? Good visibility? Why? (The water is clear). What's in the glass? IN
another glass of clean water, add a little flour, stir, lower
item. It is seen? Why? (The water is cloudy and opaque). You can see what lies
in glass? Look at the aquarium. What kind of water is in it - cloudy or clear?
Naya? (Transparent). Can the fish see everything clearly? Look, we're pouring out food,
The fish can clearly see it, they quickly swim up and eat. If only water
was cloudy, maybe the fish were hungry. Why? (In muddy
food is hard to see in water). Conclusion: What did you learn today? Clear water
what could it become? (Muddy). In what kind of water are objects difficult to see? (In mut-
water). Experiment 21. “Water has no color, but it can be colored.” Open
faucet, offer to watch the flowing water. Pour into several glasses
new water. What color is the water? (Water has no color, it is transparent). Water is possible
tint by adding paint to it. (Children observe the coloring of the water).
What color did the water become? (Red, blue, yellow, red). The color of the water depends
learned? What can happen to water if you add paint to it? (The water is light-
can be painted in any color). Experience 22. “Water can flow, or it can splash-
". Pour water into the watering can. The teacher demonstrates watering indoor
plants (1-2). What happens to the water when I tilt the watering can? (Water is pouring-
Xia). Where does the water come from? (From the spout of a watering can?). Show the children a special
a spray device - a spray bottle (children can be told that
This is a special spray). It is needed to spray on flowers in
hot weather. We spray and refresh the leaves, they breathe easier. Flowers
take a shower. Offer to observe the spraying process.
Please note that the droplets are very similar to dust, because they
very small. Offer to place your palms and spray them. Palms
what have they become? (Wet). Why? (Water was splashed on them.) Today we
watered the plants and sprinkled water on them. Conclusion: What are we talking about today?
learned? What can happen to water? (The water may flow, or it may
splash). Experiment 23. “Wet wipes dry faster in the sun,
than in the shade." Wet the napkins in a container of water or under a tap. It is suggested
live, touch the napkins to the children. What kind of napkins? (Wet, damp
nye). Why did they become like this? (They were soaked in water). They will come to visit us
dolls and will need dry napkins to put on the table. What's the
bark? (Dry). Where do you think napkins will dry faster - in the sun?
Nyshke or in the shade? You can check this on a walk: hang one in the sun
on the light side, the other on the shadow side. Which napkin dried faster - the one
the one hanging in the sun or the one hanging in the shade? (In the sun). Conclusion: Oh
what did we learn today? Where does laundry dry faster? (Underwear in the sun is high
it roars faster than in the shade). Experiment 24. “Plants breathe easier if the soil
water and loosen." Offer to look at the soil in the flowerbed and touch it.
What does it feel like? (Dry, hard). Can I loosen it with a stick? Why-
why did she become like this? Why is it so dry? (The sun dried it out). In such a land
plants have trouble breathing. Now we will water the plants in the flowerbed. After
liwa: feel the soil in the flowerbed. What is she like now? (Wet). And the wand
does it go into the ground easily? Now we will loosen it, and the plants will begin to breathe.
Conclusion: What did we learn today? When do plants breathe easier? (Grow-
It is easier for the soil to breathe if the soil is watered and loosened). Experience 25."Hands will become
cleaner if you wash them with water." Suggest using molds to make fi-
sand gurkhas. Draw children's attention to the fact that their hands have become dirty.
What to do? Maybe let's dust off our palms? Or shall we blow on them?
Are your palms clean? How to clean sand from your hands? (Wash with water). Vos-
the feeder suggests doing this. Conclusion: What did we learn today? (Hands have become
chickpeas are cleaner if you wash them with water). Experiment 26. “Which puddle will dry up faster?”
Guys, do you remember what remains after the rain? (Puddles). It rains sometimes
very strong, and after it large puddles remain, and after a small
while waiting, the puddles are: (small). Offers to see which puddle has dried up -
no faster - big or small. (The teacher pours water on the
falte, creating puddles of different sizes). Why did the little puddle dry up?
faster? (There is less water there). And large puddles sometimes take a whole day to dry up.
Conclusion: What did we learn today? Which puddle dries out faster - the big one?
or small. (A small puddle dries faster). Experience 27. "Assistant"
water." There were crumbs and tea stains on the table after breakfast. Guys, after
breakfast tables remained dirty. It’s not very good to sit down at such tables again
Nice. What to do? (Wash). How? (Water and a cloth). Maybe,
can you do without water? Let's try to wipe it with a dry cloth
tables. I managed to collect the crumbs, but the stains remained. What's the
bark? (Wet the napkin with water and rub well). The teacher shows
no process of washing tables, invites children to wash the tables themselves. During
washing emphasizes the role of water. Are the tables now clean? Conclusion: What are we talking about?
did you find out the day? When do tables become very clean after eating?
(If you wash them with water and a cloth). Experiment 28. "Water can turn into
ice, and ice turns into water." Pour water into a glass. What do we know about water?
What kind of water? (Liquid, transparent, colorless, odorless and tasteless). Now let's pour it
water into the molds and put in the refrigerator. What happened to the water? (She's cold-
la, turned into ice). Why? (The refrigerator is very cold). Let's leave
molds with ice for some time in a warm place. What will happen to the ice?
Why? (The room is warm.) Water turns into ice, and ice into water. Conclusion: Oh
what did we learn today? When does water turn to ice? (When very
Cold). When does ice turn into water? (When it is very warm). Experience
29. “Dry sand can crumble.” Offer to put a handful of dogs in your fist
ka and release it in a small stream. What happens to dry sand? (He
pours out). Conclusion: What did we learn today? Dry sand pours out. Experience
30. “Wet sand takes any desired shape.” Offer to dial in
fist a handful of sand and release it in a small stream. What happens to
dry sand? (It pours out). Let's try to build something from
dry sand. Do you get figures? Let's try to wet dry sand. Take-
squeeze it into your fist and try to pour it out. Does it also crumble easily? (No).
Pour it into the molds. Make figures. It turns out? What kind of figures
did it work out? What kind of sand were you able to make the figures from? (From wet). Conclusion:
What did we learn today? What kind of sand can you make figures from? (From mo-
krogo). Experiment 31. “Traces and prints remain on wet sand.” Educator
suggests leaving handprints on dry sand. The prints are clearly visible
chats? The teacher wets the sand, mixes it, and levels it. Offers
leave handprints on the wet sand. Is it working now? Look-
those, every finger is visible. Now we will make the footprints. What do you see? By-
what made the handprints and footprints? (Because the sand gets wet-
Lee). Conclusion: What did we learn today? On what kind of sand do footprints remain?
palms? (Traces and imprints remain on wet sand.) Experience 32."Sand -
this is a lot of grains of sand." Guys, what's in my glass? (Sand). I'll take
white sheet of paper and sprinkle some grains of sand on it. Look what
they are small. Each of them is clearly visible on a sheet of paper. To get
If you have a big pile of sand, you need a lot of grains of sand. Educator of the mound-
There are several slides of sand of different sizes. Which one has more (less)
grains of sand? Are there many grains of sand in the sandbox? Conclusion: What did we learn today?
Are there many grains of sand in the sandbox? Experiment 33. “Wind is the movement of air.” Vos-
The feeder suggests looking out the window - is there any wind? Is it possible directly
now invite the wind to visit? (If there is a strong wind outside, it is enough
open the window and the children will see the curtain swaying. If the weather is clear
windy, the teacher creates a draft, and then the wind “comes into the
sty"). You can say hello to him. Then the teacher asks you to think about
where does the wind come from? (As a rule, children say that the wind blows because
the trees are swaying). Wind is created by the movement of air. Educator
distributes strings with butterflies and ladybugs attached to the ends,
cut from paper. The teacher suggests taking a deep breath,
take air into your mouth and blow on the strings. What's happening? (Butterflies and God's
the cows fly away). Yes, butterflies and ladybugs fly away thanks to the trickle
wind coming from the mouth. We made the air in the mouth move,
and he, in turn, moves the strings with the figures. Conclusion: What are we talking about today?
learned? Wind is the movement of air. How can you depict the wind? Do
take a deep breath and blow. Experiment 34. “The air is not visible in the room. To
see, you have to catch him." Children are invited to look at the group
room. What do you see? (Toys, tables, etc.) And there is also a lot of stuff in the room
spirit, but it is not visible, because it is transparent, colorless. To see
air, you need to catch it. The teacher offers to look in polyethylene
new package. What's there? (It's empty). It can be folded several times. Look-
Love how thin he is. Now we fill the bag with air and tie it
his. Our package is full of air and looks like a pillow. Now let's untie the package,
let's let the air out of it. The package became thin again. Why? (It doesn't have
air). Again, fill the bag with air and release it again (2-3 times). You-
Vod: What did we learn today? The air is transparent. To see him
must be caught. Experiment 35. “The ball jumps high because it has a lot of
spirit." Which toy has a lot of air? This toy is round, can jump,
you can't roll, you can't throw it. What it is? (Ball). Look what he's like
big, elastic, how high he jumps. But if there is a hole in the ball,
even a very small one, the air will come out of the ball and it will no longer be able to jump.
The teacher hits the ball on the floor. Offers to knock on the floor with different balls -
mi. Which ball bounces better? (Big, where there is a lot of air). Conclusion: What is it about?
did we find out today? The ball bounces high because there is a lot of air in it.
Experiment 36. "The wind blows - the boat floats." The teacher lowers the boat onto
water. He suggests taking in more air and blowing on it. What's happening
with a boat? (She floats). Why is she swimming? (Because we blow on it).
Likewise, real boats can also float thanks to the wind. Conclusion: What are we talking about?
Did you find out today? Who pushes the boat? (Wind). FUN EXPERIENCES
AND EXPERIMENTS FOR PRESCHOOL CHILDREN 37. How to pierce an air balloon
ball without harm to him? The child knows that if you puncture the balloon, it will
will burst. Place a piece of tape on both sides of the ball. And now you can
You can easily push the ball through the tape without causing any harm to it. 38. Flowers lo-
tosa Cut out flowers with long petals from colored paper. With the help
Using a pencil, twist the petals towards the center. Now lower the colorful ones
lotuses on water poured into a basin. Literally before your eyes flower petals
will begin to bloom. This happens because the paper gets wet and becomes
It gradually becomes heavier and the petals open. 39. Natural magnifying glass If
you needed to see some small creature, for example a spider
ka, mosquito or fly, it’s very easy to do. Place the insect in three
liter jar. Cover the top of the neck with cling film, but do not tighten it.
press it, but, on the contrary, push it so that a small space is formed
bone. Now tie the film with a rope or elastic band, and pour into the recess
water. You will get a wonderful magnifying glass through which you can perfectly
consider the smallest details. The same effect will be obtained if you look at
object through a jar of water, securing it to the back wall of the jar with transparent
with tape. 40. Water candlestick Take a short stearic candle
chu and a glass of water. Weight the lower end of the candle with a heated nail (if
the nail will be cold, the candle will crumble) so that only the wick and the
the edge of the candle remained above the surface of the glass of water in which the flame
This candle will become a candlestick. Light the wick and the candle will burn until
quite a long time. It seems that it is about to burn down to the water and go out. But this
will not happen. The candle will burn out almost to the very end. And besides, the candle in
such a candlestick will never cause a fire. The wick will be extinguished
water. 41. Where did the ink go? Transformations Drop into a bottle of water
ink or ink so that the solution is pale blue. Put it there
tablet of crushed activated carbon. Close the neck with your finger and
shake the mixture. It will brighten before your eyes. The fact is that coal absorbs
the surface of the dye molecule and it is no longer visible. 42. Let's do it
cloud Pour hot water into a three-liter jar (about 2.5 cm). By-
Place a few ice cubes on a baking sheet and place it on top of the jar. WHO-
the spirit inside the jar, rising upward, will begin to cool. Contained in
there, water vapor will condense, forming a cloud. This experiment
simulates the process of cloud formation when warm air cools.
Where does rain come from? It turns out that the drops, having heated up on the ground, rise
flutter upward. There they get cold, and they huddle together, like
chewing the clouds. When they meet together, they increase in size, become heavy and
fall to the ground as rain. 43. I don’t trust my hands. Prepare three
bowls of water: one with cold water, another with room water, the third with hot water.
Have your child place one hand in a bowl of cold water and the other in a bowl of cold water.
hot water. After a few minutes, have him immerse both hands in the water.
natural temperature. Ask if she seems hot or cold to him. Why-
Is there a difference in how your hands feel? Can you always trust your hands?
44. Water absorption Place the flower in water tinted with any paint.
Observe how the color of the flower changes. Explain what the stem has
conductive tubes through which water rises to the flower and colors
his. This phenomenon of water absorption is called osmosis. 45. Equal share for everyone
Take a regular hanger, two identical containers (this can
there may also be large or medium disposable cups and even aluminum
tall drink cans, although the top part of the cans must be cut off). IN
make two holes on the side of the top of the container, opposite each other,
insert any rope into them and attach to a hanger that you hang,
for example, on the back of a chair. Balance containers. And now in such im-
pour in the provided scales or berries, or candies, or cookies, and then -
where children won’t argue about who got more goodies. 46. Boiled
or raw? If there are two eggs on the table, one of which is raw and the other is
Renoe, how can you determine this? Of course, every housewife will do this easily.
bone, but show this experience to a child - he will be interested. Of course, he
is unlikely to relate this phenomenon to the center of gravity. Explain to him what's in the boiled
The egg has a constant center of gravity, so it rotates. And a raw egg has inside-
the morning liquid mass acts as a brake, so a raw egg is hard
can't slow down. 47. Melting snow. Goal: To bring children to an understanding of
that snow melts from any heat source. Progress: Watch the snow melt on
warm hand, mitten, on a radiator, on a heating pad, etc. Conclusion: Snow melts due to warm weather
air coming from any system. 48. Is it possible to drink melt water? Target:
Show that even the most seemingly clean snow is dirtier than tap water
water. Procedure: Take two light plates, put snow in one, pour snow in the other
regular tap water. After the snow melts, consider
water in plates, compare it and find out which of them contained snow (determining
pour over the debris at the bottom). Make sure the snow is dirty meltwater, and
it is not suitable for people to drink. But melt water can be used for
watering plants, and it can also be given to animals. 49. Water ability
reflect surrounding objects. Purpose: to show that water reflects its surroundings
items. Procedure: Bring a bowl of water into the group. Offer to the guys
consider what is reflected in the water. Ask the children to find their reflection
remember where else you saw your reflection. Conclusion: Water reflects the environment
items, it can be used as a mirror. 50. Transparency
water. Goal: To bring children to the generalization “clean water is transparent”, and
“dirty - opaque” Procedure: Prepare two jars or glasses of water
and a set of small sinking objects (pebbles, buttons, beads, coins).
Find out how children have learned the concept of “transparent”: offer the children
find transparent objects in a group (glass, glass in a window, aquarium). Give
task: prove that the water in the jar is also transparent (let the guys put it in
small objects in the jar, they will be visible). Ask the question: “If you put it in
an aquarium is a piece of land, will the water be as clear?” Listen to
vets, then demonstrate experimentally: put a piece of
check the ground and stir. The water became dirty and cloudy. Lowered into such
objects are not visible in water. Discuss. Is the water always freezing in a fish aquarium?
transparent, why does it become cloudy. Is the water clear in a river, lake,
sea, puddle Conclusion: Clean water is transparent, objects can be seen through it; mut-
The water is opaque 51. What do birds build nests from? Goal: To identify some
Some features of the lifestyle of birds in spring. Material: Threads, shreds,
cotton wool, pieces of fur, thin twigs, sticks, pebbles. Progress: Consider
nest in a tree. Find out what the bird needs to build it. Take out the sa-
washable variety of material. Place it near the nest. During
spend several days observing which material is useful to the bird. What else
the birds will fly after him. The result is made up of ready-made images and ma-
terials. 52. The water cycle in nature Materials: large plastic
new vessel, a smaller jar and plastic wrap. Procedure: Pour into a vessel
a little water and place it in the sun, covered with film. The sun will heat up
water, it will begin to evaporate and, rising, condense on the cool
film, and then drip into the jar. 53. Rainbow effect Splitting the visible sun
Subtle light on individual colors - we reproduce the effect of a rainbow. Materials:
The necessary condition is a clear sunny day. Bowl with water, white sheet
cardboard and a small mirror. Procedure: Place a bowl of water in the sun
awkward place. Lower a small mirror into the water, leaning it against the edge
bowls. Turn the mirror at an angle so that the sun falls on it.
ny light. Then, moving the cardboard in front of the bowl, find the position where
a reflected “rainbow” appeared on it. 54. Fluidity of water. Purpose: Show
that water has no form, spills, flows. Procedure: take 2 glasses, filled
filled with water, as well as 2-3 objects made of hard material (cube,
ruler, wooden spoon, etc.) determine the shape of these objects. Set
question: “Does water have a form?” Invite children to find the answer on their own
Basically, pouring water from one vessel to another (cup, saucer, bottle and
etc.). Remember where and how puddles spill. Conclusion: Water has no form,
takes the shape of the vessel into which it is poured, that is, it can easily change
form. 55. Ice melting in water. Goal: Show the relationship between quantity and quality
depending on size. Procedure: Place a large and small “ice” in a bowl of water.
us." Ask the children which one will melt faster. Listen to the hy-
hypotheses. Conclusion: The larger the ice floe, the slower it melts, and vice versa. 56.
Solar laboratory. Purpose: Show objects of what color (dark or
light) heat up faster in the sun. Procedure: Place on the window in the sun
Nice sheets of paper of different colors (among which there should be sheets of white
logo and black). Let them bask in the sun. Ask the children to
touch these sheets. Which leaf will be the hottest? What is the coldest
nom? Conclusion: Dark sheets of paper heated up more. Dark Items
colors trap heat from the sun, and light-colored objects reflect it.
That's why dirty snow melts faster than clean snow! 57. Multi-colored plants.
Purpose: Show sap flow in the stem of a plant. Material: 2 cans
yogurt, water, ink or food coloring, plant (clove, narcissus,
sprigs of celery, parsley). Procedure: Pour ink into a jar. Dip the glass
put the plants in a jar and wait. After 12 hours, the result will be visible.
Conclusion: Colored water rises up the stem thanks to thin channels
tsam. This is why plant stems turn blue. 58. Sinks - floats
et Purpose: To let children understand that metal sinks in water, but wood does not. Progress: Pro-
Find out what happens if you put a nail and a wooden stick in water.
Test children's hypotheses by putting objects in water. Conclusion: metal sinks into
water, but the tree floats - does not sink. 59. Life-giving property of water. Purpose: To
show important property water - to give life to living things. Progress: Observation
cut tree branches placed in water, they come to life, give
roots. Observation of the germination of identical seeds in two saucers: pu-
ostomy and with damp cotton wool. Monitoring the germination of an onion in dry conditions
jar and jar of water. Conclusion: Water gives life to living things. 60. Flame pollutes
air. Light a candle. The flame is burning. Can it pollute the air? Under-
live above the candle flame at a distance (1-2 cm) glass or porcelain
cup. After a while you will see that this object has turned black from below -
covered with a layer of soot. 61. Plants drink water. Place a bouquet of flowers in
colored water. After some time, the stems of the flowers will also color.
Conclusion: plants drink water. 62. Sand permeates water well, and clay is
xo. Take 2 identical funnels and place them on the glasses. In every raven
put some cotton wool. Pour sand halfway into one funnel, and
put crushed clay on the other. Fill both funnels to the top with water.
Watch. Sand permeates water well, but clay does not. Sand - loose
substance. Clay consists of small particles, strongly held together
the battle. 63. Submarine "No. 1. Submarine made of grapes. Take a glass
can with fresh sparkling water or lemonade and throw grapes into it
Dinku It is slightly heavier than water and will sink to the bottom. But they’ll start attacking her right away.
gas bubbles that look like small balloons settle. Soon they
there will be so much that the grape will float. But there are bubbles on the surface
They will burst and the gas will escape. The heavy grape will sink to the bottom again.
Here it will again become covered with gas bubbles and float up again. So it will be about
continue several times until the water “exhausts”. According to this principle
a real boat floats up and rises. And the fish have a swimming pu-
zyr. When she needs to submerge, the muscles contract, squeezing the bubble.
Its volume decreases, the fish goes down. But we need to get up - the muscles are growing
weaken, the bubble dissolves. It increases and the fish floats up. 64.
Submarine "No. 2. Submarine from an egg. Take 3 cans: two half-
liter and one liter. Fill one jar with clean water and place it in
her raw egg. It will drown. Pour a strong solution of water into the second jar.
renna salt (2 tablespoons per 0.5 liters of water). Place the second egg there -
it will float. This is because salt water is heavier, which is why
It is easier to swim in the sea than in the river. Now put it in the bottom of a liter jar
egg. Gradually adding water from both small jars in turn, you can
but get a solution in which the egg will neither float nor sink.
It will remain suspended in the middle of the solution. When the experiment is carried out
den, you can show the trick. By adding salt water, you will achieve
the egg will float. By adding fresh water, the egg will sink.
Externally salty and fresh water no different from each other, and it will be you-
amazing to look at. 65. How to get a coin out of water without getting your hands wet? How
come out dry from water. Place a coin in the bottom of a plate and fill it with water.
How to take it out without getting your hands wet? The plate must not be tilted. Fold into a ball
a small piece of newspaper, set it on fire, throw it into a half-liter jar and
Immediately place it with the hole facing down into the water next to the coin. The fire went out-
No. The heated air will come out of the can, and due to the difference in atmospheric
pressure inside the jar, water will be drawn into the jar. Now you can take my
no, without getting your hands wet. 66. Lotus flowers. Cut out flowers from colored paper
long petals. Using a pencil, curl the petals towards the center.
Now lower the multi-colored lotuses into the water poured into the basin. Literally on
before your eyes, flower petals will begin to bloom. This happens because
that the paper gets wet, becomes gradually heavier and the petals open -
Xia. 67. Natural magnifying glass. If you need to look at any ma-
a small creature, such as a spider, mosquito or fly, can do this very easily
one hundred. Place the insect in a three-liter jar. Tighten the neck at the top
cling film, but do not pull it, but, on the contrary, push it so that
a small container has formed. Now tie the film with rope or rope.
Zinka, and pour water into the recess. You will get a wonderful magnifying glass, through
which you can perfectly see the smallest details. Same effect
it will work if you look at an object through a jar of water, fixing it on
the back wall of the jar with transparent tape. 68. Water candlestick. Take
a short stearin candle and a glass of water. The lower end of the candle is weighted
those with a heated nail (if the nail is cold, the candle will crumble) so,
so that only the wick and the very edge of the candle remain above the surface.
The glass of water in which this candle floats will act as a candlestick. Light it up
wick, and the candle will burn for quite a long time. It seems that she is about to
It will reach water and go out. But this won't happen. The candle will burn out almost to
the very end. And besides, a candle in such a candlestick will never be used.
cause of fire. The wick will be extinguished with water. 69. How to get water for drinking?
Dig a hole in the ground about 25 cm deep and 50 cm in diameter.
place an empty plastic container or wide bowl in the center of the hole,
Place fresh green grass and leaves around it. Cover the hole with a clean
plastic wrap and cover its edges with soil so that it does not come out of the hole.
air. Place a pebble in the center of the film and lightly press the film over
empty container. The water collecting device is ready. Leave yours
construction until the evening. Now carefully shake the soil off the film so that...
so that it does not fall into the container (bowl), and look: there is chi-
flock of water. Where did she come from? Explain to your child that under the influence of salt
After some heat, the grass and leaves began to decompose, releasing heat. Warm air
the spirit always rises up. It settles in the form of evaporation on the cold
film and condenses on it in the form of water droplets. This water flowed into
your capacity; remember, you slightly pressed the film and put it there
stone. Now you just have to figure it out interesting story about travel
Nikahs who went to distant lands and forgot to take water with them, and
start an exciting journey. 70. Wonderful matches. You will need-
I have 5 matches. Break them in the middle, bend them at right angles and place them
on a saucer. Place a few drops of water on the folds of the matches. Watch.
Gradually the matches will begin to straighten out and form a star. The reason of that
a phenomenon called capillarity, in which wood fibers are absorbed
the left fibers “get fat”, and they can no longer bend much and begin to
straighten out. 71. washbasin made from a plastic bottle. Kids have
one peculiarity: they always get dirty when there is even the slightest
opportunity. And taking a child home to wash all day is quite a chore.
It’s sweaty, and besides, children don’t always want to leave the street. To resolve this issue
very simple. Make a simple washbasin with your child. For this
you need to take a plastic bottle, on its side surface there is approximately
Make a hole 5 cm from the bottom with an awl or nail. The work is done,
The washbasin is ready. Plug the hole with your finger and fill to the top
water and close the lid. By unscrewing it slightly, you will get a trickle of water,
By screwing, you “close the tap” of your washbasin. 72. Where did the devil go?
Nila? Transformations. Place a drop of ink or ink into a bottle of water to
the solution was pale blue. Place a tablet of crushed accumulator there.
graded coal. Close the neck with your finger and shake the mixture. She's
brightens before our eyes. The fact is that coal absorbs moisture on its surface.
dye molecules and it is no longer visible. 73. Making a cloud. Pour in three
liter jar of hot water (about 2.5 cm). Place on a baking sheet
a few ice cubes and place it on the jar. The air inside the can is
As it rises, it will begin to cool. The water vapor it contains will be
condense to form a cloud. This experiment simulates the process
cloud formation when warm air cools. Where does it come from?
rain? It turns out that the drops, having heated up on the ground, rise upward. There
they get cold and huddle together, forming clouds. Meeting-
coming together, they increase in size, become heavy and fall to the ground in
the form of rain. 74. I don’t believe my hands. Prepare three bowls of water: one -
with cold, another with room temperature, and a third with hot. Ask the child
Place one hand in a bowl of cold water and the other in a bowl of hot water. Che-
After a few minutes, have him immerse both hands in water at room temperature.
ry. Ask if she seems hot or cold to him. Why is there a difference in
how do your hands feel? Can you always trust your hands? 75. Suction
water. Place the flower in water tinted with any paint. I'll observe
Let me see how the color of the flower changes. Explain that the stem has conductive
shaped tubes through which water rises to the flower and colors it. Ta-
This phenomenon of water absorption is called osmosis. 76. Vaults and tunnels.
Glue a tube out of thin paper, slightly larger in diameter than the pencil
dash. Insert a pencil into it. Then carefully fill the tube with a pencil
sand with sand so that the ends of the tube protrude outward. Pull out the pen-
Dash - and you will see that the tube remains uncrumpled. Sand grains form
safety vaults. Insects caught in the sand get out from under
thick layer intact and unharmed. 77. Equal share for everyone. Take the regular one
coat hanger, two identical containers (these can also be
large or medium disposable cups and even aluminum cans
for drinks, however, the top part of the cans must be cut off). At the top
parts of the container on the side, opposite each other, make two holes, insert into
them with any rope and attach it to a hanger, which you hang, for example, on
the back of the chair. Balance containers. And now in such improvised
sprinkle some berries, or candies, or cookies on the scales, and then the children won’t
They will argue about who got more goodies. 78. Good boy and Vanka -
stand up". Obedient and naughty egg. First try to put
a whole raw egg on the blunt or sharp end. Then start experimenting
mentu. Poke two holes the size of a match head in the ends of the egg.
ku and blow out the contents. Rinse the inside thoroughly. Give me the shell-
It is not good to dry the inside for one or two days. After this the hall
fill the hole with plaster, glue with chalk or whitewash so that it becomes un-
noticeable. Pour about one fourth of clean, dry sand into the shell.
twirl Seal the second hole in the same way as the first. Obedient
the egg is ready. Now, in order to put it in any position, it is enough
accurately shake the egg slightly, holding it in the position it should be
but it will take. The grains of sand will move, and the placed egg will be preserved.
gain balance. To make a “vanka-vstanka” (tumbler), you need to
throw one hundred sand into the egg, 30-40 pieces of the smallest pellets and pieces
stearin from a candle. Then put the egg on one end and heat it up. Stearin
melts, and when it hardens, it molds the pellets together and glues them to
shell. Mask the holes in the shell. It will be impossible to tumble
lay down An obedient egg will stand on the table, on the edge of a glass, and on
knife handle. If your child wants, let him paint both eggs or glue
give them funny faces. 79. Boiled or raw? If there are two on the table
eggs, one of which is raw and the other is boiled, how can you determine this?
Of course, every housewife will do this with ease, but show this experience by re-
the child will be interested. Of course, he is unlikely to connect this phenomenon with prices.
heaviness. Explain to him that the center of gravity in a boiled egg is constant,
that's why it spins. And in a raw egg, the internal liquid mass is
like a brake, so a raw egg cannot spin. 80. Stop, hands
up! Take a small plastic medicine bottle, vitamin
mines, etc. Pour some water into it, put any effervescent tablet -
ku and close it with a lid (non-screw). Place it on the table, re-
return "upside down", and wait. Gas released during a chemical reaction
tablets and water, the bottle will be pushed out, there will be a “rumble” and the bottle will be
will throw up. 81. "Magic Mirrors" or 1? 3? 5? Place two mirrors
at an angle greater than 90°. Place one apple in the corner. This is where it starts -
It's happening, but it's just beginning, a real miracle. There are three apples. And if gradually-
but decrease the angle between the mirrors, then the number of apples begins to increase
vat. In other words, the smaller the angle of approach of the mirrors, the greater the distance
bursts of objects. Ask your child if it's possible to make one apple
do 3, 5, 7 without using cutting objects. What will he answer you? And those-
Now try the experiment described above. 82. How to scrub green skin from grass
Lenka? Take fresh leaves of any green plant and place them
Place it in a thin-walled glass and fill it with a small amount of vodka.
Place the glass in a pan of hot water (in a water bath), but do not directly
maybe on the bottom, but on some kind of wooden circle. When the water is in the saucepan
When it cools down, use tweezers to remove the leaves from the glass. They will become discolored and the vodka
will turn emerald green, as chlorophyll, green, has been released from the leaves
plant dye. It helps plants “feed” on solar energy.
This experience will be useful in life. For example, if a child accidentally soils
knees or hands with grass, then you can wipe them with alcohol or cologne. 83.
Where did the smell go? Take corn sticks, put them in a jar, in which
into which cologne has been dripped in advance, and close it with a tight lid. Through
After opening the lid for 10 minutes, you will not feel the smell: it has been absorbed by the porous
substance from corn sticks. This absorption of color or odor is called
adsorption. 84. What is elasticity? Take a small rubber band in one hand
a new ball, and in the other - a plasticine ball of the same size. Give it up
them to the floor from the same height. How did the ball and the ball behave, what changes
what happened to them after the fall? Why doesn't plasticine bounce, but
the ball bounces - maybe because it's round, or because
Is it red or because it's rubber? Encourage your child to be
ball. Touch the baby's head with your hand, and let him sit down a little,
bending your knees, and when you remove your hand, let the child straighten his legs and
will jump. Let the baby bounce like a ball. Then explain to your child
that the same thing happens to the ball as to him: he bends his knees, and the ball
presses in a little when he hits the floor, he straightens his knees and bounces
bends, and in the ball what was pressed straightens out. The ball is elastic. And plastic-
a new or wooden ball is not elastic. Tell your child: "I will order-
put my hand on your head, and don’t bend your knees, don’t be elastic.”
touch the child’s head, and let him not bounce like a wooden ball -
et. If you don't bend your knees, then it's impossible to jump. It’s impossible to dis-
bend knees that are not bent. Wooden ball when falling on
the floor is not pressed in, which means it is not straightened, so it does not bounce -
wat. It's not elastic. 85. The concept of electric charges. Inflate not-
big balloon. Rub the ball on wool or fur, or even better, on your own
hair, and you will see how the ball begins to stick to literally everything
there in the room: to the closet, to the wall, and most importantly - to the child. This explains-
This is because all objects have a certain electrical charge. In re-
As a result of contact between two different materials, separation occurs.
reduction of electrical discharges. 86. Dancing foil Cut aluminum
thin foil (shiny wrapper from chocolate or candies) very narrow and
long stripes. Run the comb through your hair and then
Sieve it close to the pieces. The stripes will begin to “dance”. It attracts-
positive and negative to each other electric charges. 87.
Hanging on your head, or Is it possible to hang on your head? Make a light top out of
cardboard, placing it on a thin stick. Sharpen the lower end of the stick and
At the top, stick a tailor's pin (with a metal one, not a plastic one)
howl with the head) deeper so that only the head is visible. Let the top go
“dance” on the table, and bring a magnet to it from above. The top will jump
and the pin head will stick to the magnet, but, interestingly, it will not stop,
but it will rotate, “hanging on its head.” 88. Secret letter. Let the child on
on a blank sheet of white paper will make a drawing or inscription with milk, lemon
juice or table vinegar. Then heat a sheet of paper (preferably over the appliance)
rum without open fire) and you will see how the invisible turns into visible
my. The improvised ink will boil, the letters will darken, and the secret
Sherlock Holmes. Mix stove soot with talcum powder. Let the child
sewn on some finger and presses it to a sheet of white paper. Sprinkle
this place is a prepared black mixture. Shake the piece of paper to
the mixture well covered the area to which the finger was applied. Leftovers
pour the powder back into the jar. There will be a clear imprint on the sheet
finger This is explained by the fact that we always have a little on our skin
fat from subcutaneous glands. Everything we touch leaves un-
mark trace And the mixture we made sticks well to fat. Thanks to
black soot makes the print visible. 90. Together is more fun. Cut from
thick cardboard circle, encircling the rim of the tea cup. On one side in the forest
Draw a figure of a boy on the other half of the circle, and on the other side - a figure
girl's gurku, which should be located in relation to the boy
upside down. Make a small hole on the left and right of the cardboard,
insert the elastic bands into loops. Now stretch the elastic bands in different directions.
The cardboard circle will spin quickly, pictures from different sides will be aligned
are fastened, and you will see two figures standing next to each other. 91. Secret kidnapper of va-
Renya. Or maybe it's Carlson? Chop the pencil lead with a knife.
Let the child rub the prepared powder on his finger. Now you need to press
finger to a piece of tape, and stick the tape to a white sheet of paper - there is a
Your baby's fingerprint pattern is visible. Now we find out whose
the prints were left on the jam jar. Or maybe it was Carlson who flew in? 92.
Unusual drawing. Give your child a piece of clean, light, solid color
fabrics (white, blue, pink, light green). Pick some petals from
different colors: yellow, orange, red, blue, light blue, and also green
new leaves of different shades. Just remember that some plants are poisonous
you, for example, aconite. Pour this mixture onto a cloth placed on the partition.
front board. You can either involuntarily sprinkle petals and leaves, or
and build the intended composition. Cover it with plastic
film, secure on the sides with buttons and roll it all out with a rolling pin or
tap the fabric with a hammer. Shake off the used "paints", stretch
fabric onto thin plywood and insert into the frame. The masterpiece of the young talent is ready!
It turned out to be a wonderful gift for mom and grandma. 93. Experiment "Sandy"
cone" Take a handful of sand and release it in a stream so that it falls
to one place. Gradually, a cone forms at the site of the fall, growing in height.
honeycomb and occupying an increasingly larger area at the base. If you pour for a long time
sand, on the surface of the cone, now in one place, now in another, floating
you, the movements of the sand, like a current. Children conclude: sand is loose
and can move (remind children of the desert, that it is there that sands
can move, look like waves of the sea). 94. Experiment
“Properties of wet sand” Wet sand cannot be poured out of the palm in a stream,
but it can take any desired shape until it dries. Explanation
thread for children why figures can be made from wet sand: when sand
gets wet, the air between the edges of each grain of sand disappears, wet edges
stick together and hold each other. If you add cement to wet sand, then
and when dried, the sand will not lose its shape and will become hard as stone. Here
This is how sand works in building houses. 95. Experiment "Magic"
material" Invite the children to make something out of sand and clay, after
Why check the strength of buildings. Children draw conclusions about the viscosity of wet
clay and retaining its shape after drying. 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 out of them and drying them
her. 96. Experiment "Where is the water?" Invite children to find out the properties of sand
and clays, tasting them by touch (loose, dry). Children pour glasses
at the same time with the same amount of water (water is poured exactly as much as
so that it completely sinks into the sand). Find out what happened in the containers with the dog-
lump 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, because they do not allow water to pass through
inside; there are no puddles on the ground or in the sandbox); why are the paths in the garden sprinkled?
sand (to absorb water). 97. Experiment “Wind” Offer to children
find out why it is inconvenient to play with sand in strong winds. Children
examine the prepared “sandbox” (a jar filled with thin
layer of sand). Together with an adult they create a hurricane - they squeeze sharply and forcefully
jar 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 onto either each other or
ground with a strong stream of air). Invite children to think about how
make it possible to play with sand even in strong winds (good
moisten it with water). 98. Experiment “Vaults and tunnels” Offer to children
inserts a pencil into a paper tube. Then carefully fill it with sand
so that the ends of the tube protrude outward. We take out the pencil and vi-
We make sure that the tube remains uncrumpled. It doesn't matter whether she was legal
pan in a vertical, inclined or horizontal position. Children do-
The conclusion is that grains of sand form protective arches. Explain why
insects caught in the sand are removed from under the thick layer whole and intact.
harmed. 99. Experiment "Hourglass" Show the children the hourglass
watch. Let them watch how the sand is poured. Give the children some
the ability to feel the duration of a minute. Ask the children to type
shovel as much sand as possible, clench your fist and watch the trickle run
sand. Children should not unclench their fists until they have had enough sleep.
All the sand is flying. Invite us to reflect on the proverb “Time passes...
juice", "Time is like water". 100. Experiments with other inanimate objects
nature: 1. Measure the air temperature in the apartment, outside and compare.
2. Pour water into ice cube trays and freeze it in the refrigerator or on
outside on a frosty day. Offer to pick up ice cubes and observe
how the ice melts and turns into water. Compare who melts the ice faster:
who held it in mittens or bare hands. Bring water to a boil over heat
niya, watch the steam, put a piece of glass and see the steam again
turns into water. 3. Place various weights of food into a bath of water.
meta. Dissolve 5 teaspoons of salt in one glass and leave the other with
fresh water, place eggs in both glasses. Throw into a glass of water first
a pinch of granulated sugar, then salt, manganese crystals. 4. Wave your
near your face to feel the movement of air. Lower empty
bottle into a bowl of water - bubbles come out of the bottle. Place the plastic
bulk bottle in the refrigerator. When it cools down, put it on the top
balloon, Place the bottle in a bowl of hot water. 5.
Pass water through sand and clay. Consider, weigh, determine ru-
what temperature of objects made of various metals. 6. Measure temperature
hot and cold water. Light a match, a candle, and examine the flame. What's left?
elk as a result of burning. 7. "Rainbow Film". Place a bowl of water on
table so that direct rays of light do not fall on it. Hold over a bowl of ki-
drain from the bottle of varnish until a drop of varnish falls into the water. Watch for
surface of the water. 12. Determine the sides of the horizon using a compass. Define
Use the compass to determine where north, south, east, and west are. 101. Fun game
“Sand paintball” Create a playing field and roll tennis balls across it
chicks. Make a high hill of wet sand on the sides,
to enter labyrinthine grooves, tunnels in different directions. Launch the balls
above. 102. Experiment “How to get from salt water drinking water» Pour into a basin
water, add two tablespoons of salt, stir. To the bottom of an empty plane
Place the washed pebbles in a stick glass and lower the glass into the basin so
so that it does not float up, but its edges are above the water level. Pull on top
film, tie it around the pelvis. Press the film in the center above the cup and
Place another pebble in the hole. Place the basin in the sun. Through
Unsalted clean water will accumulate in the glass for several hours. Conclusion: water
evaporates in the sun, condensation remains on the film and flows into an empty glass
kan, the salt does not evaporate and remains in the basin. 103. Fun game “Treasure Diggers”
Bury small buttons and other small objects in the sand. By using
Sifts, sifting sand, look for “treasures”. 104. Drawings First draw
stick it in with your finger or stick, and then lay it out with pebbles, shells,
buttons, creating a plot. 105. Experiment “Angle of rest” Plastic glass
(bucket) fill with dry sand and slowly pour it onto the ground. The child is for
is interested in the fact that no matter how many times he performs this experiment, the height of the heap
ki of sand will be the same (provided that each time it is poured on
new place).Experiment: maybe pour more slowly and more carefully, then
Will the slide be higher? No, this physical phenomenon is called “angle
Koya". When the sand cone reaches this value, all subsequent
The grains of sand no longer linger at the top, but roll down. For each
loose rock has its own “angle of rest”, which means the height of the slide is also its own. 106.
“Sand garden, park, city” Build various buildings on the sand, roads
gi, bridges using dry sticks, flowers, pebbles. Create a real one
composition of a city, park, garden. 107. Experiment “Drowning - not drowning”
Invite the children to check: which of the objects around them sink in
water, and which remain on the surface. A spoon is suitable for the experiment,
cork, piece of plasticine, LEGO parts, etc. Should be one by one
Place objects in a container of water and observe what happens. Can
complicate the task by connecting sinking and non-sinking objects together, then
keep an eye on what is happening. 109. Iceberg Experiment Fill a balloon with water
and put it in the freezer. When the water freezes, cut the ball and the ice
Place the new block in a container of water. Observe: a small piece of ice
is above water, and the rest is under water. It's a mini iceberg. 110. Expe-
Experiment “Submarine from an egg” Salty in one glass, fresh in the other
Naya. An egg floats in salt water, but sinks in fresh water. Conclusion: in salt water
it is easier to swim because the body is supported not only by water, but also by dissolved
particles of salt in it. Tell the children about the Dead Sea, which is very
very salty, so much so that people do not drown in it, but lie on the water as if on di-
van. 111. Experiment “Lotus Flowers” Making a flower out of paper, petals
twist it to the center, lower it into the water, the flowers bloom. Output: paper,
getting wet, it becomes heavier, so the petals bloom. 112. “Wonder-
"matches" Break the matches in the middle and add a few drops of water
on the folds, the matches will gradually straighten out. Conclusion: wood fibers absorb
moisture and cannot bend much, they begin to straighten out. 113. "Underwater"
boat made of grapes" Throw a grape into a glass of sparkling water, it
will sink to the bottom. After some time, gas bubbles settle on it, and it
pops up. Conclusion: until the water runs out, the grape will sink and
float up. 114. “Is it possible to glue paper with water?” Take two sheets of paper.
We move one in one direction, the other in the other. Wet with water, lightly
we squeeze, try to move - unsuccessfully. Conclusion: water has a gluing effect
overall effect. 115. “Can the air get cold?” The air can get hot
and cool down. Place the open plastic bottle in the refrigerator.
When cool, place a ball on the neck of the bottle and place the bottle in
bowl of hot water. The ball will begin to inflate. Conclusion: air when heated -
Research Institute is expanding. Put the bottle in the refrigerator again - the ball will deflate,
because air contracts when cooled. 116. “Properties of seeded sand”
Sprinkle sand evenly over the entire surface through a sieve. Place on top
on the sand without pressing on the object with a sharpened pencil or stick. After
place a heavy object (key, 5 ruble coin). Note
to the depth of the footprint left in the sand. After this, sprinkle unsifted
sand onto this surface and repeat similar steps. Conclusion: on-
seeded sand is denser, builders take advantage of this property, in scattered
An object filled with sand sinks deeper than one covered with sand. 119. “Competition
sunks on the sand" Rule of the game: draw with anything, but you can’t use it
hands. 120. “Squiggle” Draw a squiggle with your finger or a twig. Another
the child continues to finish drawing it so that it turns out something meaningful -
flaxen. Another option: draw a lot of squiggles, and the children connect them,
Then the overall picture emerges. 121. Experiment with sand through the Rasmat magnifying glass
looking through a magnifying glass into dry and wet sand. We see that dry sand is visible
I cut the magnifying glass with grains of sand of different colors and shapes, but the wet one sticks. Conclusion: we can
Covered sand sticks because the grains of sand are connected. 122. “What does it smell like?”
water" Three glasses (sugar, salt, clean water). Add a solution to one of them
valerian. There is a smell. The water begins to smell of those substances that are in
it is added. 123. “Making a cloud” Pour hot water into a jar, then
watch. Place ice cubes on a baking sheet and place on top of the jar. Air inside
the jars cool and rise up. Conclusion: water vapor concentrates -
sya, forming a cloud. 124. Does water evaporate? Pour water into a plate and
leave for several days. The water will evaporate. 125. “Magic Snowball” B
add salt to the water and leave for several days, the water will evaporate, leaving
salt crystals like snowballs. 126. Experience “Level” Introduce children to
level, what it is and why builders use it. Teach how to do lessons
Vein yourself and apply it. Take a transparent tube and water. 127.
Game "Water Carriers" Rule: deliver water faster without spilling. The one who wins
who came to the finish line first and carried the most water. You can carry water
on all fours in plastic bowls on the back 128. “Where did the ink go” B
drop some ink into a glass of water and add a tablet of activated carbon. Water
will brighten. CONCLUSION: coal absorbs particles of beautiful
tel. 129. “Drop-ball” We take flour and, splashing from a spray bottle, we get
droplet balls.
Experience No. 1. “Is everything attracted by a magnet?”
Q: You have different objects on the table, sort the objects in this way
at once: on a black tray, place all the objects that the magnet attracts
pulls. Place on an orange tray that is not attracted by a magnet.
Q: How do we check this?
D: Using a magnet.
Q: To check this, you need to hold a magnet over objects.
Let's get started! Tell me what you did? And what happened?
D: I passed a magnet over objects, and all iron objects were attracted
came to him. This means that a magnet attracts iron objects.
Q: What objects did the magnet not attract?
D: The magnet did not attract: a plastic button, a piece of fabric, paper, wood
faded pencil, eraser.
Conclusion: A magnet only attracts metal objects.
Experience No. 2. "Don't get your hands wet"
Q: Does a magnet work through other materials?
Q: Guys, how do you get a paperclip without getting your hands wet?
D: Children's versions.
Q: You need to move the magnet along the outside of the glass.
(Children perform)
Q: Tell me what happened?
D: The paperclip follows the upward movement of the magnet.
Q: What moved the paperclip?
D: Magnetic force.
Q: What can be concluded?
Conclusion: Magnetic force passes through glass.
Experience No. 3. Game "Paper Race".
Q: Guys, do you think it’s possible to have a paper machine?
D: Children's answer.
Q: Let's put the machine on a sheet of cardboard, a magnet under the cardboard. Then move
we drive the car along the drawn paths.
Let's start racing.
Q: What can be concluded?
Conclusion: Magnetic force passes through cardboard.
Experience game “Flying Butterfly”
IN: Guys, I want to show you a little trick. (show).
IN: Who guessed why my butterfly flies? (children's answers)
An iron clip is attached to the butterfly.
The magnet attracts the paperclip along with the butterfly, it begins to move,
flies. Now, I suggest you do the trick with your butterflies yourself.
Conclusion: A magnet has an effect even at a distance.
educational activities
on environmental education.
Research activities in the senior group
"Water Sorceress"
Prepared and conducted: teacher
ped. 20 years of experience
Elabuga
Tasks: form realistic ideas about nature, circular
company of water in nature; continue to teach to compare, analyze, enrich
promote cause-and-effect relationships, promote the development of coherent speech,
enrich vocabulary; develop logical thinking, attention, pa-
Integration of educational areas: communication, socialization,
artistic creativity, cognition, physical culture.
Material: poem by E. Moshkovskaya “Drop and Sea”, globe, toy
“Droplet”, riddles, watercolors, napkins, brushes, jars of wax
doy, sheets of paper.
Progress of the lesson.
Children sit in a semicircle.
Children, listen, I’ll read you a poem, and you listen to it carefully.
listen and tell me what it is about.
E. Moshkovskaya "The Drop and the Sea"
The sea was accumulating water
And the years passed...
And one Brook was upset.
Well, I'll make some tea for home
I’m working in vain, in vain!
I’m no longer of use to the sea...
Little Rain decided to ask:
Maybe no more drizzle?
Why do you need any drops?
You are the Sea! Is not it?
Yes, I am the Sea. Yes, I'm proud.
But I won’t refuse a drop...
Drop and drop by drop
They made the sea, didn't they?
Guys, what is this piece about? Why did the Sea need the Drop?
Guys, find a yellow place on the globe - this is a desert. There's no praise there
water melts even to quench your thirst, to get a drink.
Tell me, why do we need water in our lives? How does she help us?
(Children's answers.)
Water includes rivers, lakes, seas, and oceans. There seems to be so much water
it should be enough for everyone. But this is not so, the water we use is not
There are few necks on the planet. And every year there is less and less water. So
how people pollute water bodies. It is necessary to protect nature and not pollute it.
Guys, Droplet came to visit us today, and she wants to listen and
find out from you how she travels. Who will tell you about the journey of the drops?
ki? (Illustration with the water cycle in nature.)
And she also wants to play the game “We are droplets” with you (Teacher -
Mom is a cloud, children are droplets. See outdoor game, p. 22 “Magic Water”.)
Guys, tell me, is snow water? Or not?
Remember, we brought a lump of snow to the group, what happened to it?
(He turned into water.) We have water in liquid (still solid - ice) form.
Guys, Droplet also brought riddles, she wants you to guess them.
It does not burn in fire and does not sink in water. (Ice.)
She grows upside down
It grows not in summer, but in winter.
The sun will warm her up a little -
She will cry and die. (Icicle.)
What kind of stars are there on the coat and on the scarf?
Everything is through, cut out, and will you take water in your hand? (Snowflakes.)
What artist put this on the glass?
And leaves, and grass, and thickets of roses? (Freezing.)
First it flies, then it runs,
Then he lies on the street...
Then without boots or galoshes,
You won't cross it dry! (Rain.)
Well done, you solved all the riddles. Guys, the droplet tells me something.
She wants you to draw where water is found, and in what form. And after
tell her what you drew. (Children's drawing.)
Guys, let's be friends with water, with our cheerful droplet. After all, she
we need it so much.
GBOU secondary school No. 1034 DO-4 “Lad”
Summary of integrated educational activities
telnosti.
The age of the children is the older group.
Cognitive and research activities.
Topic: “Properties of a magnet”
Prepare-
forked and spent
teacher of the highest category
Zhdanova Galina Ilyinichna
Moscow 2016
Target educational activities:
Creating conditions for the formation of a basic holistic worldview
training of a child of senior preschool age by means of physical experi-
Purpose of the experiment:
Systematization of knowledge about magnets and mastery of the basics of research
telial activities based on expanding and clarifying ideas about
properties of a magnet.
Tasks:
Educational:
1. Introduce the concepts of “magnetism”, “ magnetic forces».
Form an idea of the properties of a magnet, activate in
children's speech words: “attract”, “magnetize”, “magnetic”
forces", "magnetic field".
2. Continue to develop skills independently, accept
decisions in line with experimental activities; check these re-
sewing; draw conclusions with the results of this test, make generalizations
3.To consolidate knowledge about the direct and reverse sequence of numbers
sat down, the ability to name the next and previous number.
Educational:
1. Develop the child’s cognitive activity in the process of learning
companionship with the hidden properties of a magnet, curiosity, striving
development for independent knowledge and reflection, logical thinking
lection, the ability to highlight an extra item and justify your answer.
2. Develop children’s cognitive experience in a generalized form with
the power of visual aids - symbols, conditional substituents, algorithms
rhythms, patterns.
3. Develop communication skills.
4. Develop social skills: the ability to work in pairs, negotiate
fight, take into account your partner’s opinion, and also defend your opinion.
Educational:
1.Cultivate friendly relations, a desire to come to
helping others.
2. Cultivate accuracy in work, compliance with technical rules without
danger.
Equipment:
iron, plastic, glass, wood, rubber objects
you, piece of fabric, magnets different types, magnetic board, magnetic numbers,
magnetic letters, fish, plates for handouts, diagrams of
behavior forks in the laboratory, a homemade “portal” of time, a ball, an illustration
strative material: pictures for the game “The Fourth Wheel”.
For a couple of children: cans of water, glasses.
Technical equipment: MP3 player, music accompaniment
CD, laptop, video disc “Luntik and his friends.”
Preliminary work:
Experiments with a magnet; games with a magnetic board and magnetic letters;
magnet games in the experimentation corner; research activity
ness of the house “What attracts a magnet?”
Progress of educational activities:
1. Organizational moment.
Educator: Guys, I invite you to go to the country today
magic, where we will become real Wizards.
Educator: Everyone stood in a circle, held hands, feel the strength of everyone
of us and say a magic spell:
Hurry up, let's go into the circle!
You are my friend and I am your friend.
They looked at each other
We hugged and smiled.
2. D/i “Neighbors of numbers”. Count forward and backward within 10.
Then let's not hesitate. Right now the time portal is opening
between the real and magical world. But here's the problem. We need to enter
code to make the time portal open. But over time some numbers
codes have been erased. Restore it.
What numbers are missing?
1…3 4….6 ..5.. 6…8 ..7..
Children lay out magnetic numbers on a magnetic board.
Guys, you are so great! The portal is working.
3. Visual gymnastics.
Hurry up, let's go into the circle!
You are my friend and I am your friend.
They looked at each other (with their eyes)
We hugged and smiled.
We lowered our eyes
Our land was spent.
Eyes up, boldly forward.
IN Magic world the portal leads.
We closed our eyes. We start counting from 1 to 10 and back.
4. Rules of conduct and safety when conducting experiments.
- We opened our eyes. So we arrived at the school of magical sciences. To
become like wizards, let's transform into them:
Top-top! Clap clap!
Turn around yourself
In little wizards
Hurry up and transform!
Now we are real wizards.
Guys, a magic school has its own rules of conduct. Unravel
These magical pictures will help us.
1. you cannot taste anything;
2.smell carefully, directing the air with your palm;
3.! means this trick is unsafe. It can only be done
with adults;
4.be careful with thorny objects. Don't play with them.
5. Experience “Is everything attracted by a magnet? »
Is everything attracted to a magnet?
There are objects mixed up on your table. Sort out the items
in this way:
Place all the items in the container on your right.
which the magnet attracts;
In the container that is located to your left, place the items that
which do not respond to a magnet.
How do we check this? (using a magnet)
To check this, you need to hold a magnet over objects.
Independent work.
Get started! Tell me what you did? And what happened?
Children's answers -I held a magnet over objects, and all iron
objects were attracted to him. This means that a magnet attracts iron objects.
What objects did the magnet not attract? (plastic button, ku-
tissue juice, paper, wooden pencil, eraser, iron clips, screws,
And so that we remember well and tell others, yes-
Let’s write down the results of the experiment in the table using the signs “+” and
Material. Is it attracted by a magnet?
Plastic -
Children put symbols and formulate conclusions.
This is the first property of a magnet - to attract, magnetize objects. It
called magnetism.
6. Physical education (with a ball).
The game “Attracts - does not attract”
Guys, let's play a game. I will name the object, and you catch it,
if the magnet attracts it, hide your hands if the magnet does not attract it.
7. The legend of the magnet.
Now sit down on the carpet and listen.
(Music sounds).
I'll tell you an old legend.
Calm music sounds.
In ancient times, on Mount Ida, a shepherd named Magnes tended sheep. He
noticed that his iron-lined sandals and a wooden stick with an iron
tip, stick to the black stones that lay in abundance under
feet. The shepherd turned the stick with the tip up and made sure that the wood
is not attracted to strange stones. I took off my sandals and saw that they were barefoot
the legs are not attracted either. Magnes realized that these strange stones had no use
know other materials besides iron. The shepherd captured several of these
stones home and amazed his neighbors with it. On behalf of the shepherd it appeared
name "magnet".
Did you like this legend?
Why was the magnet called that?
8.D/i “The fourth is extra”
On the floor there are cards with drawings of objects that attract
magnet and felt-tip pen.
Guys, now we’ll play the game “Fourth Wheel”. Cross it out
extra item. What's missing here and why?
9. Game-experience “Without getting your hands wet.” Does a magnet work through others?
materials?
Now let's go to the wizards' laboratory. We work in pairs.
Listen to the next task. How to remove a paperclip without getting your hands wet?
And an amazing plan - a map - will help us with this. Let's explore
our map. She will tell us how to perform our magic correctly.
What should you do first? (pour water into a glass)
What then? (throw the paperclip into the glass)
And then you need to move the magnet along the outer wall of the glass.
Tell us what you did and what you received. (The paperclip follows the movement
pushing the magnet upward).
What moved the paperclip? (Magnetic force)
What conclusion can be drawn: do magnetic forces pass through glass?
Magnetic forces pass through glass.
10. Game "Fishing".
You and I, with our skillful hands, can also make our own
Make a fun game using a magnet. It's called "Fisherman". We
we can play and please the kids and our little sisters,
and brothers. Look at the materials lying on the table and tell us how we
We can use them to make a game.
Construction (children express their versions, we reinforce the sequence
work, let's start making the game)
Will magnetic forces pass through water? We'll check this now. We
We will catch fish without a fishing rod, only with the help of our magnet. Carry out
those with a magnet above the water. Get started.
Children hold a magnet over the water, iron fish located
at the bottom, are attracted to the magnet.
Tell us what you did and what worked out for you.
I held a magnet over a glass of water, and the fish lying in the water
attracted, magnetized. This means that magnetic forces pass through water.
Take your seats.
11. Experience game “Magic Labyrinth”.
We continue our journey in the land of magic.
Educator: Oh, look what’s lying on the floor here?
The envelope contains pictures - a magic labyrinth game. What about us
use a magnet to play this game. We don’t have a pencil or a pen.
How do we find the right path? Let me start playing, and you continue...
Educator: Did you see how interesting and unusual the paperclip moved?
Let's repeat her movements.
Guys, take a cardboard card, put a paperclip on it, and from below to the
just bring the magnet and move it in different directions according to the drawing
ny paths.
What happens to the paper clip? (the paper clip seems to be “dancing”
Why does the paperclip move?
Children's answers.
What can we conclude?
Magnetic force passes through the cardboard.
Magnets can act through paper, which is why they are used
for example, in order to attach notes to the metal door of the
boat
What conclusion can be drawn, through what materials and substances
does magnetic force pass through?
Magnetic force passes through glass, water and cardboard.
That's right, magnetic force passes through different materials and substances.
stva. This is the 2nd property of a magnet.
12. Visual gymnastics.
And it's time for us to return home. Stand in a circle.
And now it's time to say goodbye
IN kindergarten we should return.
Guys, get to your places quickly
The movement has started.
We closed our eyes. We count in reverse order. We opened our eyes and spent
eyes along the long path along which we made our journey
13. Result of educational activities
Where have we been?
What properties of a magnet have we become familiar with? (chain)
-Magnet attracts iron objects.
-Magnetic forces pass through different materials.
Educator:
Guys, did you like our journey to the school of magical sciences?
Tell me where in our group we can meet with magnetic
where can we see its magical properties?
(Magnetic alphabet and numbers, magnetic board, magnetic constructor,
magnetic checkers, magnet holders in a corner of nature).
Guys, you did a good job today, you learned a lot about magnets and
became real wizards.
And for your efforts, the wizards sent you a gift - a disk with a cartoon
the film “Luntik and His Friends” about a magnet. I invite you to watch
Svetlana Mikhailovna Moskvicheva, 2nd qualification category; work experience Academic year: 2013-2014 School preparatory group
Relevance of the topic:
The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences.
“The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote the classic of Russian psychological science. science Lev Semyonovich Vygodsky.
The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading activity for young children: “The fundamental fact is that the activity of experimentation permeates all areas of children’s life, all children’s activities, including play.”
The development of cognitive activity in preschool children is especially relevant in modern stage, since it develops children's curiosity, an inquisitive mind and forms, on their basis, stable cognitive interests through research activities.
A preschooler is characterized by an increased interest in everything that happens around him. Every day, children learn more and more new objects, strive to learn not only their names, but also their similarities, and think about the simplest reasons for the observed phenomena. While maintaining children's interest, you need to lead them from acquaintance with nature to understanding it.
Help to reveal to children the wonderful world of experimentation and develop cognitive abilities;
Study methodological literature on this topic;
Help the child master the appropriate vocabulary, the ability to accurately and clearly express his judgments and assumptions;
Generalization of knowledge on this topic.
- Creating conditions for children's research activity;
- Organization of individual activities to comprehend and study the given material;
- Studying methods and technologies for search and research activities.
Bibliography
1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sfera 2005
4. Dybina O.V. The unknown is nearby: entertaining experiments and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004
6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.
8. Experimental activities of children 4-6 years old: from work experience/ed.-comp. L.N. Megnshchikova. – Volgograd: Teacher, 2009. – 130 p.
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Practical solution |
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September |
Selection and study of literature on the topic; |
Memos for parents “I’m exploring the world” |
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"Step by step" |
Creation of a “piggy bank of experiences and experiments” |
Consultation for teachers of preschool educational institutions “The importance of search and research activities in the development of the child.” |
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November December |
Creating a subject-development environment |
Studying the conditions for organizing experimental activities of children in a group, creating mini laboratories with objects of inanimate nature; |
Consultation for parents on the topic: “Creating conditions for conducting search and research activities.” |
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7 questions to study the conditions and forms of organizing children's experimentation |
A study of the pedagogical competence of parents and educators in the field of development of children's experimentation. |
Questioning of parents and educators. |
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"Helper devices" |
Acquiring skills in working with research instruments (magnifying glasses, microscope...) |
Thematic lesson “Magic glass” |
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Innovative technologies-TRIZ |
Using TRIZ elements when conducting experiments |
Thematic lesson “What types of water exist” (liquid, solid, gaseous states) |
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Media library on search and research activities in the educational space |
Selection of DVDs on the topics studied |
Using DVDs in and outside of class |
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"What? For what? Why?" |
Studying the method of game-based problem-based learning |
Creating a variety of problem situations and ways to solve them. |