Card index of cognitive-research activities in the first junior group. card file (junior group) on the topic

Second junior group

Experiments on the topic "Air"

1. "Blowing Bubbles"

Purpose: to teach children to blow soap bubbles, to acquaint them with the fact that when air enters a drop of soapy water, a bubble forms.

Materials: a jar of soap solution, a straw.

An experience. Pour in the soap solution, collect it with a funnel and blow it out. This creates a soap bubble.

Conclusion: a soap bubble is formed from air entering the soapy solution (we exhaled it out of ourselves); bubbles are small if we exhaled! little air, and large - if you exhaled a lot.

1. "Launching a boat in a basin of water"

Purpose: to teach children to detect the air they breathe out of themselves.

Material: basin with water, paper boat.

An experience. Lower the boat into a basin of water. He stands still. Invite the children to blow on him from one side - he swam. Find out why he floats. Where did the wind come from? (We blew on the boat.) Why didn't the bubbles come out on the boat? (Because we blew not on the boat, but on the water.)

Conclusion: if you blow hard, you get a breeze, it can push the boat through the water.

1. "Games with balloons and balls"

Purpose: to show children that air can be blown into different objects (balloons, bags); it, filling the form, makes objects elastic (for example, shapeless packages take shape).

Material: paper and cellophane bags, ball, rubber balls.

An experience. Inflate a shapeless paper bag, show the shape, offer to touch, feel its elasticity. Warn that if you slap it, it will tear. Inflate a plastic bag in the same way, a balloon. Consider the ball. Why is he so jumpy? What does he have inside?

Conclusion: the ball and the ball are filled with air, so they are elastic; the tighter the ball is inflated, the more bouncy it is.

4. "Air is necessary for life"

Purpose: to give an idea that people breathe air by inhaling it with their lungs; without air, nothing living can live, everything will perish; For life, you need clean air, it is pleasant to be in it.

An experience. Clarify why the bedroom, the group is ventilated, why the children go for a walk. Offer to put your palm on your chest and listen to how it goes down and up, close your mouth and nose with your palm so as not to breathe. Was it nice? What did you feel?

Conclusion: for life, a person needs air, it is warm in the room.

Experiments on the topic "Water"

1. "Turning Ice to Water"

Purpose: to show that ice melts in heat and turns back into water, colored ice becomes colored water.

Material: colored ice cubes, icicles.

An experience. From the street, bring colored ice, icicles, offer to show them to dolls, put them on plates. In the evening, look at the water in the plates: it is transparent and colored. Where did she come from?

Conclusion: when warm, ice turns into water.

1. "Turning Snow into Water"

Purpose: to give an idea that snow melts in warmth, becomes water; the snow is white, but there is mud in it - it is clearly visible in the melt water.

Material: plate with snow.

An experience. Collect snow on a plate, examine it. What is he? Offer to express their opinion on what will happen to the snow indoors. In the evening, consider a plate of melt water with the children, discuss what happened and why. Where did the mud come from in the melt water?

Conclusion: snow melts in heat, turning into water; there is dirt in the snow.

1. "Properties of Water"

Purpose: to expand the knowledge of children that a person needs water to drink, cook dinner, wash, water (there is a lot of water on our planet, but it must be protected, earlier in rivers and lakes the water was clean, you could drink it, now - dirty and used only after cleaning).

Material: a flask with water, a socket with sand, cotton wool, a glass, a sieve, a kettle with drinking water, gouache paints, salt, sugar, a microscope.

Experiences.

1. Filtration of water through sand and cotton wool. At first glance, clean water on the cotton wool left a lot of debris and dirt.

2. Painting water with paints.

3. Saturation of water with salt, sugar.

4. Examining a drop of water under a microscope.

Conclusion: the water is dirty, it contains small debris, so it must be cleaned.

Experiments on the topic "Sand"

1. "Dry sand loose"

Purpose: to acquaint children with the properties of sand.

Material: sandbox, dry sand, molds.

An experience. Offer to make a grandmother out of dry sand. It didn't work, it fell apart. Why?

Conclusion: dry sand is loose.

1. "Warm - cold"

Purpose: to teach children to feel the different temperatures of the sand with their hands.

Material: bags with warm and cold sand.

An experience. Give children warm and cold sand, clarify where which sand is located. Offer to play with sand, pour it between your fingers in small thin streams. What kind of sand was more fun to play with?

Conclusion: in hot weather it is more pleasant to play with cool sand, in cold weather - with warm sand.

1. "Birdhouses"

Purpose: to show that deep pits can be made in wet sand with a stick or finger; in dry sand, the edges of the pit crumble.

Material: sandbox, dry and wet sand, sticks.

An experience. Pour water over one part of the sandbox, leave the other dry. Offer to make huts out of sand and settle in them tenants whoever wants.

In order for it to be light in the houses, it is necessary to make holes in the walls - windows - with a finger or a stick. In houses made of wet sand, they turned out to be even, beautiful, large. In houses made of dry sand, they crumbled, they are almost invisible.

Conclusion: dry sand is loose, holes crumble.

Experiments on the topic "Man"

1. "Traffic"

Purpose: to expand the idea that going uphill is harder than going downhill; it is better to walk through the stream on a narrow plank one at a time than two.

Material: slide, "brook".

Experiences.

1. Running downhill one by one and two, holding hands.

2. Running from the mountain together and one at a time.

3. Walking through the "stream" one by one and two.

1. Walking in deep snow

Purpose: to show that it is easier to follow each other in the snow.

Material: snow-covered area.

An experience. Walking in deep snow, holding hands. Walking in deep snow one after another. When was it easier to go?

Conclusion: in deep snow it is easier to follow one after another.

1. "Go to the other side of the stream"

Objective: To teach students to choose their own mode of transportation.

Material: brook or constructed brook model.

An experience. Invite the children to cross to the other side of the stream. How can I do that? Listen to the assumptions of the children: you can step over, jump over, go around. Choose for yourself any option and move to the other side.

Conclusion: children choose for themselves the option in the effectiveness of which they are most confident.

1. "From the hill step or run down the hill"

Purpose: to teach children to compare the power expended on a particular movement.

Material: slide.

An experience. Invite the children to go down the hill in steps. The same children are invited to run up the hill. When was it easier?

Conclusion: it was easier to run up the hill.

LESSON SUMMARY

"Live and toy fish"

Program content:to form in children initial ideas about the difference between living and non-living beings, about different conditions of existence and ways of interacting with them; cultivate curiosity.

Material: fish tank, toy fish, water basin, fish food.

Lesson progress

The teacher invites the children to watch the fish in the aquarium, specifies where they live (in the water, in the aquarium). Informs that there are other fish in the group, offers to find them, tell what kind of fish they are and where they live. (Toys, live on a shelf in a closet in a play corner.)

The teacher draws attention to the fish in the aquarium, asks to tell what they are doing. Emphasizes that fish swim on their own, without anyone's help. Only living fish can swim like this. Draws attention to a basin of water and asks to see how toy fish swim. He puts toy fish into the basin, they watch together. Then the teacher clarifies: the fish do not swim, but lie on the water, they cannot swim on their own, because they are not alive, but toys.

Educator. Guys, let's feed the fish in the aquarium. How do they eat? (They swim up to the stern, open their mouths and grab the food.)

Now let's feed the fish in the bowl. (All together they pour food into the basin and watch the fish. The teacher clarifies: they don’t eat because they can’t really eat, they are not alive; but you can play with them, feed them pretend.)

Let's cook porridge for the fish. (Children in the corner are preparing porridge, the teacher offers to hold the fish in their hands, put them to bed.) You can play with them because they are toys. Can you play with aquarium fish? Can they be taken? (You can look at the fish in the aquarium, they need to be fed, but not taken out of the water, without water they can die.)

Goals: Develop the ability to observe and draw conclusions. Introduce children to the properties of paper. During the experimental activity, learn to give complete answers. Develop thinking, speech of children. Cultivate curiosity.

Equipment: a miracle - a tree, various types of paper, containers with water, glue, brushes, felt-tip pens, an easel.

Logic of educational activity

1. Game situation:

See what unusual we have in the group (before the start of the lesson, a miracle tree is placed in the experimental corner)

This is how the “Wonder Tree” grew in our group, look what is growing on our tree?

Interesting, what is it? (showing a piece of paper) Where did he come from here?

I will tell you that the tree is our helper in everything, it not only bears fruit. And most importantly, paper is made from wood.

Do you want to know how sheets of paper are made from wood?

We will find out about this when we go to the senior group.

And now let's experiment with paper to turn into little scientists and go to our small laboratory.

2. Examination of paper (enter the results of research on an easel using symbols)

Work at the first table. Equipment: sets of different paper landscape sheet, napkin, notebook sheet, pieces of wallpaper, velvet paper, etc.

Look at how many different papers are on the table, let's touch it and look at it

What a green piece of paper to the touch .... (smooth)

What a red piece of paper to the touch .... (rough)

What a blue piece of paper to the touch .... (thick)

What an orange piece of paper to the touch ... (thin, soft).

Makes a conclusion with the children:

Paper is different to the touch: smooth, soft, rough, bumpy, etc.

Look at the color of the paper? (Multi-colored.) Now we will play D / game “Show me correctly”, raise the paper in red, blue, etc.

Can you see through paper?

Look.

Makes a conclusion together with the children: nothing is visible through the paper.

Work at the second table. Equipment: sheets of landscape paper, felt-tip pens, paints, pencils, cotton swabs, etc.

Can you guys draw on paper?

Let's check. Album sheets of paper, felt-tip pens, paints, cotton buds, colored pencils are offered to children.

Independent - creative work of children.

Conclusion: you can draw on thick paper

Experience 3

And you can also wrinkle paper, wrinkle it, we got a bun, and now smooth it out

Conclusion: paper can be wrinkled and smoothed.

Work at the third table. Equipment: a container with water, paper.

I suggest putting the paper in a container of water. What's happening?

The paper is wet, try picking it up. What happened?

Conclusion: the paper is soaked and torn. Paper is afraid of water.

Paper can be torn by hand into small pieces, which paper is torn easier than a landscape sheet or a napkin? Look how many small pieces we got. Do you think we need them? What can be done with them? (glue)

Experience 6 "Paper bonding"

For this work we need: pieces of paper, glue. Look, I have for you the contours of the river, snowdrifts, mountains. First, apply glue to the entire outline, then lay out the pieces of paper. See what pictures you have.

Conclusion: paper can be glued, and a beautiful picture is obtained

Do you think paper can fly? We have pieces of torn paper left, take them in your palms, go to the mat. Blow your hands, what's going on? What do pieces of paper look like? (Autumn leaves)

Conclusion: Small pieces of paper are light, when you blow on them they scatter.

Are you guys interested?

Let's remember. what did we learn about paper? (Children approach the easel according to the symbols and say that they learned about paper.)

Authors: educators Zakirova Lyayuzya Mavlimovna, Savyuk Raisa Viktorovna, Municipal Preschool Educational Institution "Scarlet Flower" Compensating Kindergarten, Municipal Formation of Noyabrsk, Tyumen Region.

Explanatory note

In preschool educational institutions, experimentation can be organized in three main areas: specially organized training, joint activities of the teacher with children, and independent activities of children. It is important to remember that the lesson is the final form of research activity, which allows you to systematize the ideas of children.
Problem situations, heuristic tasks, experimentation can also be part of any activity with children (in mathematics, speech development, familiarization with others, construction, etc.) focused on different types of activities (musical, visual, natural science, etc.)
The structure of the lesson-experimentation proposed below is exemplary and can be adjusted in practice.

An exemplary algorithm for conducting a lesson-experimentation

1. Preliminary work (excursions, observations, reading, conversations, examination, sketches) to study the theory of the issue.
2. Determining the type of species and the subject of the experimentation lesson.
3. The choice of the purpose of the tasks of working with children (cognitive, developmental, educational tasks).
4. Game training of attention, perception, memory, thinking.
5. Preliminary research work using the equipment of study guides.
6. Selection and preparation of manuals and equipment, taking into account the age of the children of the topic being studied.
7. Summarizing the results of observations in various forms (diaries of observations, tables, photographs, pictograms, stories, drawings, etc.) in order to bring children to independent conclusions based on the results of the study.

Approximate structure of the lesson-experimentation

1. Statement of the research problem.
2. Training of attention, memory, logic of thinking.
3. Clarification of the rules of life safety in the course of experimentation.
4. Refinement of the research plan.
5. Selection of equipment and placement of children in the study area.
6. Distribution of children into subgroups.
7. Analysis and generalization of the obtained results of experimentation.

Object-spatial environment for experimentation

Organization of mini-laboratories in kindergarten

In mini-laboratories can be allocated:
1. Place for a permanent exhibition.
2. Place for appliances.
3. A place to grow plants.
4. A place to store natural and waste materials.
5. Place for experiments.
6. Place for unstructured materials (sand-water table and sand and water tank, etc.)

Devices and equipment for mini-laboratories

1. Microscopes, magnifiers, mirrors, thermometers, binoculars, scales, ropes, pipettes, rulers, globe, lamps, flashlights, whisks, beaters, soap, brushes, sponges, gutters, disposable syringes, food coloring, hourglasses, scissors, screwdrivers , screws, grater, sandpaper, scraps of cloth, salt, glue, wheels, wood, metal, chalk, plastic, etc.
2. Containers: plastic jars, bottles, glasses of various shapes, sizes, measurements, funnels, sieves, spatulas, molds.
3. Materials: natural (acorns, cones, seeds, tree cuts, etc.), junk (corks, sticks, rubber hoses, tubes, etc.)
4. Unstructured materials: sand, water, sawdust, leaves, foam, etc.

Materials for the organization of experimentation (younger age)

1. Beads, buttons.
2. Ropes, laces, braid, threads.
3. Plastic bottles of different sizes.
4. Multi-colored clothespins and rubber bands.
5. Pebbles of different sizes.
6. Screws, nuts, screws.
7. Traffic jams.
8. Down and feathers.
10. Photographic films.
11. Plastic bags.
12. Seeds of beans, beans, peas, seeds, nut shells.
13. Tree cuts.
14. Cotton wool, synthetic winterizer.
15. Wooden coils.
16. Kinder surprises
17. Clay, sand.
18. Water and food coloring.
19. Paper of different grades.

The content of research activities of children (younger preschool age)

Work with children is aimed at creating conditions for sensory development in the course of familiarizing them with the phenomena and objects of the world around them. In the process of forming children's research activities, teachers are recommended to solve the following tasks:
Combine showing the child with the active action of the child on his examination (feeling, tasting, smelling, etc.)
Compare objects that are similar in appearance.
To teach children to compare facts and conclusions from reasoning.
Use the experience of practical activities, game experience.

1. About materials (sand, clay, paper, cloth, wood).
2. About natural phenomena (wind, snowfall, sun, water; games with wind, snow, etc.).
3. About the world of plants (methods of growing from seeds, bulbs, leaves).
4. On the methods of studying the object.
5. About the objective world.
In the process of research-experimentation, the vocabulary of children develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumpled, broken; high - low - far; soft - hard - warm, etc.).

Advanced planning of experiments and experiments

September

1. "Find out what kind of water"
Purpose: to reveal the properties of water (transparent, odorless, fluid, substances dissolve in it).

2. "Games with fans and sultans"
Purpose: to introduce children to one of the properties of air-movement; air movement is wind.

3. "Let's play with the sun"
Purpose: to determine which objects heat up better (light or dark), where it happens faster (in the sun or in the shade).

4. "Properties of sand"
Purpose: to introduce the properties of sand (consists of grains of sand, loose, fine, easily pours, passes water, traces remain on the sand, sticks together, wet is darker than dry).

October

1. "Wonderful bag"
Purpose: to introduce the sense organs and their purpose.

2. "Let's play with the wind"
Purpose: to detect the movement of air in nature.

3. "What's in the box"
Purpose: to introduce the meaning of light, with light sources (the sun, a flashlight, a candle, a lamp), to show that light does not pass through opaque objects.

4. "Why is it dirty in autumn"
Purpose: to introduce the fact that the soil passes water in different ways.

November

1. "Magic planks"
Purpose: to determine with the help of fingers the shape, structure of the surface.

2. "Light - heavy"
Purpose: to show that objects are light and heavy, to teach how to determine the weight of objects and group objects by weight.

3. "Find by sound"
Purpose: to identify and distinguish between noise sounds.

4. "Clay, its qualities and properties"
Purpose: to teach to recognize objects made of clay, to determine the quality of clay (softness, plasticity, degree of strength) and properties (crumples, beats, soaks).

December

1. "Hot-cold"
Purpose: to teach to determine the temperature of substances and objects.

2. "Wonderful bag"
Purpose: to introduce objects that conduct heat; determine the hardest object by touch.

3. "Water coloring"
Purpose: to find out the properties of water (water is transparent, but can change its color when colored substances dissolve in it).

4. "Snow, what is it like?"
Purpose: to introduce the properties of snow during a snowfall (white, fluffy, cold, sticky, melts in heat).

January

1. "Games with straws"
Purpose: to give an idea that people breathe air by inhaling it with their lungs; the air can be felt and seen.

2. “Snow. What is he?
Purpose: to introduce the properties of snow in frosty weather (cold, shiny, sparkling, crumbly, poorly molded)

3. "How to get water from snow"
Purpose: to form the simplest ideas about the properties of snow (melts in heat).

4. "How to turn water into ice"
Purpose: to introduce the properties of water (it turns into ice at low temperatures).

February

1. "Making colored ice cubes"
Purpose: to introduce one of the properties of water.

2. "Frost and snow"
Purpose: to consolidate knowledge about the properties of snow depending on air temperature.

3. "Properties of ice"
Purpose: to introduce the properties of ice (ice is solid water, ice melts in heat), to learn to establish the simplest patterns.

4. "The wind walks on the sea"
Purpose: to introduce children to such a natural phenomenon as the wind, to teach them to distinguish its strength.

March

1. "Floats-sinks"
Purpose: to teach children to identify light and heavy objects (some remain on the surface of the water, others sink)

2. "Paper, its qualities and properties"
Purpose: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).

3. "Planting an onion"
Purpose: to clarify ideas about the bulb, to show the need for light and water for the growth and development of plants.

4. "Float will not float"
Purpose: to develop an idea of ​​the weight of objects.

April

1. "Hello, sunny bunny"
Purpose: to give an idea that a "sunbeam" is a ray of sunlight reflected from a mirror surface.

2. "Birch branch"
Purpose: to observe the appearance of leaves on branches placed in water.

3. "Wood, its qualities and properties"
Purpose: to teach to recognize objects made of wood, to determine its quality (hardness, surface structure; thickness, degree of strength) and properties (cut, burn, do not beat, do not sink in water).

4. "What's in the package"
Purpose: to give children the idea that the air is around us, it can be cold, warm, humid.

1. "Hide the button"
Purpose: to promote the accumulation of ideas about the properties of water (liquid, transparent, colorless), water changes color.

2. "Pies for the Bear"
Purpose: to expand knowledge about the properties of sand, to develop the ability to handle it, compare, draw conclusions.

3. "Comparison of sand, soil and clay"
Purpose: to introduce the properties of sand, soil and clay.

4. "Fabric, its qualities and properties"
Purpose: to teach to recognize things from fabric, to determine its quality (thickness, degree of strength, softness) and properties (crumples, cuts, tears, gets wet, burns).

List of used literature

1. Nikolaeva S. N. "Methods of environmental education in kindergarten." - M. 1999.
2. Perelman Ya. I. "Entertaining tasks and experiments." - Yekaterinburg, 1995.
3. Murudova E. I. “Introducing preschoolers to the outside world” Childhood-press 2010.
4. Dybina O. V. "Classes on familiarization with the outside world in the second junior group of kindergarten" M .: Mosaic - Synthesis, 2007 (methodological guide).

About everything in the world:

In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...

Section materials

Classes for the younger group:

Classes for the middle group.

1. Sand games "I bake, bake, bake ..."

Objectives: to introduce the properties of sand, develop imagination, fine and gross motor skills of the hands. Expand the practical experience of children.

2. Games with turntables.

Objectives: to introduce children to the concept of "wind", to learn to notice the movement of trees during the wind, to create wind with the help of breathing.

3. Experience in identifying the properties of sunlight: wet rubber balls are taken out on a sunny day to the site, children watch how the balls gradually dry out.

4. Fun game with soap bubbles.

Objectives: observation of the wind, prevention of neuropsychic stress during the period of adaptation of children.

5. Experimenting with sand: to supplement the children's ideas about the properties of sand: dry - crumbles, wet - sticks, takes the form of a container (molds, form elementary experimentation skills, develop logical thinking, curiosity.

6. Experiment: properties of dry and wet sand.

Objectives: to invite children to compare dry and wet sand, teach them to name them correctly, use the simplest comparison constructions. Enrich vocabulary, develop the grammatical structure of speech.

7. Sand play: "Treat for dolls"

Objectives: to teach children to use their knowledge of the properties of sand, to choose molds for the implementation of their plans.

8. Experiments with turntables.

Objectives: Discuss why they spin, why do trees sway?

9. Drawing on wet sand.

Objectives: To enrich the aesthetic experience of children.

10. Experiments with stones.

Objectives: to develop tactile sensations. The rocks are warm on top and cold on the bottom.

11. Work in the touch corner. Didactic game "Know by taste"

Objectives: to teach children to taste a vegetable or fruit.

12. Consider the structure of a snowflake through a magnifying glass, tell that each snowflake consists of tiny ice floes.

13. Start introducing the properties of snow: snow is fluffy, light. Toss the snow on your shoulder blades up and watch how it falls, easily crumbling. The snow melts from the heat, take the snow in your palm and watch how it starts to melt (explain to the children that the palm is warm).

14. Consider puddles covered with a thin crust of ice, explain to the children why this is happening.

15. Begin acquaintance with the properties of ice (ice is fragile and thin). To do this, break the ice with a spatula and examine the pieces of ice (ice melts from heat in the same way as snow). To do this, put a piece of ice on your palm and watch how it starts to melt.

16. Experiments with snow.

Objectives: to help children identify the basic properties of snow (white, cold, melts from the warmth of the hand, learn to convey the results of experimentation using quality adjectives. Develop curiosity, imagination.

17. Experience: "Sinking, not sinking."

Objectives: to continue to acquaint children with the simplest ways of examining objects, to learn to observe the course of the experiment, to talk about what is happening. To enrich the personal experience of children, to teach them to draw the simplest conclusions.

18. Experience "Ice and snow"

Objectives: to invite children to compare the properties of an ice crust in puddles and snow, to identify similarities and differences. Tell the children that both snow and ice are formed from water. Develop cognitive interest, enrich vocabulary.

19. Experience with snow: collect snow in a jar and put in a warm place. From room heat, the snow will melt, water is formed. Draw the children's attention to the fact that the water is dirty.

20. Experiment "Colored snowman"

Objectives: to expand children's understanding of the properties of snow, to show that snow absorbs paint and acquires its color. Cause aesthetic experiences from the beauty of winter nature, the joy of walking.

21. Experiments with snow

Objectives: to continue to acquaint children with the properties of snow, to identify them with the help of simple actions (in frost, snow does not mold, it creaks underfoot. It becomes fluffy)

22. Experimenting with water.

Objectives: to form children's ideas about objects of nature. Offer to consider water, describe its visible properties, introduce such properties of water as transparency, fluidity, the ability to freeze at low temperatures. Activate children's vocabulary.

23. Games with snow: “I bake, bake, bake…”

Objectives: during the conversation, update the knowledge of children about the properties of snow, offer to find out. Is it possible to make cakes out of snow like sand. To organize the transfer of children's experience in working with sand to actions with snow.

24. Competition "Snowball"

Objectives: to talk with children about the properties of snow, to determine what kind of snow is loose or wet today, to discuss whether it will be molded? Check the conclusions of the children - roll up snowballs. Organize a competition - which team will get the biggest com. Collect snowmen from snowballs, come up with names for them.

25. Experience "What does it smell like? »

Objectives: To teach children to distinguish smells. Recognize the smells of familiar products, talk about the results of experimentation. To develop and enrich the sensory experience of children.

26. Experience: tinting water and freezing in molds to decorate the site.

27. Experience "Roll, balls, along the groove"

Objectives: to form the idea of ​​\u200b\u200bchildren that balls and balls can be rolled, to learn to observe the behavior of the test object and to transmit the results of observations using speech.

28. Experience with clay.

Objectives: to introduce children to the properties of raw clay - soft, plastic, wrinkled well. Under the influence of hands easily changes shape. Offer to hold and crush the clay in your hands. Enrich the sensory-sensory experience of children.

29. Experiments with tinted water on the site - drawing in the snow.

Objectives: to expand the practical experience of children.

30. Experiment with your shadow.

Objectives: to introduce children to the concept of "shadow". Pay attention to the fact that the shadows from the sun follow the contour of the reflected object.

31. Experiment “Where did the snow disappear? »

Objectives: to expand children's understanding of the properties of snow, to organize observation of its melting (first the snow becomes loose, and then turns into water).

32. Experiment: "Where did the water go? »

Objectives: To show children how a sponge absorbs water. Offer to tell what happened. Where did the puddle go? Activate children's curiosity. Generate a desire to experiment.

33. Experiment "Icicle melting".

Objectives: to continue to acquaint children with the properties of water, to show. That in a warm room, water turns into water. Pay attention to the fact that after the icicles melt, there are grains of sand and dirt in the resulting water, to bring to the understanding that snow and ice (icicles) cannot be put into the mouth.

34. Experience: offer to touch the walls of the house on the sunny side and the shady side. Ask why the wall is cold in the shade, but warm in the sun. Offer to substitute the palm of the sun, feel it. How they heat up. Explain that at this time, winter, as it were, is struggling with the upcoming spring.

35. Experiments with the sun: why does it hurt to look at it? The sun got brighter.

36. Experience "Properties of the soil"

Objectives: to free a small area of ​​soil from the remnants of snow and last year's foliage, to show the children that there is no vegetation yet, but the soil is well moistened, that the snow melts and moisture goes into the ground. Continue to acquaint with the signs of spring.

37. Experience "Light-heavy"

Objectives: to teach children to determine the relative weight of objects (a feather, a stone, a balloon, a metal spoon, to determine experimentally whether it will fall into the snow.

38. Experience “How do thawed patches grow? »

Objectives: Invite children to find thawed areas and place flags next to them to determine if they are growing. Discuss with the children how, with the help of flags, we can find out whether thawed patches or nat have grown. Develop observation, cognitive interest.

39. Experience: launch a boat into the stream. See how it gets wet. Ask the children why he gets wet.

40. Experience: rub and smell the swollen buds, conduct a long-term observation of how the buds open.

41. Experience: wet the sand and watch with the children how it dries. Wash and hang the doll clothes in the sun, watch how it dries.

42. Fun games with water "Waterfowl toys"

Objectives: during the game, pay attention to the various properties of water, learn to observe the movement of various objects in the water.

43. Experience "Coal and chalk"

Objectives: to continue to introduce children to various natural materials, to show that chalk and charcoal are hard materials, but they crumble easily, layers are easily separated from pieces of charcoal and chalk, so you can draw with them. Chalk leaves white and charcoal black.

The card file contains material on the experimental activities of the children of the first junior group. The content includes: experiments, experiments with goals.

The proposed material is addressed to both young professionals and experienced teachers.

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MBDOU "Kindergarten of a compensating type No. 159"

Prepared by: Educator Petrova S.E.

Card index of cognitive-research activities in the first junior group.

September

Topic number 1 "Properties of sand"

Target:

To acquaint children with the properties of dry and wet sand (flowability, the ability to pass water, traces remain on the sand), show the children that sand is made up of very small particles - grains - grains of sand. To develop the ability to establish cause-and-effect relationships through experimental activities. Expand children's vocabulary. Cultivate an interest in the environment

Preliminary work: playing with sand on a walk, looking at photographs with views of sand buildings.

Equipment: sand (for group classes), a watering can with water, various molds, plastic bottles.

Lesson progress

Educator: Guys, today we will do various experiments with sand. But first, let's remember what kind of sand is and what can be built from it?

Children take turns telling what they know about sand

Educator: Well done guys. You are very observant. Now let's do the first experiment.

Children sit in a semicircle around a large table. If the lesson is held on the street, then around the table near the sandbox

Experience No. 1 “Why the Easter cake didn’t turn out”

Target : familiarization with the properties of sand: sand is dry, loose; from it you can not build Easter cakes. The sand is wet: not loose, you can build Easter cakes from it

Experience Description

The teacher pours sand into the mold and tries to build a cake. The sand from the mold crumbles. The teacher invites 2-3 children so that they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a little cake. The cake is obtained. The teacher invites the children to build their own Easter cakes from wet sand.

Further, the teacher, together with the children, concludes: dry sand is light in color, free-flowing. You can't build pies out of it. When wetting, the sand becomes dark in color. From it you can build Easter cakes

Educator: Well done guys. And now we will try to paint a picture with sand. What kind of sand do you think the painting will be made of? (Children answer). Let's check your answers

Experience No. 2 “Making paths and patterns from sand”

Target : continue to introduce the properties of sand: any pattern can be drawn from dry sand. Wet, no.

Experience description:

The teacher gives the children plastic bottles filled with dry and wet sand. First he shows, and then invites the children to draw various patterns. Wet sand does not spill out of the bottle, while dry sand flows freely from the bottle. Further, the educator with the children draw a collective picture with sand.

In conclusion, the children sum up: dry sand is loose, filling a bottle with it, you can draw any pattern. Wet sand is heavy, it does not spill out of the bottle.

Conclusion: guys, today we met you with the properties of sand. Tell us, please, what did we do today? What's new learned.

On a walk, sand games are played, taking into account the experiments

Experience number 3. "Sand and Earth"

Target: familiarization with the properties of sand (loose) and earth (dry, hard).

Experience description:

Each child has a pot of sand, a jar of earth and two "trees" (a tree branch) on the table. The teacher invites the children to “plant” a tree in a glass with earth, and then in a glass with sand. Children compare what is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry, solid, and the sand is crumbly.

Experience number 4. "Definition of color."
Target: familiarization with the property of sand (color).

Stroke: Look carefully, what color do you think the sand is? (Light yellow).
Educator: Now let's pour it with water. What color is the sand? (Dark)
Conclusion. Dry sand is light, while wet sand is dark.

Experience number 5. "What sand consists of"
Target: familiarization with the properties of sand.

Move: u you have plates of sand on the table. Now we will consider sand. And will an unusual object help us in this? Magnifier. Look through a magnifying glass to see what the sand is made of. What do you see?

The sand consists of small grains of sand, translucent, round, not sticking to each other.

And now attention! Pour the sand in a glass with water. Where did the water go? Well done right. This means that the sand is permeable to water.

Fizminutka:

We are grains of sand, we are grains of sand

We are not averse to spinning.

We are grains of sand, we are grains of sand

We would dance day and night.

Let's stand together in a circle

It turns out sand.

Experience No. 6. "Movement of sand."

Target: familiarization with the properties of sand.

Stroke: guys, do you think the sand can move? And how to check it?

Check it out yourself. Take the straws and gently blow into the straw on the dry sand. What's happening? Now blow on the wet sand? What's happening?

Conclusion: Dry sand moves, but wet sand does not.

Do you think it is possible to draw in the sand? What kind of sand can you draw on? What can you draw? Children draw on wet sand with a toothpick, and on dry sand with a finger. Calm music plays while drawing.

October

Theme number 2 "The wind walks on the sea"

Experience No. 1 "Sea"

Target: introduce children to one of the properties of air - movement; the movement of air is the wind, to distinguish its strength.

Experience description: Draw water into a deep container, launch paper ships. Children blow hard.

Educator: Do you guys want to listen to a fairy tale?

Children: Yes.

caregiver : In a certain kingdom, in a certain state, they lived - there were three brothers. The elder brother is Windy, the middle brother is Wind, and the younger brother is Wind. Once a dispute broke out between them: who of them is the most necessary and important. The older brother stepped forward and began to prove.

I am powerful

I drive flocks of clouds

I wave the blue sea

Everywhere I wind in the open.

Educator: Guys, strong wind is bad, why do you think?

Children: Destroys houses, howls, overturns cars, uproots trees.

Educator: Strong wind is good, why do you think?

Children : Disperses clouds, drives large ships, the windmill spins.

Educator: Guys, what other word can be called Windy?

Children: Hurricane, snowstorm, blizzard, blizzard, tornado, blizzard.

Educator: Well, now we will turn into a windmill and prove that a strong wind is good, and sometimes bad.

Conclusion : Strong wind is very strong air movement and it is dangerous.

Experience number 2 "How air works"

Target: see how air can support objects.

Material: two identical sheets of paper, a chair.

Experience progress:

1. Invite your child to crumple up one sheet of paper.

2. Then let him stand on a chair and from the same height throw at the same time a crumpled and even piece of paper.

3. Which leaf landed first?

Conclusion: the crumpled sheet fell to the floor earlier, as an even sheet descends, circling smoothly. It is supported by air.

Experience number 3 "Air is everywhere"

Target: determine whether air really penetrates everywhere and is everywhere.

Material: plastic bottle, balloon.

Experience progress:

1. Invite the baby to look into the bottle and make sure it is empty.

2. With your help, let them pull the ball onto the neck of the bottle.

3. And now - let him click on the bottle.

4. What caused the balloon to inflate?

5. Let the kid draw what he did.

Conclusion: the balloon inflated the air that is in the bottle. When the bottle was pressed, air came out of it and inflated the balloon.

Experience number 3 "Children wave a fan"

Target: To acquaint children with such a natural phenomenon as the wind, its properties and role in human life.

Experience description: Guys I suggest you wave your hands at yourself. What did you feel? Breeze.

And here are sheets of paper for you, and I propose to wave these sheets at yourself. Are you comfortable? Nicely? What needs to be done?

Lay a sheet of paper vertically in front of you. We bend the edge and smooth the fold. - Let's wave a fan at ourselves and how did you feel? Air movement, coolness, freshness, pleasant feeling. What is a breeze? This is a weak air movement.

Good thing the sun is shining!

Good thing the wind is blowing!

It's good that this forest has grown right up to the sky

It's good that this river has very blue water.

And we are always friendly.

EXPERIENCE No. 4 "Illustration of the sandy desert"

Target:

Experience description: In front of each child is a glass jar with sand. Sand in a jar is a child's personal desert. Children blow into the jar through the tubes. What is happening to him? First, waves appear like in a bowl of water, and then the sand moves to another place, then a sand mound appears. Such hills can be found in the desert, they are called dunes, with the help of the wind, sand travels through the desert.

December

Topic No. 4 "Paper, its qualities and properties"

Target : to form the ability to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (wrinkled, torn, cut, soaked).

move : The children are sitting at the tables. Before each of them lies the entire material. The teacher reads an excerpt from the poem "Paper" by S. Mikhalkov:

plain paper

fresh leaf,

You are white as chalk.

Not wrinkled and clean.

your surface for now

Draw did not touch the hand!

What will you become?

When, what

Will you write by hand?

Experience number 1 "Paper wrinkled"

Target: teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).

Experience description:

Children, what do you think we will talk about today? (children's answers) That's right, about paper. Notice the strips of paper in front of you. What color is the paper? Touch, stroke the surface of the paper and tell me what it is? (smooth, rough, rough). Pick up the strip that you think is the smoothest, roughest. Now once again touch the strips one by one and tell me if they are all the same thickness? (children's answers). That's right, there are strips of thin paper, there are thicker ones. Try crumpling the paper. Happened? (children's answers). Which strip is crumpled very much, which is not. Why? (children's answers). That's right, guys, the thinnest paper wrinkles more than thick paper. But all the same, any paper is wrinkled - both thin and thick, and white, and colored. THERE IS THE PAPER CRASHING. Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers). SO, THE PAPER IS EASILY CRUMPLED AND DOES NOT SMOOTH AT ALL, DOES NOT BECOMING THE SAME. Now tear off a piece from each strip. Happened? MEANING THE PAPER IS STILL TEARING. CONCLUSION: PAPER CRUMPLE AND TEARS.

Experience number 2 "Paper gets wet"

Target:

Experience description:

Tear off a piece from each strip, place in a glass of water. What do you think will happen to the paper? (children's answers) - Take out the strips and put them on trays, touch the paper. What has she become? (wet).

Pull a piece of wet paper in different directions with two fingers. Happened? Why? (the paper is soaked and spread) CONCLUSION: PAPER WET IN WATER AND SPREADS, IT IS UNSTRENGTH.

Experience No. 3 "Paper for drawing"

Target: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency).

Experience Description:Take a graphite pencil and draw a line on each of the strips, and then with colored ones. Happened? Attach with a pattern of your choice.

Children, look around! Name each one of the objects made of paper. Why do you think it is impossible to make furniture out of paper, sew clothes, build housing? (children's answers). That's right, because we found out that paper is fragile, easily wrinkled, torn. Houses are built of stone, clothes are sewn from fabric, because these are durable materials.

What did you learn about paper new, interesting?

CONCLUSION: paper is colored, smooth, rough, thin and thick; paper rustles, wrinkles easily, does not take its former shape; paper is easily torn; paper gets wet in water, spreads, it is fragile.

January

Topic number 5 "Snow, what is it like?"

Experience No. 1 "Snowman"

Target:

Experience description:

The teacher draws the attention of the children to the toy - the Snowman. The kids look at it and touch it. What's this? (Snowman) Do you want to play with him? The snowman says: “I wanted to make cakes out of snow, but I don’t know how.” How can we help our Snowman?

The teacher encourages the children to make statements (make “pies”). From what? (Out of the snow) Where can I get the snow? (On the street)

The teacher brings a container of snow into the group, gathers children around him. The teacher shows the snow, says that it is white, cold. Children repeat the words after the teacher, touch the snow.

“In the room, the snow begins to melt, becomes sticky. Why?" (Warm).

Teacher display. The snow has become sticky, it is possible to sculpt different figures, “pies” from it. Next, the teacher puts the snow into sand molds with a scoop. Makes snow figures on a tray (“fish”, “flower”, “butterfly”, etc.) from snow on a tray. The teacher invites children to mold figures from snow, explains that snow should be taken with a scoop.

Independent work of children.

The kids independently (under the supervision of the teacher and the Snowman) turn the molds filled with snow onto a tray. Then the trays are placed on a common table. Children treat the Snowman.

Experience number 2 "We are snowflakes"

Target: In the process of experimenting, show the children how snow melts in warmth and becomes water.

Experience description:

Listen to the riddle.

He is fluffy silver

But don't touch him

Become a little clean

How do you put it in the palm of your hand

What it is?

Snow.

Yes, guys, it's snowing. These are ice crystals in the form of hexagonal plates or stars - snowflakes. Show children pictures of snowflakes. Snowflakes are frozen water droplets. Guys, who among you knows: Is it possible to sculpt from snow in frosty weather? No, the snow does not stick together? What about snow in warm weather? Raw, heavy, sticky, wet. And how many of you watched the snow fall in warm frosty weather? Flakes, individual snowflakes. Where will the snow melt faster on a mitten or in the palm of your hand? Why? The snow will melt faster in the palm of your hand because it is warm. And what will happen to the snow in a warm room? The snow will melt and water will turn out.

Solve the riddle.

Lives in seas and rivers

But often it flies through the sky.

And how bored she is to fly,

Falls to the ground again

Water

Educator: shows the children 2 plugs with snow. Dip them in jars of warm and cold water.

Look carefully in which water the snow will melt faster in warm or cold? In warm.

Experience number 3 "Snow is cold and white"

Target : reveal the properties of snow.

Description of experience:
The teacher brings snow in a bucket. Shows children:
- Look what's in my bucket. Who knows where I got it from?
- What do you think, if you take the snow in your hands, what is it like? (cold).
Invites the children to take the snow in their hands one by one. Do you feel how cold the snow is? (choral and individual repetitions).
- Let's warm up our hands, blow on them, like me (The teacher shows how to blow on the palm of your hand).
- Do you feel the heat coming? What do you feel, Egor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small scoops in advance.
- Let's put the snow in the saucers (in this case, the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If the children find it difficult to name the color, the teacher calls himself: snow is white.
- Look what I have in the mug? Shows to all children: pours water from a mug into a glass.
- After all, I filled the mug with snow. And where did the snow go? (The snow has melted)
He explains to the children: it is cold outside, so the snow lies and does not melt, and as soon as we brought it into a warm room, it immediately began to melt and turned into water.
In your buckets, the snow will also turn into water, but not immediately, but gradually, it will take time for this. When the sun starts to warm up more strongly, all the snow on the street will begin to melt.
- Tell me, is it possible to drink this water from melted snow? (No, you can't drink this water, it's dirty).
- And where can you drink then? (From a tap, kettle, balloon).
- And why is it possible to drink water from a tap, a kettle, a balloon, but not from melted snow? (She is dirty).

February

Topic №6 "Properties of ice"

Experience number 1 "Ice hut"

Target: to introduce the properties of ice (ice is solid water, ice melts in heat).

Experience Description : a surprise moment: on a saucer closed with a handkerchief, ice. The teacher approaches all the children and offers to feel with their fingers and say what is there. Children, touching with their hands, say that it is cold, slippery, damp. Guys, who guessed what was there? (Ice)

How is ice made? And what is he? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take ice cubes and put them in water. (Answers of children). What else can happen to ice? Guys, in which fairy tale was the ice hut? What happened to the hut? Why did it melt? But today we can see how the ice melts in a warm room. In the meantime, our hut will melt, we will play a game.

Fizminutka. (We imitate a fox and a hare, or play the game "snowflakes and ice" - when the teacher says snowflakes, the children quietly run around the room, and the word - ice, "harden", stop and freeze).

Look, our ice has already melted a little. Where is this noticeable? (ice decreased, water flowed). While our hut has not completely melted yet, let's remember the fairy tale. Display of illustrations for the fairy tale "The Fox and the Hare". There is a conversation. Why didn't the hare's hut melt? What happened to the bunny? Who came to the rescue first, who came next? And who could drive the fox out? At the end of the lesson, we bring the children to our experience. What happened to the ice?

Experience No. 2 "MELTING ICE IN WATER"

Target: Show the relationship between quantity and quality on size.

Experience description: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experience No. 3 "Colored ice cubes"

Target : In the process of experimenting, show children how water dissolves substances (paint, how at low temperature (cooling) water freezes, turns into ice. Introduce children to the sign "temperature"; consolidate knowledge of primary colors; educate children in the desire to protect and create beautiful; learn to express your feelings in words.

Experience Description : the teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, at low temperatures. And if you add paint to the water, then the water will turn into colored ice, which can be used to decorate trees on the site

Consider with children the water poured in cups, what color is the water? (transparent, colorless, you can see different objects through it. Invite the children to take brushes, put them on a glass and look through it. What do you see? Bring the children to the conclusion that the water is transparent in color, has no color.

Invite each child to add paint to the water and see if the color appears in the water? What color is the water? (color, green, red, yellow, blue). Why is the water colored? What have we added? Lead the children to the conclusion that water dissolves substances.

Show the children ready-colored ice cubes, give them a touch. Ask the children: What are the ice cubes made of? (water). Why are they colored? (added paint). What are their temperatures and why? (cold, the water was placed in the cold). And if the ice is put in a warm place? (they melt).

Invite the children to pour colored water into the prepared molds, put a thread in each mold and put them outside on the ledge to watch how the water freezes.

Experience No. 4 "Colored beads"

Also make beads from a candy box. Pour colored water into the mold box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them away in the cold.

On a walk, offer to see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children made with their own hands.

March

Theme number 7 "Floats-sinks"

Experience No. 1 "Ball"

Target : introduce children to light and heavy objects (some remain on the surface of the water, others sink)

Experience description: I take a doll and throw the ball into a basin of water.

Oh, Katya, what are you doing? Guys, Katya had fun, began to play with the ball. The ball bounced and fell into a basin of water.

Do not cry Katya, the ball will not sink. Look at you guys, the ball does not sink, it floats.

Vanya, what makes the ball? (floats, does not sink).

Seryozha, you also look at the ball? (floats, does not sink). Etc.

Correctly. The ball does not sink, it floats in water. The ball is rubber, the rubber is light. Therefore, he does not sink, but floats.

But Anya will now take a pebble and also throw it into the water (the child performs an action).

What happened to the stone? Vanya come and have a look.

Correctly. The stone lies at the bottom of the pelvis. He is heavy, so he drowned.

Go Seryozha, throw a pebble. What happened to the stone? (drowned, lies at the bottom of the pelvis). I call all the children in turn.

What happened to the stone? What about the ball? (children's answers).

Correctly. The ball is rubber and light, it does not sink, but floats. The stone is heavy. He drowned, lies at the bottom of the pelvis.

Did Katya understand? (doll says thank you)

Please, Katya. Guys, Katya needs to hurry to other children and tell about everything that happened to her today. Goodbye, Katya.

And we also need to go and tell everything and show the guys.

Experience number 2 "Colorful water"

Target: fix the properties of water

Experience Description : Invite the children to become "wizards" and make the water colorful. Ask them how clear water can change its color?

Take several containers with clear water, prepare a brush and gouache. Using paint, work with the children to color the water in the cups as it changes.

You have already conducted the “Transparency of Water” experiment, try lowering a kinder toy or a spoon into a glass of paint, discuss whether it floats or sinks. Make a conclusion: in light paint - the toy is visible, but not completely, and in a dark toy - it is not visible.

Experience number 3 "Floats, sinks or dissolves"

Target: explore how various objects float, sink or dissolve.

Experience progress:

1. Lay an oilcloth on the table, pour warm water into a bowl.

2. Invite the child to take a stone and slowly and carefully, without splashing, lower it into the water.

3. Now let's see if he drowned.

4. With tweezers, the kid takes out a stone, puts it in a box for objects that sink.

5. Now let him repeat the experience for the tree and other objects. The kid takes out each of them with tweezers and puts them in the appropriate boxes for floating, sinking objects. With those that dissolve, we will do this: put a few grains of sugar and salt with dry tweezers into a box for dissolving substances.

Conclusion: Iron, stone, glass sink. Fabric and paper sink when wet. Wood and light plastic do not sink. Sugar and salt dissolve.

Experience number 4 "What is heavier?"

Target: compare the properties of sand, stone, in water.

Equipment: stones, dry sand, water jar, hourglass.

Experience: d The children sit around the teacher's table. Sensory examination of natural objects: looking, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a trickle of sand, the sound of pouring water, and then compare them.

The teacher lowers the stone and sand into a jar of water at the same time, and the children watch the natural objects sink to the bottom. Conclusion: the stones settled to the bottom earlier - they are heavier. The sand settled to the bottom later than the stone - it is lighter.

After a series of experiments, we can summarize the use of natural materials (sand, stones) in everyday life. Demonstration of hourglasses, toys, etc.

April

Topic number 8 "Let's treat the cockerel and hen with grains"

Experience number 1 "I sow, sow, sift"

Target : develop fine motor skills, observation.

Equipment. Groats, strainers, buckets, bowls, sand.

Experience description: how to separate small grains from large grains? Offer to try to separate by hand. Difficult and long. Show as quickly as possible (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand on their own. Why are the stones left in the strainer? Draw a conclusion.

Experience number 2 "How to quickly sort out cereals"

Target : compare the properties of cereals.

Equipment: a glass jar (precisely a transparent vessel, so that children can see what changes are happening, peas, beans, buckwheat (you can take any other cereals, most importantly, they should be of different shapes, sizes, colors).

Experience description: the educator comes to the experiment corner and says, “Look, what a mess! » Well, of course, children instantly react, run up, and begin to find out what happened. Everyone can run up, but gradually a few people will remain, the rest can go on and go about their business. Soon they notice that the cereal in the jars is mixed.

What do you think will happen if the jar is shaken? (children's answers)

Do you want to try it and see what happens? (children's answers)

Remember the safety rules! But first, guys, we need to remember how small objects can be dangerous? (children's answers)

Do not put small objects into the ears, nose,

They might get stuck there.

Remember this!

Teacher: now do this: carefully, but vigorously, shake the jar. What do you see? (children's answers)

We conclude: the larger fruits of beans and peas are on top.

Teacher: transfer the beans and peas into jars (during the transfer, discuss the shape, size, color with the children).

Teacher: Why do you think large fruits appeared on the surface?

We conclude: Smaller grains of buckwheat fall between larger ones, tightly adjoin each other. Beans and peas are pushed to the surface.

Experience No. 3 "Miracles from semolina"

Target : introduce children to an unconventional drawing technique using semolina.

Experience Description : to tell about this type of drawing and show, an amazing story will help me.

“Once, seemingly unrelated objects gathered on the table: “Hard workers are friendly. These things are necessary!

They all lay, looking at each other with interest, but suddenly a thin, rustling voice was heard, which was dissatisfied with something - it was semolina. She began to grumble and resent more and more:

Here you are, all such necessary and important things! You help people to do serious work!

And I! I'm just cereal, needed for porridge, they will eat me and immediately forget! How embarrassing and embarrassing!

What do you think I should do? Of course, I intervened in this conversation and tried to explain to semolina how good and useful it is not only in semolina.

You won't believe Semolina, but with your help you can draw bright and unforgettable drawings! Look!

1 way . Drawing on a tray (for young children). Spread a layer of semolina about 2-3 mm thick on a tray. Smooth out. Then you can draw simple shapes by swiping your finger: circle, triangle, flower, sun, etc.

Experience No. 4 "Sprouting beans"

Target : expand children's ideas about plant growth.

Experience Observation Sequence: choose a healthy, intact bean seed, and put it on a tray with wet gauze (cotton) - this is the initial stage of observation. Children watch on what day the beans will sprout. At the second stage - the children plant the germinated bean seed in a pot with soil, periodically water it. Observe the appearance of the first leaf of the plant. In the future, observe the growth of the plant.

May

Theme number 9 "The grass is green, the sun is shining."

Experience No. 1 "Garden on the window"

Target : show the importance of water in plant life, give an idea that green onions can be grown from a bulb if conditions are created.

preliminary work: observation of an onion placed in a jar of water and another jar without water.

Description of experience:

Sunny, joyful, warm spring is about to come. But spring is a difficult time for our body, which becomes weak due to a lack of vitamins. And here comes to our aid: “golden” and healthy, vitamin, although it has a sharp, bitter taste, it burns ... not a lemon. What's this? (pointing to an onion) Onions contain C vitamins. These vitamins protect the body from various diseases, especially colds and flu. This is an onion. What color is the onion? What shape is it? Feel it with your finger and tell me, is the onion hard or soft? Now I will cut the onion (everyone loves me, but how to undress - shed tears). Smell what it smells like? Why are you crying? Yes, the onion stings the eyes and makes everyone cry. Who wants to treat themselves to onions? What does onion taste like? (let the onion taste and eat it with something). Onion is bitter, but it is very useful, it has a lot of vitamins. If you plant an onion, then green leaves, green onions will not grow out of it. Green onions are also rich in vitamins. The onion has a top (show it), this is where the green onion grows. Where do green onions grow from? But the bottom of the bow bottom (show), let's say all together: "bottom". Show me where the bottom of your bow is? Onions should be planted upside down. See how I will plant? "bottom down". I plant with some effort, and so that the bulb breathes and basks in the sun not very close to each other, so that there is no shade. Now take the bulb correctly with the bottom down and plant it in our garden. It remains for us to water abundantly in order to wake the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, grow onion". You will be the bow. I plant the onion in the ground, bottom down. Everyone sat down. Now I take a watering can and pour water on you, here the onion begins to grow, green leaves appear on it (the children rise slowly), the onion grows and grows. Green onions are getting big, big, so our onions have grown (children are straightening up), what will we do with our planting so that the onion grows faster? (water, put on light and heat).

Onions grow in the garden

He is a big cunning in nature,

He is dressed in a hundred clothes,

Kids for lunch

They don't want to tear it down

Why shed tears!?

Experience No. 2 "Birch branch"

Target : observe the appearance of leaves on branches placed in water, identify the needs of the plant for warmth.

Observation sequence:in winter, branches are brought in, put in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds open.

Topic number 10 "Sun Bunnies" - let's play with the sun.

Experience No. 1 "Sunny Bunnies"

Target: to give the idea that a "sunny bunny" is a ray of the sun reflecting in a mirror.

Running the experiment:the teacher demonstrates the appearance of a solar "bunny", accompanying his actions with words. The mirror reflects a beam of light, and the mirror itself becomes a source of light. You can let the sun "bunnies" only in a lit room.

The teacher shows the children how to let the sun "bunnies" out.

Catch a beam of light with a mirror and direct it in the right direction.

Children try to let out solar "bunnies". Then the teacher shows how to hide the "bunny" (cover the mirror with your palm). Children try to hide the "bunny". Next, the teacher invites the children to play hide-and-seek and catch-up with the "bunny". Children find out that it is difficult to control the "bunny", to play with it (even from a slight movement of the mirror, the solar "bunny" moves on the wall for a long distance).

The teacher invites the children to let the "bunnies" in a room where there is no bright sunlight.

Why don't sunbeams appear? (No bright light) .

Conclusion: The sun "bunny" appears by reflecting light from shiny surfaces.

Experience No. 2 "Light is everywhere"

Target : show the meaning of light, explain that light sources can be natural (sun, moon), artificial - made by people (lamp, flashlight).
Materials: illustrations of events taking place at different times of the day; pictures with images of light sources; several objects that do not give light; flashlight, chest with a slot.
Description of the game - experiment:
The little cub Curiosity invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites the children to find out what is in the "magic chest" (inside the flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light enters and illuminates everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.

Experience No. 3 "Flashlight"

Target : Show light value.

Description of the game - experiment:
Bear cub Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. Children, with the help of a teacher, illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines?
Misha puts his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
does a shadow form? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher offers to show with the help of his hand
shadow of a bunny, dogs. Children repeat. Misha gives children
gift.