MBDOU“ Kindergarten number 16”
Lesson summary
experimental
activities in senior group
“Miracle water ”.
EducatorIsq. categories
Zharova L.A.
Ryazan, 2017
Goals:
To acquaint children with some of the properties of water;
Develop an analytical perception of inanimate nature;
Develop imagination, the ability to conduct simple experiments;
Develop curiosity, cognitive interest in the process of experimenting with fluids.
Tasks:
Develop attention, visual-active thinking;
Raise interest in the world around you;
Develop coherent speech of children;
To foster a respect for water.
Vocabulary work:Water, liquid, colorless, tasteless, transparent, researchers, experience.
Equipment: cups, plates, spoons, straws, sugar, salt, oilcloths.
The course of the lesson.
Educator: - Let's join hands and smile at each other to create a good mood.
In order to learn a lot in our today's lesson, you need to be attentive, not shout, listen to each other.
I will ask a riddle, try to guess it
“She is in the lake
She is in a puddle,
She is in the teapot
We are boiling.
She is in the river
Runs, rustles "
(Children sit down at the tables). (Water).
Today we are going to talk about water.
What do you think water is for?
Children:
People drink water, make soup, wash clothes, wash themselves every day; plants need water, fish need water; all living things on earth need water.
Educator:
I invite you to be a researcher today and learn about what water is and its properties.
One of the favorite activities of all research scientists is conducting experiments and experiments.
So let's get started!
Experience number 1: "Water-liquid".
Give the children two glasses: one with water, the other empty.
Offer to gently pour water from one glass to another.
Educator:
What happens to the water?
Children:
She is pouring.
Educator:
Why is it pouring?
(Children's assumptions).
The water flows because it is liquid.
Dear researchers, think about how the particles are located in the liquid and how do they hold to each other?
(Answers of children).
If children find it difficultthe teacher explains:
There is a large distance between the water particles, and they stick to each other freely.So, what kind of water?
Children:
- Liquid.
Educator:
Since the waterliquid, can flow, it is called a liquid.
Experience number 2: “Water has no form”.
Educator:
Look at these items (shows a cube, a ball). What is their shape?
Children:- It's a cube. This is a ball.
Educator:
Let'sknockdice on the table, let's roll the ball... Have they changed their shape?
Children:
No. They remained a cube and a ball.
Educator:
Now I will pour water into a round container. What happened to her?
Children:
The water inside the circular container became round.
Educator:
In other words, it took the form of this container.
And if I pour the same water into this container (in the form of a cube), what happened to it?
Children:
She became a cube.
Educator:
She took shapecubes.
So does the water haveown form?
Children:
Not,water has no shape.
Experience number 3: The teacher invites the children to smell the water.
Educator:
Children, what does the water smell like? That's right, it doesn't smell at all. Do you think water can smell?
( Children's answers:if the water is fruity, it smells like a certain fruit).
- Pure water is odorless.
Educator:
And now I suggest you take some rest.
Physical education “ Rain ” .
The rain sings a song: Cap, cap ... (children shake their brushes freely)
Only who will understand it - drop, drop ...? (bewildered, spread their arms to the sides)
Not me, nor you, yes, but flowers will understand (they point at themselves, at a neighbor, depict with their fingers how flowers bloom)
Both spring foliage and green grass ... (they hold their hands in front of them, while squatting, spread their arms to the sides, wiggle their fingers, as if stroking the grass)
Grain understands best of all: (show how to hold grain in hands)
It will begin to germinate. (make serpentine movements with their hands from bottom to top).
Educator:
Well done, we had a little rest and now we can continue.
Experience # 4: "Water has no taste."
Invite the children to taste the water through a straw.
Educator:
Please tell me if the water has a taste?
(Answers of children).
Right, clear water has no taste... But when a person is very thirsty, he drinks water with pleasure and, to express his pleasure, says: “What delicious water!”
Experiment # 5: “The water is clear”.
There are two glasses in front of the children: one with water, the other with milk, and a sheet of white paper.
Educator:
What color is the paper and milk?
Children:
White.
Educator:
And the water? We can say that water white?
Children:
No, it is colorless.
Educator:
Now we will be convinced of this. (She puts spoons in both cups).
Educator:
In which cup is the spoon visible? Correctly in a glass of water.
Why do you think a spoon is visible in this glass?
Children:
- Clear waterbut milk is not.
Educator:
Dear researchers, I invite you to think about what would happen if the river water was opaque? As in a fairy tale, a milk river with jelly banks. Would fish and other animals live in such rivers?
Children:
Opaque water does not let the sun's rays through, and without this, plants cannot live in rivers and lakes. And if there are no plants, there will be no fish and animals, because many animals feed on plants.All living things need clear, clean water.
This means that bodies of wateryou cannot pollute.
Experience No. 6: “Water is a solvent”.
Educator:
Guys, I have two saucers on my table covered with napkins. To find out what lies there, you need to guess riddles.
“The white stone melts in the water. " (sugar)
“In the water will be born
And he is not afraid of water ”. (salt)
Why do you think salt and sugar are afraid of water?
Children:
Because they disappear into it.
Educator:
Place one of the presented substances (salt, sugar) in a glass of water, place well. What happened?
Children:
They disappeared.
Educator:
Take a straw and taste the water. What kind of water? (sweet, salty)
What do you think was dissolved in it (sugar, salt)?
Experience number 7: “Water - glues”.
Educator:
Do you think water can glue?
Children:
- Not.
Educator:
It turns out that it can stick together certain objects.
The caregiver takes two CDs. One moistens with water, the other presses tightly against it. Try to sever. Does not work?
Children:
No. The water blinded the discs.
Educator:
The discs will separate when the water has evaporated and the discs are dry.
Educator:
Well, my dear researchers, our experiments with water are over. What properties of water have we met today? Let's remember.
Children conclude:
Water is a liquid that has neither shape, nor color, nor smell, nor taste,
Water is a solvent for certain substances and tends to stick together certain objects.
Educator:
Now I want to show you one trick with water. But for this you will need to say the magic words: “Amulya-kulya-cheat-bryak! Cradle Boom! "
(The teacher has 2 identical bottles, filled to the brim with water. Mugs of watercolor paints are glued to the lids different colors... The teacher shakes up the bottles, the water turns a certain color).
Educator:
Try to solve the trick, and then tell me.
And at the end of our lesson, I would like to read to youpoem about water.
Have you heard of water?
They say she is everywhere!
In a puddle, in the sea, in the ocean
And at the faucet.
Like an icicle freezes
Creeps into the forest with fog,
It's boiling on the stove
The kettle's ferry hiss.
We can't wash without her,
Do not eat, do not get drunk.
I dare to report to you:
We cannot live without her.
(N. Ryzhova)
Who knows where the water comes from?
Perhaps from the snow?
Maybe from ice?
Or maybe she hits from underground springs
And she gives life and bloom to everyone?
So that we can find out everything about water,
As well as various magazines and books,
So that all her secrets
They opened up to us in an instant.
(S. Olegova)
Lyudmila Zingan
Summary of the experimenting lesson in the senior group "Travel to the country of" Miracles and Transformations "
Summary of the experimenting lesson in the older group
« Travel to the country« MIRACLES AND TRANSFORMATIONS» to the professors in the laboratory "
To consolidate the idea of children about the properties of air (invisible, colorless, odorless, expands when heated, and shrinks when cooled); about the properties of water (odorless, transparent, does not have a permanent form, is a solvent for some substances); to form ideas about the magnet and its properties (attracts objects made of metal, to update the knowledge of children about the use of the properties of a magnet by a person.
Develop cognitive activity through experimenting with a magnet.
Development of the organs of hearing, sight, smell.
Develop the cognitive activity of children in the process experimentation.
"Communication"
Promote the development of free communication with adults and children.
To intensify speech and enrich the vocabulary of children.
"Socialization"
Development of quick wits, the ability to independently solve a task.
Learn to draw conclusions in the process experiment.
Cultivate friendships.
"Safety"
Consolidation of safety rules of conduct during experiments.
"Work"
Fostering a respectful attitude towards work for people of science.
Preliminary work:
Classes children in the mini-laboratory. Experiments with water, air, magnet, sand, clay and other materials.
Equipment:
Balloon on a stick or with helium;
Pictures with safety rules;
- a container with water and a glass;
- a container with cold and hot water;
Plastic bottle;
Cups by count. children with clean water;
Glass with milk and glass with water, painting;
Cups of water, salt or sugar and spoons;
- containers of various shapes;
Metal and plastic objects, cereals on plates by count. children;
Glass cups filled with water and paper clips;
Magnets by the number of children;
Cardboard and buttons
Robes for professors
Aprons by count children
Course of the lesson
Organizing time: "Greetings"
Educator: Look, we have guests today!
Let's say hello to our guests and everything that surrounds us.
Hello sky (hands up)
Hello earth (squat)
Hello my friends (hands in front)
1,2,3,4,5 (bend our fingers)
Together we will play. (hold hands)
Educator: - Guys, today when I came to kindergarten in the morning, I found this envelope. And it says "For kids group number 2» . (open)
“Guys, we are professors country« MIRACLES AND TRANSFORMATIONS» , and we want to invite you to our laboratory. But first, you must complete the task.
Task 1. Name all the items on the cards correctly (flask, test tube, thermometer, pipette, microscope, etc.).
Guys, what are all these items for? Do you love experiments and experiments? And where are the experiments carried out?
Assignment 2. Remember the instillations of behavior in the laboratory during experiments and experiments.
Do not push, do not shout, do not touch with your hands, do not take or drink anything in your mouth, go into the laboratory in special clothes.
Well, now you and I can go to country« MIRACLES AND TRANSFORMATIONS» to the laboratory.
But for this we need magic ball. (balloon on a shelf or helium)... Stand in a circle around me and hold hands. (go in circles and say the words)
Straight to wonderful country, the ball is golden.
Where magic miracles, where interesting transformations.
Spin us around and take us to take us to the country.
Oh guys look here we are and we are in country« MIRACLES AND TRANSFORMATIONS» , in a real laboratory.
Guys, what should we do first to enter the lab? (wear special clothes)... Children wear aprons and arm ruffles
Now I’ll ask you a riddle and you’ll find out if we’re going to carry out experiments.
It is spoken of in a riddle:
Passes through the nose into the chest
And keeps the way back
He is invisible, and yet
We cannot live without it. (air)
Educator: Air is everywhere. Look around. Who saw the air? (children's answers)... Yes, the air is invisible, but it is always around us. Without him, we could not live, since there would be nothing to breathe.
I'll show us now air experiment.
Experiment # 1:
Educator: For this experiment you need a container of water and an empty glass.
The glass is lowered into a container of water with the neck down. Does water get into the glass? Why not? (children's answers)
Conclusion: There is air in the glass, it does not let water in there.
Experiment # 2:
Tilt the glass so that bubbles appear.
Educator: What do you see? (bubbles) Where did they come from? (children's answers) What happens to the glass? (it fills with water)... What is the conclusion from this experiment?
Conclusion: Air comes out of the glass, and water takes its place.
And now I will show another experience. This experience is very dangerous because you need hot water. Stand farther away.
Experiment # 3: (Performed by the educator)
Educator: For this experiment we need an empty balloon and a plastic bottle.
The ball must be put on the neck of the bottle and held for 1 min. v hot water... - What do you see? (Balloon inflates) Why do you think he pouted? (children's assumptions)
Conclusion: When heated, the air in the bottle expands and fills the balloon, it inflates.
Then the teacher puts the bottle with the ball in cold water.
What happens to the ball? (The ball deflates) Why is the balloon blown away? (children's assumptions)
Conclusion: Air is compressed during cooling and leaves the ball - it is deflated.
Educator: - Guys tell all these we did experiments with what? (With air) How else can we see air with what? (bag, balloon, turntable, fans, etc.)
Visual gymnastics
Guys, listen to Dasha, she will read the poem and you will find out what we will be with experiment. (reads a verse)
Have you heard of water?
They say she is everywhere!
In a puddle, sea, ocean
And the water tap.
Freezes like an icicle
Creeps into the forest with fog,
Your stove is boiling,
The kettle's ferry hiss
Dissolves sugar in tea.
We do not notice it.
We are used to the fact that water
Our companion is always!
We can't wash our face without water
Do not eat, do not get drunk.
I dare to report to you -
We cannot live without water!
Educator: And, indeed, it is difficult to imagine life without water.
Now you will learn about the properties of water. Come here to this table. Take one stand of water and smell it.
Experiment # 4:
Take a glass of clean water and smell it.
Educator: Does the water smell? (No, water is odorless.) So what conclusion will we draw from this? experiment?
Conclusion: Water is odorless.
How can you find out what taste the water is? (try) Try it and tell me what taste does it taste like? (tasteless)
Conclusion: Water has no taste.
What color is the water? (transparent)... Let's check if it is exactly transparent and compare it with a glass of milk? Let's put a picture behind a glass of water and milk, what is visible?
Conclusion: Water has no color, it is transparent.
Here's your next assignment.
Experiment 5:
Educator: Now we again need a glass of water and more salt, sugar and a spoon. You need to put a spoonful of salt or sugar in a glass and stir.
Educator: what happened (salt and sugar dissolved)
We draw the following conclusion.
Conclusion: Water is a solvent for some substances.
And now we will find out if the water has a shape.
Experiment 6:
Pour the water into different containers.
Educator: what form did the water take? (The shape of the dish into which it was poured)
Conclusion: Water does not have a constant form, it takes the form of the vessel in which it was poured.
Guys, we did a good job, and now it's time to rest
physical education about "Rain"
A drop of one, a drop of two.
Very slowly at first
And then, then, then
Everything is running, running, running.
We opened our umbrellas,
They sheltered themselves from the rain.
Guys come closer to me. Now I will introduce you to one subject. But with what, you try to guess.
I'll make a guess for you now riddle:
“This greedy item grabs all items.
There is no norm for him, by sticking suffers»
That's right, it's a magnet. (show)
Educator: Guys, what is a magnet?
Yes it "Iron is a small piece, nondescript, gray bar".
He keeps a lot of secrets.
And now we will solve the first secret.
Experiment 7"Does everything attract a magnet?"
On the table there are alternating objects, select only those objects on the tray that are attracted by the magnet. Now let's check with a magnet.
Conclusion: The magnet attracts metal objects.
Now we will check if the magnet works through the cardboard.
Experiment # 8"Dance of the Buttons"
Put a button on the cardboard, a magnet under the cardboard. The movement of the magnet makes the button move. (for each child)
Conclusion: The magnet acts through the paper.
Now we will check if the magnet acts through the glass. Take your magnet and go to the glass glasses in which the clips are lowered and try to get the paper clip without getting your hands wet. Swipe up the side of the glass.
Experiment 9"Don't get your hands wet"
Each child has a glass of water. The child lowers a paper clip into a glass of water and leads a magnet along the outside of the glass from bottom to top. Clip "Stretches" behind the magnet.
Conclusion: The magnet acts through the glass.
Educator: Guys, where do you think magnets are used? People use magnets in the construction and repair of underwater structures: With a magnet, it is convenient to hold the tools. With the help of a magnet, you can easily and quickly collect scattered needles and buttons. Also made from magnet decorations: earrings, bracelets, rings, beads.
Well, we have carried out all the experiments and experiments what the professors have prepared for us. Now it's time for us to go back to kindergarten. Let's stand around the balloon again and return home.
You carry us a ball, a ball of gold.
Straight back to the kindergarten dear,
Where toys, dolls and bears are waiting for us.
Spin a ball around us and bring us home, a golden ball.
Outcome classes.
Open lesson of experimental activity in the senior group
"Magic salt"
Target: To systematize children's ideas about salt and its properties.
Tasks: Develop interest in the world around you, discovering new things in the familiar. Strengthen the ability to explore an object with the help of different senses, name its properties and features. Develop observation, cognitive interest, the ability to compare, analyze, generalize and draw conclusions in the process of experimentation. Foster accuracy in work, observe safety rules, experience the joy of experimentation, discovering something new in a friend.
Preliminary work: viewing pictures and photographs. Salt mining conversation, reading fiction about salt, making riddles. Growing "crystals" from a saline solution. Evaporation of salt from salt water.
Bilingual component:тұз - salt
Equipment: plates of salt, magnifying glasses, raw chicken eggs, spoons, disposable cups, napkins, pipettes.
Course of the lesson:
Around the wide I see all my friends stood up.
We're going to the right now, and now we're going to the left
We will gather in the center of the circle, and we will all return to the place.
Let's smile, wink and go to greet the guests!
Guys, look how many guests we have. Let's say hello to them, go to the guests and touch their palms with our palms. Do the guests have warm palms? Our guests are kind and they shared their warmth with us.
Guys, let's imagine that our group has turned into a scientific laboratory in which various experiments and experiments are carried out. And who works in the laboratories? (scientists).
So today we will be scientists who conduct these experiments. But with what material we will experiment, you have to guess. Makes a riddle about salt:
Always stands on the table
Outwardly, she is white.
And the taste is not tasty:
But everyone needs food.
That's right, it's salt. What salt do you know? (marine, large, small). Today we will conduct experiments with fine salt.
Go to the places, take cups of salt, let's determine if the salt has a smell? Smell it (no smell). What does it taste like? (salty). Pour some salt into the grid. What did you do, pour or pour? (poured). So what kind of salt (loose, crumbly). Examine salt through a magnifying glass, what does salt look like? (grains, crystals, grains). Take pipettes and drop on salt. What happened? (the salt has absorbed the water). Why do you think the salt did not dissolve from the water, but absorbed it? (a lot of salt, little water). Take a jar of water and pour a spoonful of salt into it, stir, what happened to the salt? (dissolved). Has the water color changed? (No). What do you think the water tastes like? (salty). Well done. Now let's repeat what we learned about salt. (It is loose, crumbly, odorless, salty, does not absorb a large amount of water, dissolves in water and changes the taste of water). Guys, tell me, do people need salt? Where it is used (food is salted, in preparations for the winter, you can clean dishes, in medicine, rinse your nose and throat so as not to get sick). Guys, and salt is not an interchangeable helper in the winter on ice. And now we will find out how she helps. There are pieces of ice on saucers in front of you, sprinkle them with salt, listen to what happens (the salt starts to crack). This is how the salt begins to melt the ice. Well, you and I will put the saucers aside for now and rest. Walking on the salt lane as prevention of acute respiratory infections.
Fizminutka
We walk along the path, one, two, one, two.
Together we raise the legs, one, two, one, two.
And now we all sink, sink,
And one more time we will sink, we will sink.
We all want to become slender, healthy.
Kind and strong to embrace the whole world.
And now guys, I want to tell you a fairy tale - a riddle, and you listen and remember.
Two donkeys were walking home and carrying a load in sacks. One carried bags of salt, and the other carried bags of foam. It was very difficult for one donkey to walk, while for the other it was easy. The path to the house passed through the river, and the donkeys had to swim across to the other side of the river. They entered the water and swam. The load sacks are soaked. It was easy for one donkey to swim, and he quickly swam across the river, but the other had to exert a lot of effort so as not to drown and swim to the shore. When the donkeys came home, it turned out that only one donkey had brought the entire load. But what kind of donkey brought the load, and why only he and I will find out in our laboratory.
Take the bags of salt in one hand and the foam in the other. Which is easier? (foam rubber). So, which donkey was easy to walk? (who carried foam rubber, and who carried salt, it was hard for him.
Take the bags of salt and put them in the water. What's going on with salt? (she dissolved). Now take some foam rubber and wet it in this water. Now check which bags or foam is heavier? Let's think about which donkey was easy to swim. Why? (the salt in the bags has dissolved). Which donkey had a hard time swimming? Why? (the foam has absorbed water).
We already know that when salt dissolves in water, the water becomes salty. So the foam has absorbed what kind of water? (salted). Now let's think about whether we can extract salt from salt water. (children's answers). I pour in some salt water and evaporate it. What do you see on the walls of the flask (White bloom). This is our salt. I give it a try.
Let's go back to our laboratory and remember how we grew salt crystals. Children's stories.
Now we need two large glasses of water and two raw eggs. Let's try to find out what happens to the egg if you put it in water. First, put the egg in clean (not salty) water. What happened to the egg? (it sank to the bottom).
Add salt to the second glass and stir. Let's put an egg in this glass. What happened to the egg (it floats on the surface). Salt increases the density of the water, so many objects will not sink in salt water.
Guys, a journalist came to visit us (the teacher quickly changes into a journalist)
Asks questions to children using a microphone. Did you enjoy the lesson? What did you talk about in class today? What's new about salt? What exactly did you remember from the lesson? Children's stories. Well done, I really liked how you worked today and so I want to show you one trick. I take two glasses with the same amount of water and dilute two tablespoons of salt in the first glass, and in the second five (the amount of salt depends on the volume of water in the glasses) I add paint to the glasses (preferably in one dark color, and in another light) and gently pour a glass with a small amount of salt into a glass with a lot of salt. The cooler solution will remain at the bottom, while the weaker solution will remain at the top. The most important thing is not to mix the colors.
MUNICIPAL KAZENNOE
PRESCHOOL EDUCATIONAL INSTITUTION
ERGENIN KINDERGARTEN
Experimental Activity Lesson Outline
in the older group
"Soap is our reliable friend."
Prepared by: senior teacher
Ovkadzhieva D.T.
Ergeninsky, 2017
Outline of a lesson on experimental activities in the senior group on the topic:
"Soap is our reliable friend"
Abstract of the GCD in the senior group "Soap is our reliable friend."
Compiled and conducted by: teacher of the senior group
Ovkadzhieva D.T.
Purpose: to develop cognitive activity in the process of acquainting children with the properties of soap and its varieties.
To consolidate and clarify the knowledge of children about what people use soap for;
Develop sensory skills, visual perception, attention, memory;
To consolidate knowledge of basic colors, shapes, sizes;
To develop the research skills of children, educate the CGN, the ability to interact with other children.
Methods and techniques: conducting experiments in a secret laboratory, teamwork (with the whole group).
Sources of information:
1. Conversation with parents "Amazing properties of soap."
2. Using encyclopedias in search of information.
3. Reading poetry about soap and soap bubbles.
4. Using the Internet in search of recipes for making soap bubbles.
Materials and equipment: soap of various shapes, colors, types, sizes; plastic plates; plastic cups, tubes; wet wipes; funnel; a bowl for diluting soap bubbles; fairies; glycerol.
The course of the GCD:
Educator enters the group to the song "Moidodyra" and greets.
Mendvt, the sun is golden!
Mendvt, the sky is blue!
Mendvt, free breeze!
We live in our native land
I greet you all!
Educator: Guys! Guess this riddle.
It looks like a gingerbread and different colors,
Has collected in itself the smell of herbs from all over the world.
Guys willingly wash their hands,
Only dogs and cats do not like him.
Children: This is soap!
Educator: That's right, it's soap. Today we will talk about it, touch it, hear its smell, and even make soap bubbles out of it. To do this, we have to go to a secret laboratory. You are ready? Let's stand in a circle, join hands and say magic words (repeat words and movements after the teacher):
All germs and bacilli
They are afraid of soap like fire.
You need to wash handles with soap,
To be healthy.
Children know everything around:
Soap is our reliable friend!
Educator: Look around, look around! What do you see around? Here we are in the secret laboratory. Let's go to the first table.
On the first table, lumps of solid soap with and without packaging are laid out on plates.
Educator: Guys, you can touch the soap, smell it. What does it smell like?
Children touch the soap, smell it, pass it on to each other.
Educator: Guys, what do you think, why does a person need soap?
Sharing: To kill germs.
Aldar: To keep your hands clean.
Dayana: To make your hands smell.
Educator: Do you know that there is soap for washing clothes. And it is called - economic. Look at him. What color is it?
Children: Brown.
Educator: Well done boys! Let's do our first experiment and try to dissolve the soap in water.
Children take turns stirring the soap in plastic cups tubules.
Educator: Guys, what happened in the water? What color did it become? What happened to the soap? Now try blowing bubbles from this solution. It turns out?
Danzan: My water has become white.
Erdnya: And my soap did not completely dissolve.
Milan: For some reason I can't make soap bubbles.
Educator: Yes, we didn't get bubbles. Now dry your hands wet wipes and move on to the second table. What do you see on this table?
Adyan: This liquid soap.
Dayana O .: It can be poured.
Educator: That's right, this is also soap, but it is liquid. Now let's do the second experiment: let's dissolve liquid soap in water. What happened to the water now? And with soap?
Erdem M .: It dissolved.
Batr: The water turned white.
Arslan: And Aldar's water turned purple.
Educator: Why do you think Aldar has purple water in his glass?
Educator: Well done boys! Oh, look, there is something in the box here. Who can tell me what it is?
Sharing: It looks like an animal figurine.
Zayan: The dinosaur.
Galsan: Is this also soap? Or a toy?
Educator: Yes guys, that's soap too. And it can be of different shapes. And what is this soap?
Dayana: He has wings. It looks like an angel.
Educator: Yes, I made this soap at home. You like?
Educator: Now try to blow bubbles out of this solution. It turns out?
Children: Yes, they just burst quickly.
Educator: Well, then I invite you to the third table.
They come up to the table, where everything is ready for making soap bubbles.
Educator: Now we will conduct our third experiment with you. But first let's do finger gymnastics"GNOMISTS-DRINKERS"
Once upon a time in a house (children clench and unclench their fists)
Little gnomes:
Toki, Piki, Liki,
Chickey, Mickey. (right hand bend the fingers on the left hand, starting with the thumb)
One, two, three, four, five,
(fingers are unbend on the left hand with the right hand, starting with the thumb)
The gnomes began to wash (rubbing their fists against each other)
Toki - shirts, Spades - kerchiefs,
Liki - pants, Chikki - socks, ( again bend the fingers on the left hand, starting with the thumb)
Mickey was smart
Everybody wore some water.
Educator: What good fellows you are! What's in my hands? That's right, it's dish soap. First, pour warm water into a bowl, then add dish soap. Let's try to blow bubbles. It turns out? Well, let's add some glycerin then?
Children: What is this? And for what?
( 2 glasses of water, 1 glass detergent"Fairy" and 1 tbsp. spoon of glycerin, which makes the bladder more durable and is sold in any pharmacy. Conclusion: the simplest and effective method obtaining a solution of soap bubbles).
Educator: Glycerin is such a substance that does not have a characteristic color or smell, has a slightly sweetish taste. But I do not advise you to try it. And it is needed so that our soap bubbles are strong and do not burst for a long time.
Children: Let's add more glycerin.
Educator: We need to add it quite a bit. See I am adding it. Now roll up your sleeves and stir our solution.
Children take turns stirring the solution with their hands.
Educator: Now try to blow bubbles with the help of the tubes. Now I will take a funnel and stir the contents of the bowl with it.
Look at what a great bubble I got. Do you want to try?
Children take turns blowing bubbles with a funnel. (My children really enjoyed blowing bubbles, they were absolutely delighted).
Educator: Well, now it's time for breathing exercises - "Bubbles".
Look, look
We have blown bubbles.
Very light, airy
Have fun!
Educator: Now, guys, I suggest you play the "Yes - no" game.
I will ask, and you answer my questions "Yes" or "No".
Does the soap bubble look like an orange? (Yes)
Does it look like a tangerine? (Yes)
And the apples in the garden? (Yes)
And what about the fish in the pond? (Not)
Is a soap bubble like a globe of the earth? (Yes)
And on an inflatable ball? (Yes)
Does it look like a telephone? (Not)
And the tape recorder? (Not)
Is it round like the sun in the sky? (Yes)
And how is the wheel on the bike? (Yes)
Does it also look like a house? (Not)
And on a white snowball? (Yes)
Educator: And now, guys, unfortunately, it's time to go back to kindergarten. Let's stand in a circle again and say the magic words.
Educator: Well, here we are in kindergarten.
Reflection:
Where did you guys go today?
- What they were doing? Did you like it?
What will you tell mom and dad?
EXPERIMENTAL EXPERIMENTAL LESSON ON THE THEME: "Air" IN THE SENIOR GROUPTarget : To systematize the knowledge of children about the properties of air through the organization of joint activities.
Tasks:
1. To promote the cognitive and research activities of children through elementary experimentation: the ability to conduct experiments, express their assumptions, demonstrate the result with the help of actions and words.
2. To create an emotional mood in the group for joint activities, to form in children a benevolent attitude towards each other.
3. Development of holistic perception, the ability to reproduce a holistic image of an object, to develop communication skills.
4. To ensure the acquisition of experience of interaction in pairs (groups), overcoming the fear of tactile contact.
5. Exercise in self-analysis and emotional response by children at all stages of the lesson, reinforce positive emotions.
Integration of educational areas;
Socialization ( Team work)
Communication (productive dialogue)
Health (physical min.)
Cognition (FTSKM, design)
Labor (cleaning your place)
Preliminary work:
observing air temperature, experimenting to identify the presence and properties of air, playing with the wind, talking about the role of air in the life of plants, animals and humans
Equipment:
equipment for conducting experiments: glasses with water, tubes, whistle, plastic bags, Balloons, soap bubbles by the number of children, rubber toy, orange peels, sheets of paper by the number of children
Course of the lesson:
Organizing time:
Educator: I suggest you start our lesson.
To do this, we need to go to the carpet.
Let's now stand in a circle and say hello to each other.
(Communication game)
Let's stand side by side, in a circle,
Let's say "Hello!" each other.
We are not too lazy to say hello:
Hi all!" and "Good afternoon!"
If everyone smiles -
Good morning will begin.
- GOOD MORNING!!!
V: now sit down on the pads.
Guys, tell me what surrounds us? (houses, trees, birds, animals)
Right! And what is necessary for life for humans, plants and animals? (food, water, air)
Well done! What do we need air for? (Breathe in) Take a deep breath, exhale.
Do you know how many people can live without food? And without water? (several days) And without air? (no more than 5 minutes).
Today we will talk about air like real research scientists. Scientists work in a room with a lot of instruments for experiments, but what is this room called? Laboratory.
- Guys, today I suggest you play a game called "Science Laboratory". Do you know what a laboratory is? Correctly, this is a room where various experiments and research are carried out. In the laboratory, on the tables, there is the equipment necessary for conducting experiments.
Q: Let's go to our laboratory, conduct experiments (walk in a circle, then go to the tables)
To become a friend of nature,
Find out all her secrets
Solve all the riddles
Learn to observe
We will develop quality together - attentiveness,
And it will help to find out everything
Our observation.
V: Here we find ourselves in a real scientific laboratory. Sit down at the tables. (children sit down)
V: We begin experiments
Interesting happens here
Try to understand everything
There is a lot to learn here
V: So, let's start our experiments:
Can I, as the oldest in age, take on the role of the head of the laboratory?
(puts on a robe, hat, glasses).
And you will be the scientists of the laboratory. There are a number of rules that everyone in our laboratory must follow.
Rules
Rule # 1. Do not touch anything on the tables without the permission of the manager.
Rule number 2. Observe silence, do not interfere with the work of others.
Rule number 3. Do not taste the contents of the vessels.
Rule number 4. Handle equipment with care. Worked, put it back in place.
Rule # 5. Remember - some experiments can only be carried out in the presence of adults.
V: So, let's start our experiments:
Vp: Let's breathe air through our nose into our chest, feel it fill our lungs, and now exhale it through our mouth. This is how the gas exchange between our body and the environment takes place. Do you think air has its secrets?
(Answers of children)
Vospe: Let's check if it's true or not! I invite you to come to our laboratory.
Experiment No. 1 "We see air using a tube and a container with water"
Children are doing an experiment - they take a tube, dip one end into the water, and blow into the other. What did you see? (Air bubbles) Blow into the ducts strongly. And now it's weak. Was the number of bubbles the same in both cases? (No, why?
Conclusion: when we exhale a lot of air, then there are a lot of bubbles, when we exhale less air, there are few bubbles. With the help of a tube and a container of water, we saw air.
Vp: What is air? (this is what people and all living things breathe)
Vp: Let's take a close look around - right, left, up, down. I can't see air, but can you see air? (children's answers - no, we don't see) Why? (children's answers - because it is not visible)
Vnp : Let's try to prove that there is air, even though we don't see it.
E experiment number 2 "How to catch the air?"
Take cellophane bags from the table and try to catch some air.
Twist the bags. What happened to the packages? What's in them? What is he? Can you see him?
Good! Let's check. Take a sharp stick and carefully prick the pouch. Bring it to your face and press on it with your hands. What do you feel?
Conclusion: air cannot be seen, but it can be felt.
Let's mark on the easel the designation card for the air property “Air has no color. It is transparent. "
Experiment # 3 "Feeling the Air"
Take the fans. Wave them, what do you feel? (air, chill).
Now blow your hands, what do you feel? (air, stream of air).
Conclusion: found air - felt it
Colleagues, do you think we have found the answer to the question: How can you feel the air? (Yes)
Who thinks differently?
How did we learn how to feel the air? (Using a fan, blew on the palms).
Let's go in search of the next answer to the question.
Look at the next model, the "ear" is drawn, what question should we find the answer to? How to hear the air? "
Experiment No. 4 "We Hear the Air"
If you blow into a jar or bottle, lids from a felt-tip pen, from under a jar, or blow off a ball.
Take those on the bottle, cap and blow from the edge. What do you hear? Sound, air.
And we also have on the table inflated balloon What do you think you can do with this balloon to hear the air? It is necessary to stretch the opening of the ball and slowly release the air, what do we hear? Squeak, air.
How did we hear the air of a colleague? (Jars, bottles and a ball helped us).
Conclusion: air can be heard in many ways.
So we continue to experiment. What's the next badge on the model? "Nose". Do you think the air smells? How to check?
Experiment 5 "KNOW BY THE SMELL"
The air itself is odorless, but it can carry odors. By the smell carried over from the kitchen, we can guess what kind of dish was prepared there.
I invite you to the carpet, first we must prepare for the experiment, for this it is necessary to do special breathing exercises.
I suggest you take the feathers, put them in your palm, what needs to be done? Blow. Take a deep breath and blow it hard onto the feather. To make your feather fly the farthest, how should you blow? Strongly.
Exercise.
And now I suggest you put down your feathers and take the sultans in your hands. How do you think you need to blow in order for your sultan to move the longest? Should you blow as hard? No, you need to take a deep breath and slowly blow air onto the sultan.
Exercise.
So, we did breathing exercises, and now the blood circulation in the brain has improved, which means that we can carefully focus on the next experiment.
I invite each of you with your eyes closed to feel the aroma that I will offer and to think about which profession this smell belongs to, for example, a bread baker. Suggest aromas: gasoline, bread, linen, perfume, varnish, seasoning, candy, powder, etc. Children try to guess the profession by the smell.
Gasoline driver or auto mechanic;
Bread is a baker;
Lin is a plumber or plumber;
Perfume - perfumer;
Nail polish - manicurist;
Seasoning - cook;
Candy - confectioner;
The land is an agronomist;
Powder - washerwoman;
Sawdust - carpenter, joiner.
Well done, you did quite well, and now I offer you the last scent for everyone, close your eyes, offer everyone the scent of an apple. You have done a wonderful job, and I suggest you eat a slice of apple.
Physical education
The wind blows from a height
Grasses and bushes bend (arms up, bends)
Right - left, left - right
Flowers and herbs are leaning (hands on the belt, bending)
Now let's get together
Let's all jump in place (jumping)
Above! More fun! Like this!
We go all the way (walking)
The game is over
It's time for us to do (sit down)
Colleagues, I invite you to the laboratory again, look we have only one model left, that this is a "weight". What question do you think we should answer? Does air weigh?
Who do you think? Let's check?
Experiment # 6 "Does Air Have Weight?" "Live plasticine"
Let's pour two glasses of water. In the first glass - clean water, in the second glass - sparkling water.
Throw 5 pieces of plasticine (the size of a grain of rice) into each glass. - What happens in the first glass? What happens in the second glass?
The first glass contains ordinary water, it contains a large amount of oxygen, and the plasticine settles to the bottom.
In the second glass, sparkling water, it contains a large amount of carbon dioxide. Therefore, pieces of plasticine rise to the surface of the water, turn over, and again go to the bottom, where bubbles begin to stick around them again, but in larger quantities).
That's right, colleagues. At first, the plasticine sinks, since it is heavier than water, then gas bubbles stick around the pieces (they resemble small aireballs) and the plasticine floats to the surface.
Conclusion: air has weight, but it is lighter than water.
Vp: And also, guys, you can draw with the help of air! Want to try? I invite you to sit down at the tables. (On the tables there are palettes with diluted gouache). Take a drop of gouache and place it on a piece of paper, and now blow it into a straw, creating any image.
Vnp : What beautiful pictures you got. Let's decorate our group with them!
Summed up no results:
And now let's remember together what we learned about the air today.
-Do you guys like the experiments about air? And who liked what experience the most?
Work on schemes:
-Today we found out:
Saw the air:
With the help of tubes and a container of water.
When the glass was tilted and lowered into the water, we saw water bubbles.
We felt the air;
With the help of balls, fans, they blew into the palm.
Heard the air:
With the help of bottles, jars.
With a ball.
Air has a weight:
With sparkling water and plasticine.
The air carries the smell
With the help of closed eyes, we were able to smell the scent
So, colleagues, today we have done a lot of experiments with air, I suggest you work in pairs and fill our model with drawings:
The first pair draws how air can be seen;
The second pair - how to feel the air?
The third pair - how to hear the air?
The fourth pair - how does the air carry the smell?
The fifth pair - does air have weight?
Colleagues, I suggest you come up and paste your answers to the model, opposite the indicated icon.
Look at the models: (eye, hands, ear, nose, weight) and let's fill them in.
Educator : - Well done boys! You worked very well, learned a lot of new and interesting things. I had so much fun with you today, can I give you small souvenirs in memory of our meeting? Gifts - soap bubbles.
