Environmental project for children of senior preschool age "living water"
Smirnova Tatyana Vladimirovna, Deputy Head
Ignatova Tatyana Alexandrovna, teacher, 1st quarter category
MADOU kindergarten No. 186 of the city of Tyumen
Environmental project for children of senior preschool age "Living Water"
Project type: informative
Project type: group, research and creative.
Duration of the project activity: medium duration (1 month)
Children's age: 5-6 years old (senior group)
Project participants: children of the senior group, educators, parents.
Integration of cognitive areas: cognitive development, speech development, artistic and aesthetic development, physical development, social and communicative development.
Relevance: The ecological state of our region and the trend towards its deterioration require from the living people an understanding of the current situation and a conscious attitude towards nature, which is laid down from childhood. Respect for nature has become the key to human survival on our planet. Children's lack of ideas about the importance of water in human life, about the water resources of the planet Earth and their attractions, about the main sources of water pollution, its consequences, and measures to prevent water pollution determined the relevance of this project.
Target: Systematize children's ideas about water, its properties, significance for nature and in human life.
The goal in cooperation with the families of pupils: Raise the level of environmental culture of parents, their competence, create conditions for increasing the activity of parents in the life of the group, involve them in educating children in environmental culture, a sense of responsible and careful attitude to the natural resources of their native land.
Tasks:
To expand children's knowledge about water and its properties, about the role in human life and living organisms, about the forms and types of water (springs, rivers, seas, lakes, oceans, precipitation, etc.), about the use of water for domestic and household needs , about the problem of pollution of water resources, about measures to prevent pollution.
Encourage to establish functional connections and relationships between systems of objects and phenomena, using various means of cognitive actions.
Expected result:
Formation of elementary ideas of pupils about water and its properties, about the water cycle in nature, about the role in human life and living organisms, about the forms and types of water (springs, rivers, seas, lakes, oceans, precipitation, etc.), about measures to prevent pollution; activation of vocabulary, accumulation of emotionally positive experience; education of skills and abilities to rationally use water;
Implementation in the group of the educational process on the designated problem;
Development research activities children in the course of joint practical activities with a teacher;
Improvement of the developing environment in the group;
Involving parents in the pedagogical process of the group, strengthening interest in cooperation with the kindergarten.
Project implementation forms:
With pupils:
Children's stories based on diagrams;
Children's writing;
Examination of paintings by artists, photo albums, encyclopedias, maps and a globe;
Observations of natural phenomena related to water (hoarfrost, hoarfrost, icicles, snowfall, etc.).
Viewing presentations and videos, cartoons;
Listening to songs, musical works;
Reading Russian folk nursery rhymes, chants, fairy tales; works of art and poems on the topic;
Games - experiments, games-experiments;
Didactic games;
Folk outdoor games;
Theatrical and story games, dramatization games;
Productive activity;
Educational activity.
With families of pupils:
Creation of a laboratory for the study of the properties of water "Laboratory Kap Kapych";
Design of the exhibition of filters "How to purify water?"
Creative tasks "Close the faucet firmly so that the ocean does not flow out!" (book creation useful tips for saving water, rational use);
Creative tasks "Home laboratory entertaining experiments» (creating presentations and videos about water and its properties; performances by children and demonstration of experiments by children);
Creative task: photo essay and issue of a newspaper on the topic “Though you go around the whole world, it’s better not to find the edge!” (about the beauty of the reservoirs of the Tyumen region)
Making layouts "In the depths of the sea", "Life Tours";
Design of an exhibition of drawings on the theme: "Life in a drop of water"
Design of the album "Blue Planet" (about the beauty of the seas, oceans, rivers, waterfalls of the Earth);
Creation of baby books “The Adventure of a Droplet” (inventing fairy tales, illustration);
Excursion with parents to the Tura embankment “How does Tura winter?”
Master class for parents "Miracles at home" (children's experimentation)
Consultation for parents "Cognitive experiments with water"
Release of booklets "Save water!".
Project stages:
1st stage. Preparatory.
Setting goals and objectives.
The study of methodological and encyclopedic literature.
Notification of parents about the start of the project in the group and on the site kindergarten, production of campaign sheets reflecting the goals and objectives of the project.
Project development.
1. Drawing up an activity plan.
2. Selection of benefits for working with children.
3. Selection of fiction and educational literature.
4. Production of manuals and attributes.
5. Development of summaries of joint activities, recommendations for parents.
2nd stage. Project implementation.
A special development environment was created for the implementation of the project. The center of experimentation "Laboratory of Kap Kapych" was designed to study the properties of water.
Experimentation center equipment:
1. Symbol cards "Properties of water";
2. Maps-schemes "Rules safe behavior during experiments";
3. Maps-tasks (for experiments);
4. Toy Cap Kapych;
5. Medals "For the young experimenter", "For the best experiment";
6. Card file of games with water;
7. Card file of experiments with water;
8. Journal of research or an album for children to fix the results of experiments, worksheets;
9. Personal notebooks of children fixing the results of experiments; paper for notes, sketches, pencils, felt-tip pens;
10. Assistant devices: microscope, magnifying glasses, pan scales, hourglasses, various magnets, magnifying glass, mirrors.
11. Transparent and opaque vessels and containers of different shapes and sizes (bowls, glasses, bottles, buckets, basins, watering cans, trays, empty plastic bottles of different sizes, bottle caps with small holes, disposable cups); glass pieces, polyethylene and fabric bags; tubes for a cocktail;
12. Sieves and funnels of various sizes and materials; water Mill;
13.Measuring spoons, disposable spoons of different sizes;
14. Rubber pears of different sizes;
15. Forms for making ice;
16. Medical materials: pipettes, flasks, test tubes, spatulas, wooden sticks, cotton wool, cotton pads, beakers, syringes (plastic without needles), gauze, tweezers;
17. Natural material: pebbles of different colors and shapes, clay, earth of different composition, coal, sawdust, coarse and fine sand (different in color), bird feathers, shells, nut shells, pieces of tree bark, twigs;
18. Mini aquarium for modeling and experiments;
19. Waste material: pieces of foam rubber, shreds of fabric, corks, wire, plastic, metal objects, wooden coils;
20. Toys from different materials(frogs, fish, ducklings, octopus, starfish, dolphin, shark, boats, algae, etc.);
21. Food colors, soluble products (salt, sugar), watercolors and other safe dyes;
22. Other materials: Balloons, colored and transparent glasses, molds, trays, a flat dish, student rulers, buttons of different sizes, ice cream sticks, a candle, containers for storing loose and small items, paper napkins, bubble;
23. Children's bathrobes (to create game motivation for activities); oilcloth aprons, towels, rags, napkins, oilcloths for tables;
24. Set for experimentation "Power of water".
Knowledge Center:
Globe, model " solar system", map of the world, map of the Tyumen region;
The Red Book of Russia;
Calendars of weather and nature;
Photo albums "Nature of the native land", "Blue planet", "Who lives under water?";
Encyclopedias about water, "Nature of Russia"; educational books; interactive books "Amazing Nature" (with the sounds of water), "Introducing Marine Life", "Ocean";
Didactic cards "River fish", "Sea animals", "Natural phenomena" (LLC "Little Genius-Press");
Visual and didactic aids "Sea inhabitants", "Water transport", "Arctic and Antarctic", "Reptiles and amphibians" (series "World in Pictures" publishing house "MOZAIKA-SINTEZ"), "Inhabitants of the seas and oceans" (LLC "Red cat"), "Native nature", "Winter" ("Stories from pictures" publishing house "MOZAIKA-SINTEZ"), "Dangerous phenomena in nature" (I.A. Lykova, V.A. Shipunova), "Natural natural phenomena » No. 3 (part 1.2);
Sets of developing cards by N.M. Zubkov “The cart and the big cart of miracles”, “Scientific answers to children's “why”; AI Shapiro "Secrets of familiar objects" (experiments and experiments for children);
Models "In the depths of the sea", "Life Tours", "In the ice of Antarctica";
Thematic exhibitions - mini - museums: (decorated on the shelves) "Exhibition of filters" ( creative work children, children and parents, children and teachers), "In the kingdom of the sea", etc.
Board games: “Where does water live?”, “Air, earth, water”, “How to avoid trouble?”, “What happens in nature?”, “Take care of life”, “Plants and inhabitants of freshwater reservoirs”, “Four season", "Thin Ice".
Didactic games: “Where did the fish hide?”, “Who lives where?”, “A droplet walks around the world”, “Where did the water hide?”, “Benefits and harms” (natural phenomena); “What first, what then?”, “Who needs water?”, “Food chains”, “When does it happen?”, “What is water like?”
A set of cards for modeling "The water cycle in nature";
Tables - diagrams, models for storytelling; mimic tables; collages on the topics covered;
Cards - hints (allowing, prohibiting signs); "What is possible, what is impossible";
Scheme depicting the water cycle in nature;
Cards, illustrations depicting human use of water”;
Thematic sets "Underwater world of seas and oceans", "Underwater world of rivers and lakes";
Mini - stand "What I want to know tomorrow."
Literary corner:
1. Books and works of art on the topic: E . Shim. "Solar drops", K. Balmont "Dewdrop", Suteev "Under the mushroom", I. Uryadova "The Tale of Water", N. Osipov "Who lives in the water and near the water", A. Tyunyaev "All about water", V Bianchi "Bathing the cubs", environmental tales "Droplets", "Journey through air and water" O.N. Gavrilova, fairy tales “Zayushkina hut”, V. Odoevsky “Moroz Ivanovich”, V. Arkhangelsky “Snow fluffs are flying”, N. Sladkov “Why snow in winter?”, A. Dietrich “Where are you from?”, G. Ladonshchikov “Snowflake” , N. Kalinina "The Story of the Snow Gingerbread Man", S. Prokofiev "Tales of the Gray Cloud"; O. Bundur "Rain", E. Erato "Summer", I. Tokmakova "The conversation of an old willow with rain", A. Barto "Rain in the forest", "River", "Thunderstorm", V. Orlov "Meeting", O .Troepolskaya, "Grad" by E. Serov, "Ice" by G. Ladonshchikov, "Frost" by N. Nekrasov, "Clouds" by Y. Akim, "Steam" by N. Mikhailova, "Two streams" by O. N. Gavrilova, I. R. Koltunova “Blue eyes of lakes”, O.N. Lazareva “The life story of a swamp”, N.A. Ryzhova “Once upon a time there was a river”, “How people offended the river”, Tanaysinchuk “Ecology in pictures”, M.N. Danilova "Who lives in the underwater kingdom?", A. Stoilo "A drop of rain", Tarasenko L.T. "Journey of a Drop".
2. Baby books made by children together with their parents.
Artistic corner:
1. Reproductions of paintings by landscape painters I. Levitan, I. Aivazovsky, B. Vasnetsov, M. Nesterov, E. Volkov, A. Kuindzhi, V. Polenov; portraits of artists.
2. Exhibition of children's works on the topic: "Life in a drop of water" (drawings); "Water transport" (crafts from waste material)
3. For independent activities of children, the following are prepared:
Stencils on the theme "Sea inhabitants", "Inhabitants of fresh water" for drawing and printing;
Reference tables for modeling and drawing (on the topic);
D / game "Collect a picture" (for laying out from geometric shapes);
D / game "Look and draw" (drawing from geometric shapes on the topic);
Related coloring pages;
Waste material (threads, paraffin candles, blowing tubes, cotton buds) for drawing in non-traditional techniques.
Theater corner:
- table theater "Journey of a Drop".
Attributes and costumes for theatrical activities and story games:
“Sea Journey”, “Brave Rescuers” (steering wheel, horn, compass, binoculars, life buoy, captain's cap, peakless cap, sailor collars, substitute toys: modules for building a ship, rope, anchor); "In the kingdom of the sea" (wigs, capes, colored glasses, hats).
Center for physical activity:
game "Fishing", attributes and masks for outdoor games.
At the main stage, work was organized on the developed model of project activities in 5 educational areas.
Cognitive development:
1. Directly educational activities: "Secrets of water", "Journey with Kap Kapych", "On the roads of fairy tales", "Queen of Water", "The sea is in trouble."
2. Quiz "What do I know about water"
3. Excursion with parents to the Tura embankment “How does Tura winter?”
4. Cycle of observations “We study the properties of water” (“Fish in an aquarium”, “What will the plant tell us about?”, “Clouds are floating in the sky”, “Snowfall”, “Snowflake in my palm”, “Ice paths”, “ Winter fun"," Frosty patterns", "Whose traces?").
5. Conversations: “Traveling around the globe”, “Who needs water”, “Magic power of water” (importance for human health), “Reservoirs of the native land”, “What grows in water”, “What do I know about the seas and oceans? ”, “Water is a hard worker”, “Where does the water in the tap come from?”, “Water safety”.
6. Experiments and experiments: Experiments “Merry boats”, “Water mill”, “Invisible water”, “How do plants drink water?”, “Coloring water”, “Northern lights”, “Drying a towel”, “Where did the water go ?”, “Freezing water”, “What is the icicle crying about?”, “How to get a toy out of ice?”, “What kind of snow is it?”, “How to make a snowball faster?”, “How to measure a snowdrift?”, “Where is faster does the snow melt?”, “Water purification” (filter production), “Oil river”, “Birds and oil”, “Where does frost come from?”, “Floats - sinks”, “Water is a solvent”, “What will absorb water?” , "Dump and Rain", "Water Upside Down", "Rescue of a Sunken Ship" (using the property of a magnet), "Bathyscaphe", "Chrysanthemum", "Magnifying glass from water", "I can't believe my hands", "Water flowing up ”, “How to catch a drop?”, “How to get drinking water from salt water?”, “Squeezed bottle”, “Making a cloud”, “Submarine from an egg”, experiments on the work of L.N. Tolstoy “The jackdaw wanted to drink” ,
7. Water games “Fishermen”, “Sinking - not sinking”, “Fountains”, “Storm in a glass”, “Help the boat to swim”, “Collect water”, “Unusual fishing”, “Leaky jar”, “Games with soap bubbles."
8. Watching the cartoons “Kapitoshka”, “Moidodyr”, “Lessons of Aunt Owl” (“Drop of Water”), “Run, Brook”, “Save Water”, “Secrets of Water”, “The Youngest Rain”, “Strawberry Rain”, "Mushroom-Teremok", "Mushroom Rain", "ABC of Health", "Mermaid".
9. Didactic games: "Where did the fish hide", "The fourth extra", "Guess what it sounds?", "Who lives where?" (natural phenomena); “What first, what then?”, “Who needs water?”, “Food chains of the inhabitants of reservoirs”, “When does it happen?”, “What is water like?”
10. Board games: “Where does water live?”, “Air, earth, water”, “How to avoid trouble?”, “What happens in nature?”, “Take care of the living”, “Plants and inhabitants of freshwater reservoirs”, Four Seasons, Thin Ice.
11. Modeling "The water cycle in nature"
12. Drawing up a memo "Rules of conduct on the water"
13. Fulfillment of individual creative tasks (together with parents).
14. Encyclopedia "Miracle everywhere" T. Nuzhdina.
Speech development:
1. Making riddles, reading poetry, rhymes about water, hoarfrost, ice, dew, rain, snow.
2. Getting to know folk omens, proverbs, sayings about water, snow, rain.
3. Compilation of creative stories "Journey of a droplet", "The adventure of Kapitoshka", "How the guys helped the river."
4.Reading fiction: E . Shim. "Solar drops", K. Balmont "Dewdrop", Suteev "Under the mushroom", I. Uryadova "The Tale of Water", N. Osipov "Who lives in the water and near the water", A. Tyunyaev "All about water", V Bianchi "Bathing the cubs", environmental tales "Droplets", "Journey through air and water" O.N. Gavrilova, fairy tales “Zayushkina hut”, V. Odoevsky “Moroz Ivanovich”, V. Arkhangelsky “Snow fluffs are flying”, N. Sladkov “Why snow in winter?”, A. Dietrich “Where are you from?”, G. Ladonshchikov “Snowflake” , N. Kalinina "The Story of the Snow Gingerbread Man", S. Prokofiev "Tales of the Gray Cloud"; O. Bundur "Rain", E. Erato "Summer", I. Tokmakova "The conversation of an old willow with rain", A. Barto "Rain in the forest", "River", "Thunderstorm", V. Orlov "Meeting", O .Troepolskaya, "Grad" by E. Serov, "Ice" by G. Ladonshchikov, "Frost" by N. Nekrasov, "Clouds" by Y. Akim, "Steam" by N. Mikhailova, "Two streams" by O. N. Gavrilova, I. R. Koltunova “Blue eyes of lakes”, O.N. Lazareva “The life story of a swamp”, N.A. Ryzhova “Once upon a time there was a river”, “How people offended the river”, Tanaysinchuk “Ecology in pictures”, M.N. Danilova “Who lives in the underwater kingdom?”, A. Stoilo “A drop of rain”, Tarasenko L.T. "Journey of a Drop".
5. Finger gymnastics “Steamboat”, “Boat”, “Jellyfish”, “The blue sea was worried”, “Fish”, “Rain”.
Artistic and aesthetic development:
1. Joint activities of the educator and the child: making reminiscent signs "Save the water"; “Turtle” (craft made from a nut shell), “Octopus” (craft made from plasticine in a jar of water), “Underwater Kingdom” (collage, group work); "Aquarium with fish" (collective work using bulk products); "Seascape" ( drawing on damp paper); "Medusa" (blowing), "Clouds float across the sky" (drawing in an unconventional technique with "soap bubbles"); "Water transport" (crafts from plastic bottles, egg packaging).
2. Listening to musical works: P.I. Tchaikovsky "The Seasons", Rimsky-Korsakov "Sea", "Guilty Cloud" music. D. Tukhmanova, sl. Yu.Entina.
3. Listening to the sounds of nature: the murmur of a stream, the sound of the surf, the sound of rain.
4. Singing: “Cloud” by V. Rukashnikov, E. Karganova “Raindrops”, “Cloud” (call)
Round dance game “Like on a thin ice”, “Young people went for water”
5. Consideration of reproductions of paintings by landscape painters I. Levitan, I. Aivazovsky, B. Vasnetsov, M. Nesterov, E. Volkov, A. Kuindzhi, V. Polenov.
Social and communicative development:
- Role-playing games "Sea Journey", "Brave Rescuers", "In the Sea Kingdom".
Game-situation "Adventure of a droplet"
Theatricalization based on the work of A. Barto "The grimy girl", V. Odoevsky "Moroz Ivanovich".
Household work: "We wash clothes for dolls", "Wipe the dust", "Wash dishes for Katya's doll", "Clear the paths from snow"
Labor in nature "We water the plants", "We cover the plants with snow."
Physical development:
1. Outdoor games: “Fishermen and fish”, “Brook”, “We are droplets”, “Snowflakes and wind”, relay game “Let's clean the river”, “Fast water carriers”, “The sea is worried”, “ sea world"," Carp and pike", "In the swamp", "Transformation of water", "Streams, lakes, seas, oceans", "Fishing rod", "Fish in the net", "Diver", "Release the fish", "Grandfather Water ”, “Water Bluff”, “Seine”, “Captain, ship, reefs”, “Mermaids”, “Delirium”, “Freeze”.
2. Physical minutes: “And we are with you over the sea”, “Heron walks on water”, “Motor ship”, “Water quietly splashes”, “Snowflakes fall from the sky”, “River”, “In the swamp”, “How nice it is in swim in the river”, “Drip-drip”,
3rd stage. Project result.
Children have elementary knowledge about water and its properties, about the role in human life and living organisms, about the forms and types of water (springs, rivers, seas, lakes, oceans, precipitation, etc.), about the use of water in domestic and economic needs, the problem of pollution of water resources, measures to prevent pollution.
The work on the project helped to develop artistic taste and aesthetic susceptibility in children. The children conveyed all their observations, new knowledge and impressions in drawings and crafts.
Children develop research skills. Important for the implementation of this task in the project were creative tasks that children performed together with their parents. Parents together with their children chose a topic that was interesting for them, studied it, and the result of this work was photo reports, card files of riddles, exhibitions of children's work, videos and presentations of experiments that children presented in a group.
Parents were involved in the pedagogical process of the group, showed activity, interest in cooperation with the kindergarten.
The group was replenished with a developing environment on this topic.
The products of the project are:
Creation of a laboratory for the study of the properties of water "Laboratory Kap Kapych";
Exhibition of drawings on the theme "Life in a drop of water" (children together with their parents).
Exhibitions of filters "How to purify water?"
Creation of a book of useful tips on saving water, its rational use “Close the faucet firmly so that the ocean does not flow out!”;
Creation of presentations and videos about water and its properties; children's performances and demonstration of experiments "Home laboratory of entertaining experiments";
Photo report and issue of a newspaper on the topic “Though you go around the whole world, you won’t find a better edge!” (about the beauty of the reservoirs of the Tyumen region)
Models "In the depths of the sea", "Life Tours";
Photo albums "Nature of the native land", "Blue planet", "Who lives under water?";
Baby books "The Adventure of a Drop";
Booklet "Save water!"
Card file of experiments and experiments with water.
Card file didactic games.
Card file of riddles about water;
Card file of water games.
Symbol cards "Properties of water";
Maps-schemes "Rules of safe behavior during experiments";
Task cards (for experiments);
Cards for modeling "The water cycle in nature";
Tables - diagrams, models for storytelling; mimic tables; collages on the topics covered;
Hint cards (allowing, prohibiting signs); "What is possible, what is impossible";
Scheme depicting the water cycle in nature;
Cards, illustrations depicting human use of water;
Toy Cap Kapych;
Consultation for parents "Cognitive experiments with water"
A selection of presentations "Magical properties of water", "Rivers and reservoirs of our region", "Who needs water?", "Who lives in water?", "World of seas and oceans";
Made a selection of cartoons.
Literature:
- Voronkevich O.A. Welcome to ecology! Children's environmental projects. - St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2014.
- Voronkevich O.A. Welcome to ecology. Partial program for the formation of ecological culture in preschool children. - St. Petersburg: "CHILDHOOD-PRESS", 2015.
- Dmitrieva E.A., Zaitseva O.Yu., Kalinichenko S.A. Children's experimentation. Maps-schemes for conducting experiments with older preschoolers: Methodological guide.- M .: TC Sphere, 2016.
- Dybina O. V., Rakhmanova N. P., Shchetinina V. V. "Unexplored nearby": Experiments and experiments for preschoolers / Ed. O. V. Dybina. - 2nd ed., Rev. – M.: TC Sphere, 2015.
- Marudova E.V. Familiarization of preschoolers with the outside world. Experimenting. - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2016.
- Pilot-experimental activity in preschool educational institution. Summaries of classes in different age groups / comp. N.V. Nishcheva. –SPb.: LLC “PUBLISHING HOUSE “CHILDHOOD-PRESS”, 2015.
- Ryzhova L.V. Methods of children's experimentation. - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2014.
- Skorlupova O. A. “Classes with children of senior preschool age on the topic: “Water”. - M., LLC "Publishing house Scriptorium 2003", 2005.
- Solomennikova O.A. Acquaintance with nature in kindergarten: middle group. – M.: MOSAIC-SYNTHESIS, 2014.
- Tugusheva G.P., Chistyakova A.E. Experimental activity of children of middle and senior preschool age: Methodological guide. – St. Petersburg: CHILDHOOD-PRESS, 2016.
- Shorygina T. A. Conversations about water in nature. Guidelines. - M., TC Sphere, 2016.
- Shorygina T.A. Conversations about the world of seas and oceans. Guidelines. – M.: TC Sphere, 2015.
Photos from the archive of the teacher Ignatova T. A ..
APPLICATION:
Experiments and experiments with water for children 5-6 years old.
"Transparency of water:
Target: Familiarize yourself with the transparency of water as a property.
Equipment: 2 glasses (1st with water, 2nd with milk), picture, small stones.
Game progress: Invite the children to put stones in the glasses. Children determine where stones are visible and where they are not. Then look at the picture through water and milk. Determine through which liquid you can see the picture.
Result: Stones and a picture are visible in the water.
Conclusion: The water is transparent, as objects can be seen in and through it.
"Water has no taste"
Target: Find out that water has no taste.
Equipment: Glasses with ordinary water, salty and sweet, straws for each child.
Game progress: Invite the children to taste the water.
Result: Children, comparing, determine the lack of taste in ordinary water.
Conclusion: Water has no taste, it is tasteless.
"Water has no smell"
Target: Find out that the water has no smell.
Equipment: An empty glass, a glass of ordinary water, orange juice.
Game progress: Invite children to smell an empty glass, a glass of water, a glass of juice and determine the presence or absence of a smell.
Result: Children determine the absence of smell in water.
Conclusion: The water has no smell.
"Water is liquid and flowing"
Target: Introduce the property of water - fluidity.
Equipment: 2 glasses (1 - with water, 2 - empty)
Game progress: Invite children to pour water from one glass to another. What happens to water? (it pours, flows.) Why? (Water is liquid.) All substances that can flow are liquid. If water were not liquid, it would not flow in rivers, streams, from a tap.
Result: Water overflows from one glass to another, flows.
Conclusion: Water is a liquid, all liquids are fluid.
"Water has no shape"
Target: Show the children the absence of form near the water.
Equipment: Jug, plate, glass of water, tray.
Game progress: Invite children to pour water into different containers. What happens to water?
Result: Water takes the form of an object, and spreads like a puddle on a tray.
Conclusion: Water has no form.
"Water happens different temperatures»
Target: Learn to determine the temperature of the water.
Equipment: Glasses with warm, cold and hot water.
Game progress: Invite the children to determine which glasses contain which water (warm, cold, hot).
Result: The temperature of the water in the glasses is different.
Conclusion: Water can be at different temperatures.
"Ice is hard water"
Target: Prove that ice is also water.
Equipment: Plate, pieces of ice.
Game progress: Invite the children to watch the ice melt and turn into water.
Result: When warm, ice melts and turns into water.
Conclusion: Ice is also water.
"Steam is also water"
Target: Show children the state of aggregation of water - steam.
Equipment: Thermos, mirror, plate.
Game progress: Invite the children to pay attention to the steam that comes out of the thermos, hold a mirror, a plate over the water. What has appeared? Where did it come from?
Result: After a while, water droplets form on the mirror.
Conclusion: Steam is also water. When heated, water turns into steam, and when cooled, the steam turns into water. The hotter the water, the more steam.
"Soluble and Insoluble Substances"
Target: Help children identify the property of water - it dissolves some substances.
Equipment: 4 glasses of water, sugar, salt, sand, watercolors, spoon.
Game progress: Invite children to put sand in a glass of water and mix. Has the sand dissolved? Conclusion: sand does not dissolve.
Then offer to put sugar in water and mix. Has the sugar dissolved? Conclusion: sugar dissolves.
The same experiment is carried out with salt.
Then ask to dissolve watercolors in water. Why is the water colored? Conclusion: the paint dissolves in water.
Result: Sand did not dissolve in water, sugar, salt and paint dissolved.
Conclusion: Some substances dissolve in water, others do not.
"Water is needed for germination"
Target: Determine the need for water for germination.
Equipment: Peas, water, cotton wool, 2 plates.
Game progress: Invite the children to find out where the peas germinate faster: in wet or dry cotton wool. It is necessary to wet the cotton wool, put one pea in it; put the second pea in dry cotton wool.
Result: A pea sprouted in wet cotton, but not in dry.
Conclusion: Water is essential for germination and growth.
"Plants drink water"
Target: Prove that plants "drink" water.
Equipment: glass, flower, food coloring.
Game progress: Put the plant in a glass of colored water.
Result: The stems of the flower and the flower itself are stained.
Conclusion: Water rises up the stem, so the plant drinks water.
"Shape of drops"
Target: Prove that the drops are round (spherical).
Equipment: A bottle with a nipple or a pipette, a plate.
Game progress: Drip water on a saucer from a sufficient height. Observe the shape of the droplets. Determine the shape of the drops.
Result: The droplets fall like small balls.
Conclusion: Water drops are spherical in shape.
"Water wets"
Target: Show that water absorbs and wets.
Equipment: Glasses with water, fabric, paper, wood, cotton wool, polyethylene.
Game progress: Take different objects and slowly pour water on them. Watch the wetting process. What items do not absorb water?
Result: Paper, fabric, cotton wool got wet, and water rolled off polyethylene and wood.
Conclusion: Water is absorbed and wets some objects.
"Reflection in water"
Target: Show that water reflects surrounding objects.
Equipment: Basin with water.
Game progress: Invite the children to see what is reflected in the water.
Result: The water reflects the surrounding objects, it can be used as a mirror.
Conclusion: Water reflects surrounding objects.
"Transformation into Water"
Target: Show the children how to turn snow into water.
Equipment: Glass, snow.
Game progress: Bring the snow into a warm room, watch the snow melt.
Result: The snow melted and turned into water.
Conclusion: Snow is frozen water.
"Frost"
Target: Show the children how water turns to frost.
Equipment: A glass of hot water, a branch.
Game progress: Bring a glass of hot water out into the cold. Hold a branch over the glass.
Result: The branch is gradually covered with frost.
Conclusion: When freezing, water settles on a branch in the form of frost.
"Properties of water, snow, ice"
Target: Compare the properties of water, snow, ice.
Equipment: Vessels with water, snow, ice.
Game progress: Invite children to consider snow, water, ice. Determine how they are similar and how they differ, compare which is harder. Then combine water and ice, water and snow.
Result: The water is transparent, flowing, odorless, color, shape. Snow is white, hard, opaque, has a shape. Ice is transparent, solid, shaped, dense. If you combine water and ice, the water remains clear, it becomes colder, its volume increases. If you combine water and snow, the water loses its transparency, it becomes colder, the volume increases, the snow changes color.
Conclusion: Water can be in a liquid or solid state, and when the state changes, its properties change.
"Evaporation"
Target: Familiarize yourself with the property of water - evaporation; show the dependence of evaporation on different conditions.
Equipment: 3 measuring cups with water, lid, heat source (battery).
Game progress: Pour the same amount of water into the glasses, make a mark of its level. The first vessel (closed) and the second (open) are placed between window frames, the third (open) - put on the battery. Observe the evaporation process by making marks on the walls of the glasses.
Result: In the third glass, the water evaporated faster.
Conclusion: The water level decreases, water particles rise into the air, in heat the water evaporates faster than in the cold, since water particles are more active, evaporation is weak in a closed container, water cannot evaporate from a closed vessel.
"Water level"
Target: Familiarize yourself with the property of heavy objects to "increase" the amount of water.
Equipment: Glass of water, stones.
Game progress: Mark the water level on the glass, lower several heavy objects.
Result: The water level is getting higher.
Conclusion: The water level rises due to the weight of objects displacing water.
"Where does water come from"
Target: Show the ability of water to evaporate and condense.
Equipment: Hot water glass, cold metal lid.
Game progress: Invite the children to cover the jar of hot water with a cold lid. After a while, offer to examine the cover. Find out where the water came from.
Result: Particles of water rose from the surface, they could not evaporate from the jar and settled on the lid, then fall down.
Conclusion: Water has the ability to change from water to steam and vice versa.
"Water Mill"
Target: Introduce children to the power of water.
Equipment: Spinner, water container, basin.
Game progress: Invite the children to pour water on the turntable.
Result: The water pushes the blades of the windmill, and the mill rotates.
Conclusion: Falling water has power.
"Freezing Liquids"
Target: Familiarize children with various liquids, identify differences in the freezing process.
Equipment: Glasses with the same amount of ordinary and salt water, milk, juice, vegetable oil.
Game progress: Consider liquids, identify differences and common properties of liquids (fluidity, ability to take the shape of a vessel). Pour liquids into molds, put for a long time in the cold. Bring in the molds and determine which liquids are frozen and which are not.
Result: Liquids freeze at different rates, some don't freeze at all.
Conclusion: Some liquids freeze faster than others. The thicker the liquid, the slower it freezes.
"The water cycle in nature"
Target: Show the transitions of water from one state of aggregation to another.
Equipment: Transparent container, plastic bag, ice, gum.
Game progress: Put a piece of ice in a container, close it with a bag, secure it tightly with an elastic band and put it in a warm place. Observe the melting and condensation of water for a long time.
Result: The ice melted and turned into water, then into steam, and then back into water.
Conclusion: The transformation of water into steam occurs repeatedly. This is called the water cycle.
"Floats - sinks"
Target: Learn about the ability of water to hold certain objects on the surface.
Equipment: A vessel with water, stones, a nail, a cube, etc.
Game progress: Invite the children to alternately lower various objects into the water, determining which of them sink and which float on the surface.
Result: Stones and carnations sink, but the cube floats.
Conclusion: Objects that are heavier than water sink, while objects that are lighter float.
"Water Filtration"
Target: Familiarize children with different ways water purification.
Equipment: Funnel, cloth, thin paper, sand, starch, 3 vessels.
Game progress: Invite the children to stir the starch, and then clean it from the starch. Make cleaning devices out of sand, rags, paper. Children check which filter cleans better.
Result: Children learn how to purify water.
Conclusion: Water is best cleaned with paper.
"Why are there a lot of puddles in autumn"
Target: Get to know the properties of water.
Equipment: A watering can with water, a bowl with earth.
Game progress: Invite the children to pour water into a cup of earth in small portions.
Result: First, water is absorbed, then it stops, and a puddle forms.
Conclusion: Water is absorbed into the ground until the ground is oversaturated with moisture, the "excess" water forms a puddle.
"Ringing Water"
Target: Show the children that the amount of water in a glass affects the sound they make.
Equipment: A tray on which there are glasses, water in a watering can, a ladle, a stick with a thread, at the end of which a plastic ball is fixed.
Game progress: There are 2 glasses filled with water in front of the children. How to make glasses sound? Children check all the options (tap with a finger, objects that the children will offer). How to make sound louder? A stick with a ball on the end is offered. Everyone listens to the sounds of glasses of water. Do we hear the same sounds? Then the teacher drains and adds water to the glasses. What affects ringing?
Result: Glasses with different amounts of water sound different.
Conclusion: The amount of water affects the strength of the sound.
"Ice is lighter than water"
Target: Show that ice is lighter than water.
Equipment: Glass of water, ice.
Game progress: Dip the ice into a glass of water filled to the brim with water. The ice will melt, but the water will not overflow.
Result: Ice floats on the surface of the water and does not sink.
Conclusion: The water that the ice has turned into takes less space than ice; water is heavier than ice.
"Where is more water?"
Target: to develop the mental activity of children, interest in playing with water.
Equipment: plastic bottle 0.5 l, water, plastic cup 0.5 l. (according to the number of players).
Game progress. The game involves 2-4 children. The teacher invites the children to consider a bottle and a glass. Say which vessel they think has more water. Children pour water from the tap into a bottle up to the neck. Then pour it into a plastic glass. The winner is the one whose guess was correct, the amount of water in the vessels is the same.
"Frozen water moves stones."
Equipment: straw for a cocktail, water, plasticine.
Game progress: Dip the straw into the water. Collect water in a straw. Covering the upper hole of the straw with your tongue so that water does not spill out of it, pull it out of the water and close the hole at the bottom with plasticine. After removing the straw from your mouth, close the plasticine and the second hole. For 3 hours put a straw in freezer. When you take the straw out of the freezer, you will see that it has jumped out of the plasticine plugs and ice is visible from the straw. Unlike many other substances, water expands when it freezes. When water enters the cracks in the stones, when it freezes, it moves the stone from its place and even breaks it. Expanding water, first of all, destroys the least durable stones. Potholes can form on the roads because of this.
"Submarine" No. 1.
Take a glass of fresh sparkling water or lemonade and drop a grape into it. It is slightly heavier than water and will sink to the bottom. But gas bubbles, similar to small balloons, will immediately begin to sit on it. Soon there will be so many of them that the grape will pop up.
But on the surface, the bubbles will burst and the gas will escape. The heavy grape will again sink to the bottom. Here it will again be covered with gas bubbles and resurface. This will continue several times until the water "exhales". According to this principle, a real boat floats up and rises. And the fish have a swim bladder. When she needs to sink, the muscles contract, squeezing the bladder. Its volume decreases, the fish goes down. And you need to get up - the muscles relax, dissolve the bubble. It increases and the fish floats up.
"Submarine" No. 2.
Egg submarine.
Take 3 jars: two half-liter and one liter. Fill one jar clean water and dip a raw egg into it. It will drown. Pour a strong solution of table salt into the second jar (2 tablespoons per 0.5 l of water). Dip the second egg there - it will float. This is because salt water is heavier, so it is easier to swim in the sea than in a river. Now put an egg on the bottom of a liter jar. Now, gradually adding water from both small jars in turn, you can get a solution in which the egg will neither float nor sink. It will be held, as if suspended, in the middle of the solution. When the experiment is done, you can show the focus. By adding salt water, you will ensure that the egg will float. Adding fresh water - that the egg will sink. Externally, salt and fresh water do not differ from each other, and it will look amazing.
Lotus flowers.
Cut flowers with long petals from colored paper. Using a pencil, twist the petals towards the center. And now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, the flower petals will begin to bloom. This is because the paper gets wet, becomes gradually heavier and the petals open.
Natural magnifier.
If you need to make out any small creature, such as a spider, a mosquito or a fly, it is very easy to do this. Plant the insect in a three-liter jar. From above, tighten the neck with cling film, but do not pull it, but, on the contrary, push it so that a small container forms. Now tie the film with a rope or elastic band, and pour water into the recess. You will get a wonderful magnifying glass through which you can perfectly see the smallest details. The same effect will be obtained if you look at an object through a jar of water, fixing it on the back of the jar with transparent tape. Don't forget to release the insect.
We make a cloud.
Pour into a 3 liter jar hot water(approximately 2.5 cm). Put a few ice cubes on a baking sheet and put it on a jar, the air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud.
This experiment simulates the formation of clouds when warm air cools. And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.
I don't trust my hands.
Prepare three bowls of water: one cold, one room temperature, and one hot. Ask the child to release one hand into the bowl of cold water, the second - with hot water. After a few minutes, have him submerge both hands in water. room temperature. Ask if she seems hot or cold to him. Why is there a difference in hand feel? Can you always trust your hands?
Unusual fishing.
Tie to a homemade rod, tie various objects to the free end. Throw the rod into the water and hold for 2-3 minutes. Then pull the load out of the water. When was the load lighter? All objects in the water seem lighter than they really are. Water pushes and supports them. And without water, they regain their weight.
Leaky bank.
Take a plastic cup with a tight lid and poke holes in the bottom and lid. Seal them up with tape. Fill the jar with water and close the lid. Remove the tape from the bottom - miracles, but the water does not pour out. Now remove the tape from the cover. What's happening? Now try to open and close the hole in the lid with your finger. When the hole in the lid is closed, the air under the jar pushes up more than the water in it pushes down. Therefore, water does not spill out. When you open the hole in the lid, the air pressure on the water in the jar becomes the same as below. Therefore, water flows freely.
Summary of direct educational activities (integrated lesson)
with preschoolers of the senior group on familiarization with nature.
Theme: "Secrets of water"
Target:
Program tasks:
To teach the ability to use diagrams-symbols that help answer the question logically, consistently; the ability to express one's thoughts, to draw conclusions.
Develop evidence-based speech, the desire to discuss the results of experiments and the ability to prove your decision.
Enrich children's vocabulary: researcher, temperature, liquid, transparent, colorless, spreads.
Continue to consolidate ideas about water and its properties (transparent, colorless, fluid, takes any form into which it is poured, odorless, tasteless, it can heat up and cool down.), About the importance of water in nature and human life.
Develop the ability to establish causal relationships between natural phenomena through experimental activities; skills in conducting experiments (ability to work with equipment, observe safety rules).
Develop cognitive and research interest, sensory perception, attention, logical thinking.
To cultivate sympathy, empathy, the ability of children to listen and hear each other, to defend their own opinion, the ability to maintain friendly relations with peers.
To consolidate the ability of children to create bright, unusual images of marine inhabitants using the non-traditional “soap bubble” drawing technique.
Materials and equipment:
Decor: Part of the group is fenced off with a screen. A ship is equipped behind the screen: a helm, a mast, an anchor, a gangway, chairs are arranged (port side and starboard side), flags are hung, an easel with diagram cards “Safety rules when conducting experiments with water and solutions”, a magnetic board, prepared on the tables equipment for games and experiments. On the other side of the group there are drawing tables.
Musical arrangement: the song "Katerok" from the cartoon "In the Port" by O. Anufriev.
Demo material: Sign "Attention!", A letter from Queen Vodylandia, symbol cards "Properties of water"; card diagrams "Safety rules when conducting experiments with water and solutions";
Handout:
Experimental equipment is prepared for each child on tables covered with oilcloth: 2 glasses of clean water; a glass of water painted with white gouache; colored cube; 2 identical buttons; tea spoon; clean towel; wet wipes; round and rectangular vessels; lemon and orange, cut into 1/3 part (you can use juice); a jar of salt (there is an image of salt on the jar), a picture of a droplet.
Drawing equipment: cups with multi-colored soapy water; sheets of white paper; markers.
Preliminary work:
Experiments "Funny boats", "Water mill",
"How Plants Drink Water", "Coloring Water", "Northern Lights"
Observations:“Fish in an aquarium”, “What will the plant tell us about?”.
E . Shim. "Solar drops", K. Balmont "Dewdrop", Suteev "Under the mushroom", I. Uryadova "The Tale of Water", N. Osipov "Who lives in the water and near the water", A. Tyunyaev "All about water", V Bianchi "Bathing the cubs", ecological fairy tale "Droplets" by O.N. Gavrilov, etc.
Viewing cartoons: “Kapitoshka”, “Moydodyr”, “Lessons from Aunt Owl” (“A Drop of Water”)
Note:
1. Characters (adults) can participate in the lesson.
2. The teacher can use the characters of the puppet theater.
3. The teacher can play the role of Kap Kapych, discreetly putting on the cap and cloak of the character.
1 part.
Kids are playing.
caregiver: (gives instructions to those on duty) Guys, look at our plants in the corner of nature. What do you think they want to ask us today? Why should we help them?
Children examine the plants (the leaves are lowered), conclude that it is necessary to water the plants, wipe the dust from the leaves, and remove the dry leaves.
caregiver : What do we need for this? Well, then, fill a basin with water to wash the rags and water in watering cans so that it settles.
Children enter the washroom and see that a sign is hanging on the wall - the sign "Attention!" (red exclamation point) The water in the washbasins is blocked in advance. Children report this to the teacher.
caregiver(surprised): What's happened? What sign is on the wall? What do you guys think it means?
Children : Attention!
caregiver : What does this sign want to tell us? Let's get a look. The sign hangs near the washstands, so something happened here.
Looking around the room. Open the faucet, no water flows.
There is no water! Do you guys know why there is no water in the tap?
Children make guesses. The teacher discreetly removes the tape on the faucet, which holds the letter, rolled up into a tube, in the faucet hole. The letter falls out.
Oh guys, what is this?
Children unfold, examine, conclude that this is a letter written to someone.
I wonder whose letter is this? Not yours? (asks the guys) Who could it be from? Let's read!
(teacher reads):“Hello, dear guys! I am the queen of the country of Vodilandia, I ask you for help. Trouble happened in my country! Neptune is angry and said that he will enchant my country, and it will disappear forever - rivers, lakes, seas and oceans will disappear! I know that you are brave, smart and very kind guys. Please help me and my people! My chief assistant, Kap Kapych, will help you get to my country, he has already set off to meet you.”
caregiver : Guys, are we going to help or are we going to stay? After all, travel can be very dangerous. What if Neptune will cast a spell on us too? What would happen if all the water disappeared? What is water, what do you think? (children's statements) Who needs water?
Children: Water is needed for a person (drinking, cooking, washing, washing, cleaning), animals and plants (without water they will die).
Educator: Tell me, where and how do we use water in our group? (children's answers) Let's attach droplets in the places of the group where we need water.
Children complete the task, explain their choice.
Look, there are a lot around of blue color. What does it mean?
Children: So we need water.
Educator: Are we on our way?
Kap Kapych appears.
Cap Kapych : Hello! Are you those brave guys who go to save the country of Vodiland? But before we set off, I will reveal to you the secrets and secrets of my beloved country. If you want, I will initiate you into the team of explorers of Vodilandia. Well, are you ready?
Removes the screen. A ship appears.
Now we will go aboard my ship. Get comfortable.
Children are seated at tables with equipment for each child: 2 glasses of clean water; a glass of water painted with white gouache; colored cube; 2 identical buttons; tea spoon; clean towel; wet wipes; round and rectangular vessels; lemon and orange, cut into 1/3 part (you can use lemon and orange juice); a jar of salt (there is an image of salt on the jar), a picture of a droplet.
Cap Kapych: Here is the laboratory of young researchers. Remember the rules that we will use when conducting experiments.
Children examine chart cards on an easel and use them to name the rules for conducting experiments:
1. Everyone works at his workplace, without pushing or interfering with the other.
2. You can not take anything without the permission of an adult.
3. Put each thing in its place.
4. Do not splash water, do everything carefully.
5. Wipe up spilled water on the floor or on the table.
6. You can not take the solution in your mouth.
7. Do everything together!
Guys, look carefully. What's in your cups?
Children : water.
Cap Kapych : This is the inhabitants of the country of Vodilandia. We do not see them because they are small droplets. They are all the same, there are many of them, and they form water. Let's say hello to the drops, shall we? I have the first task for you: "Determine what color the water is?"
(If the children answer that the water is white, offers to compare poured into a glass clean water and water in another glass, dyed White color)
Cap Kapych : Is the color of water poured into glasses the same? Take a glass of white water and look through the water at the cube. What color is the cube? (The cube is not visible.) Why didn't you see the color of the cube through the water? ( children's answers.) The water in the glass is white, colored, objects are not visible through it. Take a glass of clean water in your hands. Look across the water at this cube. What color is the cube? (answers.) Why were you able to see the color of the cube through clear water? (it is transparent, it has no color.) Objects can be seen through clear water, but objects cannot be seen through colored water. And now put in a glass of clean water and a glass of colored water on the button. Are they visible? (children's answers.) A button in a glass of clear water is clearly visible. It turns out that the water is colorless. Who agrees, raise a drop. Let's symbolize this (Attach the symbol card to the easel).
Cap Kapych: Now the second task: "Determine what shape the water has?".
Water is a liquid. Consider how it differs from solid objects. In front of each of you are wooden cubes. What shape are they? (children's answers.) Take them in your hand, please. Squeeze hard. Consider whether the cube has changed its shape, or not? (No.) Drop the cube on the floor. See if it's loosened up. (No.) Throw the cube up. Has he changed his form? (No.) Please put the cube on the table. Fold the palm of one hand in a “basket”. With the other hand, scoop clean water from a glass with a spoon into your “basket”. What do you think will happen to water if we hide it in our hand behind our backs? (children's answers.) Hidden. Now show your palms. Where is the water? What happened to her? (She melted.) Dry your hands with a towel. Why did the water spread, but the tree did not? (Because wood is a solid and water is a liquid.) How to hold water so that it does not spread? (Pour water into a container, vessel.) Consider what shape the dishes are on our table? (round, rectangular.) Which beautiful houses for the vodka. They all have a bottom and edges. What is it for? (So that the water does not spread.) If we pour water into a round bowl, what do you think will happen? Pour water into a round bowl with a spoon. What shape has the water taken? (Round.)
Children perform a task with rectangular utensils.
This means that water takes the form of the vessels in which it is poured. Who agrees, raise a drop. Let's denote this property of water with the symbol (Attach a symbol card.).
Cap Kapych: Now the third task: "Determine whether the water has a smell?". Take a glass of clean water and smell it. What smell do you smell? (no smell). Pure water is odorless. Look, we have a lemon. Smell, what do you feel? What is the smell of lemon? (fragrant, sour) Now let's add lemon juice to a glass of water. What smell did you smell? (Same smell as lemon.) It smells like lemon. Let's try adding orange juice to another glass of pure water. What is the smell now? (fragrant, sweet, orange) It smells like orange . The water has an orange smell because we added orange juice to it. And the water has no smell. Who agrees, raise a drop. Let's denote this property of water with a symbol. (Attached chart).
Cap Kapych: Task four: "Determine what taste the water has?". Take a glass of clean water. Try water. What does it taste like? (children's answers.) Pure water has no taste. How to make water salty? What does mom put in the water when she makes soup to make it salty? (salt.) Add a pinch of salt to a glass of clean water. What taste is felt? (It tastes salty.) Salt is crystals that dissolve in water. In this solution, we feel the taste of salt, while pure water has no taste. Who agrees, raise a drop. Let's denote this property of water with a symbol. (Attach a symbol card).
Cap Kapych: And now I have one last task for you. I have three glasses of water on the table. Touch them carefully, with your fingertip, and tell me how you felt? How are the sensations different? (In one glass the water is cold, in the second it is warm, and in the third it is hot.) Water comes in different temperatures. It can heat up and cool down. Can you tell me how to make water cold? (Put in refrigerator.) How to make water hot? (Put it on the stove and turn it on, or heat it in a kettle.) Let's denote this property of water with the symbol (denoted by a symbol card).
Cap Kapych: Well done boys! I have revealed to you all the secrets of water. What properties of water did you learn about?
Children name properties based on symbol cards: it has no color, shape, smell, color, taste, it can change temperature (heat up and cool down).
2 part.
The music of the sea sounds.
Cap Kapych : Well done guys, I welcome you to the Vodylandian exploration team! We are leaving! Raise the anchor! Full speed ahead! Let's head straight to Neptune's castle! Guys, we can get into the castle by saying a magic spell. Close your eyes and don't peek! Otherwise, the magic won't work.
Children close their eyes. Kap Kapych casts a spell in a mysterious voice:
To make it rain from the sky
To grow ears of bread
For ships to sail
To cook kissels
To have no water
We cannot live without water!
Open your eyes! We arrived.
Children open their eyes and see Neptune.
Neptune(angrily): Who are you and why did you complain to me?
Children: We have come to help the country of Vodilandia.
Cap Kapych: Tell me, Neptune, you are not evil, why are you angry, offended by the inhabitants of this country. After all, if you enchant water, and it disappears, then plants, animals, and people can die. After all, you yourself cannot live without water - after all, this is your home, your element.
Neptune: Yes, I know. But I can't help myself! I'm bored. I was bored, I was bored, and then I got angry. Cheer me up, I might change my mind.
Cap Kapych : (children) How can we cheer up Neptune? (Play.) Come on, Neptune, let's play with the guys!
Fizminutka:
We quickly went down to the sea,
Bent over and washed:
One two three four -
What a nice refreshment!
And now they swam together,
You need to do this by hand:
Together - one, this is breaststroke,
One, the other - crawl.
All as one
We swim like a dolphin.
Went to the steep shore
And we went home.
Neptune : Yes, of course, you all have fun playing together, swimming, having fun. And I'm all alone, no one is with me. Here I am evil!
Cap Kapych : (children) Guys, tell me, who can Neptune make friends with? (with marine life - fish, crustaceans, octopuses, dolphins.) And let's draw his friends. The water one will revive them, and they will become real. Do you agree?
Today we will have an unusual drawing. Please come to the tables, look at the art materials and tools that are on the tables. We don't have brushes? But there are cups with colored soap foam, blowing tubes, felt-tip pens.
Children: We will paint with soap bubbles!
Cap Kapych : How smart and smart you are! Let's draw friends to the merman. You already know how to draw with soap bubbles. Let's think about how we can draw a fish, an octopus, a crab? Then you choose which friend you will draw Neptune. (children's answers) To make the image unusual, expressive, you can draw bows or something else, whatever you want.
The children begin to draw. They touch a sheet of paper with soapy foam - an imprint remains. Then they draw the details with a felt-tip pen and hang their drawings on a magnetic board. Cap Kapychi Neptune is praised by the guys.
Cap Kapych :
And all the inhabitants of the sea hastened to the water,
Octopuses, crabs and goldfish.
The depths of the sea are teeming with friends
And everyone says to a friend of the water:
"Do not be sad, do not lose heart,
Run, jump and jump.
Sing, dance and have fun
And frolic at the bottom of the sea!
Neptune : I am so glad to new friends that I decided to promise you that I will never offend the inhabitants of the country of Vodilandia again, I will always be only kind and cheerful! Thank you guys!
Cap Kapych : Well done guys, they were able to hang Neptune and save our Vodylandia! Let's say goodbye! It's time for you to return. Goodbye, see you again! Take your seats on the ship and close your eyes. We're heading back!
Children go along the ladder to the ship, sit on chairs and close their eyes. A fragment from the song "Katerok" performed by O. Anufriev sounds. Kap Kapych quietly leaves. The song ends.
caregiver : Guys, you are finally back to kindergarten! Was your trip interesting? What new did you learn today? Did you manage to save the country of Vodilandia? Let's check if we have water? (The faucet is opened, water flows from the faucet.) Well done boys!
Topic: "Journey with Kap Kapych"
Target: Clarify children's ideas about water, its properties, significance for nature and in human life.
Program tasks:
Educational area "Speech development":
Teach children to use the model as a plan when telling.
Develop the ability to express their thoughts, draw conclusions; desire to discuss the results of experiments and the ability to prove their decision.
Enrich children's vocabulary: steam, ice, liquid, solid, crystals, boils, evaporates.
Educational area "Cognitive development":
To give children knowledge about the water cycle in nature, about the property of water to evaporate and freeze, about the properties of steam; about the conditions under which water evaporates, understanding how clouds form.
Develop the skills of conducting experiments (the ability to work with equipment, observe safety rules); the ability to establish causal relationships between natural phenomena; sensory perception, attention, logical thinking, cognitive activity, involving in the simplest experiments.
Educational area "Social and communicative development":
Develop collaborative skills and a communicative culture.
Cultivate kindness, endurance, mutual assistance.
Educational area "Artistic and aesthetic development":
Develop creative imagination, fantasy.
To cultivate love for nature, the perception of its beauty and diversity.
Educational area "Physical development":
Develop physical activity.
Maintain interest in joint games of children.
Materials and equipment:
Decor: The pano "Lake Shore" is decorated on the board
Demo material: Sign "Attention!", A letter from the Queen of Vodyland, written with a candle; a beautifully designed jug of water; a glass of colored water; brush; symbol cards "Properties of water"; card diagrams "Safety rules when conducting experiments with water and solutions"; droplets drawn and cut out of paper, cloud, steam; a tripod, a spirit lamp, a flask with water (you can use a transparent electric kettle), a basin of water, an empty glass container, a bucket of water, a sieve; plot pictures on the themes "Children play outside in winter", "Mom cooks soup in the kitchen", "Children rest near the river".
Preliminary work:
Excursion to the frozen reservoir (with parents).
Experimental activities: Experiments “Drying the towel”, “Where did the water go?”, “Freezing water”, “What is the icicle crying about?”, “How to get a toy out of ice?”, “What kind of snow is it?”, “How to make a snowball faster?”, “How to measure a snowdrift?”, “Where does the snow melt faster?”, “Where does frost come from?”.
Observations:“Clouds are floating in the sky”, “Snowfall”, “Snowflake in my palm”, “Ice paths”, “Winter fun”, “Frost patterns”, “Whose footprints?”.
Reading fiction: fairy tales “Zayushkina’s hut”, V. Odoevsky “Moroz Ivanovich”, V. Arkhangelsky “Snow fluffs are flying”, N. Sladkov “Why snow in winter?”, A. Dietrich “Where are you from?”, G. Ladonshchikov “Snowflake”, N .Kalinina "The Story of the Snow Gingerbread Man", S. Prokofiev "Tales of the Gray Cloud"; ecological fairy tales "Journey through air and water" by O.N. Gavrilova.
Watching cartoons:"Run, Brook", "Save the Water", "Secrets of Water"
Note:
1. The role of Kap Kapych can be played by a character (adult)
2. The role of Kap Kapych can be played by the educator, quietly putting on a cap and a cape of the character.
3. The teacher can use a doll character.
Kids are playing. Suddenly, there is the sound of dripping water. The speaker is placed near the jug of water.
Educator: Guys, do you hear any sound? What could sound like that?
(Water drips.)
Where is this sound coming from? Let's eat.
They find a beautifully decorated transparent jug of water and an envelope next to it.
What do you think it could be? (Letter) But after all, the sheet in the envelope is empty, nothing is visible on it? (children's guesses) It must be a magical letter. Let's use the magical properties of water to read it? What do we do?
Children first apply clean water to the letter with a brush, then apply colored water - the text appears.
Educator: Let's read (is reading): “My dear guys, young explorers of Vodiland! I am the queen of Vodilandia and my little inhabitants want to invite you to visit and play with you. In my country, droplets are very fond of traveling and miraculous transformations. They are so nimble: all the time they turn, disappear and appear, that I can’t keep track of them. Help me understand their transformations. They want to trust you with their secrets. To find yourself in my country, you only need to say the magic words and close your eyes tightly.
Educator: Guys, do you want to go on an exciting journey and play with drops? (Yes.) I am also very interested in how droplets can travel? Let's hit the road! Let's close our eyes tightly and say the magic words all together:
We were lifted up with you
And they took off with them.
While the children are saying the words with their eyes closed, the teacher removes the screen behind which there are tables with equipment for experiments, a pano (lake, shore, sky.) hangs on the wall. The character Kap Kapych appears.
Cap Kapych : Hello guys! Did you recognize me? It's me - Kap Kapych! I am very glad to welcome you to my country of Vodilandia. Guys, do you like to travel? (Yes.) The inhabitants of my country - droplets also love to travel. You think, how can this be, because they have neither arms nor legs. Today I will tell you a secret: water is a real magician. Look what a wonderful lake we have (brings a bowl of water). We will rest and swim. The sun shines brightly. What is the water in the lake? (Children touch the water, play with it, call it: warm, transparent, liquid, etc.). The sun begins to warm up brighter and brighter, and then the first transformation begins. Guys, let's see what's really going on. We will conduct an experiment and make a beautiful pano, which will be called “Travel of a droplet”.
Children are seated around the table, on which the equipment for the experiment is prepared: a tripod, a spirit lamp, a flask with water (you can use a transparent electric kettle).
Cap Kapych :
Guys, look, the water is already boiling. How fast bubbles rise. And the bubbles burst at the top. Clap! And a cloud of steam flies out of each bubble. Vapor is a very, very small drop. It is not always possible to see it with the eyes without a microscope. The vapor droplets are very light. See where the steam is going? (He rises up.) That's right, droplets rise into the sky - this is the evaporation of water. Water evaporates from oceans, seas, rivers, puddles. For example, when your mother does the laundry and takes it out of washing machine, What is she doing with him? (She hangs it up to dry.) What does it mean: laundry is drying? This means that small droplets of water leave the fabric and rush up into the sky. Water evaporates: puddles disappear after rain, paths become dry, clothes dry. There is always water vapor in the air, but we do not notice it because it is invisible. Let's mark on our pano how droplets of steam rise from the lake up into the sky (Attach steam symbols on the panel.). It turns out that water can be both liquid and vapor.
What happens next? Do you want to know? Let's catch a couple?
Kap Kapych brings a round glass container to a flask with boiling water.
Cap Kapych : Guys, what's going on in the tank? (The glass is fogged up.). The droplets are so small and light that they do not fall down, but fly like fluff. When droplets rise up, they do not disappear and do not scatter all over the sky, because high in the sky the air is much colder and the droplets gather again. So, guys, clouds are obtained in the sky. Let's also depict a cloud in our sky.
Children attach a cloud to the panel.
Cap Kapych : Do you guys know riddles about clouds?
Children : White cotton wool floats somewhere.
The closer the cotton wool, the closer the rain.
A white-white steamer floats above the trees.
If it turns blue, it will rain.
Cap Kapych : Well done guys, do you know what happens next? Look carefully at the glass of the flask in which we caught the steam? (Drips appear.) From the "lake" water evaporates and rises into « sky » in the form of vapor, a cloud is formed. The steam cools down and becomes water again. Look at the drops, what happens to them? (Large droplets are not retained and fall down.) Small droplets in the cloud are cold. Each small drop runs towards another small drop, and they merge, turning into one big drop. A large drop becomes heavy, it cannot stay in the cloud and begins to fall to the ground. When there are many such large drops in the cloud, rain falls. Let's attach droplets to our sky - it's raining from a cloud. Raindrops fall on the ground, flow into puddles, puddles - into streams, streams into rivers, lakes. And they begin to evaporate again... This is how water travels in summer. What do you think happens in winter when the droplets falling down meet the frost? (freeze). Droplets freeze and turn into crystals. Guess the riddle:
He is fluffy, silver,
But do not touch him with your hand -
Become a little clean
How to catch in the palm of your hand. (snow)
Cap Kapych : That's right, in winter, white fluffy snow falls from the sky - these are frozen droplets of water. Snow covers all the trees and houses. What games can we play with snow in winter? (Play snowballs, build a snowman, build a fortress). And what happens to the river, stream, lake? (They freeze.) That's right, the water in the river freezes - turns into ice, becomes solid. How can we play on ice? (Skate.) This is how magical water is - it can turn into steam, and into ice, and again into water. Listen to a poem about these unusual properties of water:
If you jump off the tower in winter,
Then you will fill, of course, a bump.
Know that the water was hard
You will answer without difficulty.
Well, if you jump into the water
In very warm weather
You will be wet to the skin -
In summer, the ice is liquid.
Here is such a mess:
Here is ice, and then - water.
You think and answer:
Is the river liquid or solid?
Let's draw water from the stove
And put the heat on the stove:
The steam will fill our whole house,
We won't find water.
Here is such a mess:
Here is steam, and then - water.
Liquid - river or gas?
You will answer us immediately.
"And water, and ice, and steam" -
He will tell us both young and old, -
It's still water
You remember forever. A. Dietrich
Cap Kapych : Guys, do you like to play hide and seek? And the little ones like to play hide and seek too? Will you play with them? Look at these pictures and guess where the water is hiding?
They consider plot pictures on the topics “Children play outside in winter”, “Mom cooks soup in the kitchen”, “Children rest near the river” and call water in different states.
Cap Kapych : Well, here we are playing with droplets. It's time for you to go back to kindergarten. As a keepsake, I will give you these pictures that will help you remember that water can be liquid, solid and vaporous. (Gives children a bucket of water and cards.) Guys, my droplets want to visit you and play with you on your site. Only, guys, these droplets are very cunning. Today you have learned a lot and learned a lot. The droplets want you to take them outside in a sieve when you get back to the kindergarten. Here is a sieve. Can it be done or not? Think about it and remember that water can transform! Let's close our eyes and say the magic words to go back to kindergarten.
Children close their eyes, say words. At this time, Kap Kapych leaves. The teacher comes in.
Thousand drops joined hands
They held hands, they rose on their toes.
We were lifted up with you
And they took us home.
Educator: Guys, where have you been? What interesting things did you find out? And what is it in your hands? Children talk about what they have learned, share their impressions, and talk about the task they need to complete.
Educator: Oh, guys, probably, the droplets will not have to play with you on the site. How can you take out the water in the sieve, because it is liquid and all will flow out through these holes?
Children make assumptions, the teacher tries to lead them to the correct answer with the help of cards. Children come to a solution to the problem - the water must be frozen, and for this you need to put it in the freezer. If the lesson is held in winter, then the water can be frozen on the windowsill.
Synopsis of direct educational activities with preschoolers of the senior group on speech development.
(quest game)
Theme: "On the roads of fairy tales"
Target: To systematize children's knowledge about water, its properties, significance for nature and in human life.
Program tasks:
Educational area "Speech development":
Continue to teach children to make complex sentences; match verbs to nouns.
Develop dialogic and monologue speech; the ability to express one's thoughts, draw conclusions, discuss the results of experiments and prove one's decision.
Activate the vocabulary of children: flows, freezes, evaporates, runs, drips, murmurs, sings, boils, cools, pours, walks, spins, melts, flies, lays down, covers, covers, falls asleep, sculpts, crunches, floods, floods, fertilizes, dripping, watering, making noise, knocking, refreshing.
Educational area "Cognitive development":
To form an idea of the importance of water in nature and human life; about the fact that man is a part of nature and that he must preserve, protect and protect it; take care of your health.
Continue to learn to navigate in the surrounding space; move in a given direction, changing it in accordance with the signs - indicators of the direction of movement; reproduce the number of movements according to a given number; recognize and name numbers.
Encourage to independently establish functional connections and relationships between systems of objects and phenomena, using various means of cognitive actions; to develop cognitive and research interest, involving in the simplest experiments; logical thinking, memory, attention.
Educational area "Social and communicative development":
To cultivate sympathy, empathy, a desire to help; the ability of children to listen and hear each other, to defend their own opinion, the ability to maintain friendly relations with peers.
Educational area "Artistic and aesthetic development":
Strengthen children's knowledge of fairy tales.
To cultivate love for nature, the perception of its beauty and diversity.
Educational area "Physical development":
Develop physical activity.
Materials and equipment:
Decor: The corners of the group are fenced off with screens decorated according to the theme (city with high houses, swamp, river, rain, sea), equipment for games and experiments has been prepared behind the screens.
Musical arrangement: audio recording "Voice of droplets", "Voice of the Queen of Vodyland", "Sounds of the sea".
Demo material:
Screen; laptop; projector; multimedia images (the queen is sleeping, the rising wave, the queen is awake); chest, colorfully decorated "magic book"; bright fabric; backpack (in the backpack there are soap bubbles, a box of juice, a fishing rod, soap, a towel); a map with the image of Carlson; fragments depicting the direction of movement for sticking on the map: Pinocchio, Dunno, Aibolit, chest; Tray; large river pebbles; 3 glasses filled 2/3 with water; lacing; two toy horses of different sizes; 2 bags of cotton; 2 bags of wood chips; basin with water.
Handout: illustrations from fairy tales with two holes on the left side with a number (from 0 to 7); emblems with numbers (from 1 to 7); puzzle cards depicting the benefits and harms of rain.
Preliminary work:
Experimental activities: Experiments “Floats - sinks”, “Water is a solvent”, “What will absorb water?”, “Dump and rain”, “Water upside down”, “Saving a sunken ship” (using the property of a magnet).
Reading fiction: O. Bundur "Rain", E. Erato "Summer", I. Tokmakova "The conversation of an old willow with rain", A. Barto "Rain in the forest", "River", "Thunderstorm", V. Orlov "Meeting".
Watching cartoons:"The Youngest Rain", "Strawberry Rain", "Mushroom-Teremok", "Mushroom Rain", "ABC of Health", "The Little Mermaid".
Kids are playing. Disturbing music is heard (or the sounds of dripping water), against the background of the music are the words:"Hello guys! This is us - the inhabitants of the magical country of Vodilandia - droplets. We need your help again! The Kingdom of Vodyland is in danger again. The most powerful Troll of the planet Earth attacked us - put the Queen of Vodilandia to sleep with a sad dream and stole the "Book of Magical Transformations"! Now he can learn all the secrets of the queen and be able to destroy our kingdom! Help us guys, save our planet! You need to hit the road, find the Book of Magical Transformations of the Queen of Vodilandia and wake the queen from her sad dream. We were able to do the last magic and send you a map that will help you find the right path, but for this you will need to complete tasks and a helper backpack. Look for a map and backpack at fairy tale hero in your group. And who is he, a riddle will tell you:
All girls and boys
Managed to love him.
He is the hero of a funny book,
Behind him is a propeller.
He flies over Stockholm
High, but not to Mars.
And the kid will recognize him.
Who is this? Cunning…"
(Answer: Carlson)
Educator: Guys, can we help our friends? Then we need to hurry. And with us we will take ingenuity, courage and our friendship. Where do we need to go? What did the droplets tell us?
Children suggest that you need to find a map from Carlson. They examine the group.
Educator: What interesting beautiful places! Let's see what is shown here. (city, swamp, river, sea, rain.) Where do you think we need to look for Carlson? ( In the city. Because he lives on the roof of the house).
They approach the screen on which the city is depicted. The fairy-tale character Carlson appears.
Educator: Hello dear Carlson!
Carlson: Hello guys! How glad I am that you came to me!
Educator: Carlson, we really need your help!
Children tell that they need a map and what it is for.
Carlson: Well, I don't play like that! I have a map, of course. But, I thought that you came to play with me, that we were a little naughty ... Okay, I'll help you! Only if you play with me?
The children agree. Carlson puts a tray on which river pebbles lie and 3 glasses are 2/3 filled with water.
Carlson: You need to make sure that the water in all three glasses rises to the brim, but you can’t pour or add water. Guess what needs to be done?
Children suggest that you need to throw pebbles into a glass and the water will rise.
Let's check. Only I will give you pebbles for a reason! I will name the object for you, and you must tell me what it can do. If you name correctly, then for each correctly named word you lower a pebble into a glass. As soon as the water overflows over the edge - the task is completed. You will need to tell about three items, that is, fill 3 glasses with pebbles.
Carlson names the object, the children name the actions of the object, dropping the pebbles into the glass.
Water: flows, freezes, evaporates, runs, drips, murmurs, sings, boils, cools, pours, etc.
Snow: goes, spins, melts, flies, lays down, covers, covers, falls asleep, molds, crunches, etc.
Rain: it falls, floods, floods, fertilizes, drips, waters, makes noise, knocks, refreshes, cools, etc.
Carlson: Well done boys! Done with the task! Get your treasured map and helper backpack and help the Queen of Vodilandia. We cannot leave our planet without water! The map is classified. I've marked your next destination on the map. The arrows will tell you which way to go, and the number of arrows will tell you the number of steps you have to take. When you get there, you will know where to go next. Will you treat me to something delicious?
Educator: But we have nothing but a backpack assistant. Maybe there is something in it for you, Carlson? (examine the contents of the backpack, decide to treat Carlson with delicious juice)
Carlson: Thanks guys! And now you have to hurry. Goodbye! (leaves)
Children with a teacher look at the map. The map shows: the point of departure (under the number 1 - Carlson), the arrows indicate the direction of movement, and the next stop point (2 - "Pinocchio"), the number of arrows indicate the number of steps between destinations.
Educator: Guys, let's see where we are? (near Carlson) On the map, this place is marked with the number 1. Where do you think we should go now? (to number 2.) Why? (After the number 1 comes the number 2) In which direction should we move? (to the right) Why? (the arrows point there.) How many steps should we take? (7) Why? (Because there are 7 arrows from Carlson to Pinocchio, which means you need to take 7 steps.) Which character should we find? (Pinocchio.)
They move in the indicated direction, approach the screen with the image of a swamp. The character Pinocchio appears from behind the screen.
Educator: Hello Buratino!
Pinocchio:(sadly) Hello guys! Where are you in a hurry?
The children explain to Pinocchio what they must do.
Educator: Pinocchio, what happened to you, why are you so sad?
Pinocchio: I'm going to school and Carlo's dad bought me a book of fairy tales. And the fox Alice and the cat Basilio tricked her into taking her away from me. They could not divide it in any way, they pulled, pulled in different directions and the book crumbled. The leaves scattered in all directions. How can I go to school now? Papa Carlo will be very upset...
On the table are pages with illustrations from fairy tales.
Educator: Don't be sad, Pinocchio, the guys and I will help you! Really guys? (Yes!)
Pinocchio: This book had many pictures from fairy tales. But these are not simple tales. In every fairy tale, water either helped the characters or hindered them. If you guess what role water plays in fairy tales, then the page will be in the book. Help me and I'll tell you where to go next.
Educator: Guys, let's split into groups. Each of you has an emblem with a number. You need to get into teams. The guys who have emblems with the same numbers should stand in a circle and hold hands. Let's see whose team will get together the fastest?
Children find their team, stand in a circle, hold hands.
Educator: Now, each team must find a page with a number that matches the number of this team and correctly tell about the role of water in this fairy tale.
Children find a page with the corresponding number, consider and guess the role of water in fairy tales, and correctly compose a sentence. Pinocchio with children connects the pages on which the children correctly composed sentences to the book using lacing. Illustrations for the fairy tales “Ivan Tsarevich and Gray wolf"(living and dead water), "The Tale of the Fisherman and the Fish" (in the sea the old man caught goldfish), “Sister Alyonushka and brother Ivanushka” (Baba Yaga hid Alyonushka in a deep river; Ivanushka drank from a puddle and became a kid), “Geese-swans” (the river hid Alyonushka and Ivanushka under its bank), “At the command of a pike” (Ivanushka caught a pike in the hole), “Sister Chanterelle and the Gray Wolf” (the wolf caught fish in the hole with its tail and froze), etc.
Pinocchio: Well done guys, you did my job! Give me your map, I'll show you where you need to go. Just guess one more riddle:
In this flower town
summer shines all year round.
And the people are cheerful here -
called shorties.
Among them there is Pilyulkin,
Buttercup - you can't count everyone.
The most important one, guess what?
Of course (I don't know!)
That's right guys! Now look for Dunno right here! ( Attaches a fragment with the image of Dunno to the map) Do you have something fun for me so that I can play with my friends Malvina and Piero?
The children examine the contents of the backpack and decide to give Pinocchio soap bubbles.
Pinocchio: Thanks guys! I think that my friends and I will have fun. Goodbye! Hurry before the troll starts his evil sorcery.
Children say goodbye to Pinocchio.
Educator: Guys, where do we need to go? (to the right.) Why? (Because Dunno is to the right of Pinocchio.) How many steps do we need to take? (8).
Children move in the indicated direction, counting steps. They approach the screen with the image of the river and the Sunny city. The Dunno character appears from behind the screen. Near the screen on the table are two horse toys slightly different in size, four fabric bags with different fillings (2 with cotton wool and 2 with wood shavings), a basin of water.
Dunno: Hello guys! And I know where you are in a hurry! I know everything in the world! I am always given the most difficult tasks and assignments. Today, for example, Znayka gave me a task - to send cargo to the Sunny City and show you the way to magical items. First, I have to send the cargo, because the residents of the Sunny City really need it, and then I will help you. I have everything ready to ship. In one bag I have wood shavings, in the second - cotton wool. The road to the city is long, you will need to cross the river. I have already loaded the bags on two of my horses: Buttercup and Vasilko. Buttercup is the smallest, so I chose for him a bag with the lightest load - with cotton. The cornflower is older and stronger - I will give him a bag of wood shavings, they are heavier. Well, what a fine fellow I am, how correctly I distributed the work! My horses will be happy! It's time to go!
Educator: Wait, Dunno, are you sure that you calculated everything correctly. I think you said your horses would have to cross the river? But the cargo can get wet, right?
Dunno: So what? It always happens when we cross a river!
Educator: Guys, tell Dunno if the cargo that Dunno is carrying gets wet, will it remain the same in weight as it was, or will it change? (will change) Did he correctly distribute the work according to strength for his horses? Let's check?
Children determine by weight which of the bags with dry cargo is heavier and which is lighter. The experiment is carried out with two bags (two bags remain dry). They lower the bags into the water and determine by experience that the bag of wood shavings almost did not change its weight because it could not sink into the water, but floated on the surface, because the tree does not absorb water; and the cotton bag became the heaviest - cotton wool absorbs water well.
Dunno: What does it get? I got it all wrong again! Help me guys!
Children load a bag of wood shavings onto a small horse, and a bag of cotton wool is loaded onto a larger horse. Explain their choice.
Dunno: Thank you guys for your help! Give me your map, I'll show you where you need to go. Only first guess my riddle, and you will find out who you should meet:
He is kinder than everyone in the world,
He heals sick animals
And once a hippopotamus
He pulled it out of the swamp.
He's famous, he's famous
This is a doctor...
Answer: Aibolit.
Attaches a picture with the image of Aibolit to the card and draws 9 arrows.
Dunno: Guys, do you have anything interesting for me? I like to walk and play by the river.
Children examine the contents of the backpack and choose a fishing rod.
Dunno: Thank you, I love to fish! Goodbye, guys! Wish you luck!
Children with a teacher determine the direction of movement and the number of steps. They approach the screen with the image of rain. The fairy-tale character Dr. Aibolit appears from behind the screen.
Aibolit: Hello my dear guys! Forty on the tail brought me the news that you are in a hurry to find the “Book of Magical Transformations of the Queen of Vodyland” and want to wake the queen, free her from a sad dream? Okay guys, I'll help you! But first, guess my riddles:
I looked up in the morning -
Mountains have risen to the sky!
These mountains don't stand
And fly, fly, fly. (clouds)
A mob across the sky
Curly bags wander.
And it happens sometimes -
Water flows from the bags.
Let's hide better
From leaky ... (clouds)
The rain passed, and I remained on the path in the yard.
The sparrows bathed in me for the amusement of the children.
But until tomorrow the sun will dry me out. (puddle)
I am often called
are waiting
And I will come -
They are hiding from me. (rain)
Aibolit: You guys guessed all my riddles. Do one more of my tasks. Many people say rain is good, and some people say rain is bad. Look closely at the puzzle cards, put them together correctly and explain when rain is good?
Children choose cards with a picture useful properties rain and put together a puzzle, explaining their choice: rain waters crops, plants, freshens the air in hot weather, fills rivers with water, washes dust from plants, animals drink rainwater.
Now explain when rain is bad?
Children perform the task in a similar way and explain the choice: heavy rain floods houses, you can catch a cold in cold rain, we don’t walk in the rain, rain wets our clothes, etc.
Well done boys! I'll tell you a secret: An evil troll hid the "Book of Magical Transformations of Queen Vodilandia" in a chest. Give me your map, I'll show you where the chest is hidden. Find the chest and I'll show you how to wake the Queen of Vodyland from her sad dream.
Aibolit pastes a fragment of the map with the image of the chest and the direction of movement.
Aibolit: Guys, do you have anything for me? I like cleanliness.
Children examine the contents of the backpack and choose soap and towel for Aibolit, thank Aibolit and move in the indicated direction, counting the steps. They approach the screen with the image of the sea. Near the screen under the table, the children find a chest covered with cloth. They open it and take out the "Book of Magical Transformations of Queen Vodilandia"
Aibolit: Well done boys! You have found a magical book! Let's see what secret the sea holds, who did it hide from us?
The teacher and Aibolit push back the screen. There is a screen behind the screen. An image of the sleeping queen appears.
Aibolit: Guys, this is the Queen of Vodilandia herself. We need to wake her up as soon as possible before trouble happens! To do this, we all need to join hands together and turn into a wave. We will raise and lower our hands up, rocking the wave and pronounce the words loudly and in unison:
We love you water!
Be with us always!
Children pronounce words by raising and lowering their hands, making a wave. An image of a swaying wave appears on the screen, which is getting bigger. The sound of the sea is heard. Words are pronounced 3 times, louder and louder. The image changes - the queen wakes up. The voice of the queen is heard.
Queen: Thank you guys for helping me, waking me up from a sad dream and finding the Book of Magical Transformations. You saved our planet! Now I will not let the troll do evil. magic book I will give you a souvenir of our adventure. From the book you will learn a lot of interesting things about water, and it will teach you real miracles! Goodbye, guys!
The image disappears. Aibolit says goodbye and leaves.
Educator: Guys, what do you think, what a good deed we did today? What challenges have we faced? Who can we help today? What do you remember the most today?
Children share their experiences. The teacher encourages the correct answers of children and correctly completed tasks.
Synopsis of direct educational activities with preschoolers of the senior group on familiarization with nature.
Theme: "Queen Water"
Target: Clarify children's ideas about water, its properties, significance for nature and in human life.
Program tasks:
Educational area "Speech development":
Develop evidence-based speech; the ability to express one's thoughts, to draw conclusions, the desire to discuss the results of experiments and the ability to prove one's decision.
Enrich vocabulary: circulation, everyday life.
Educational area "Cognitive development":
Clarify and expand children's knowledge about water and its properties, about the role of living organisms in human life, about the forms and types of water (springs, rivers, seas, lakes, oceans, precipitation, etc.), about measures to prevent pollution; about the water cycle in nature, its consequences.
Develop the ability to establish causal relationships between natural phenomena; cognitive research interest, involving in the simplest experiments; attention, logical thinking.
To cultivate a careful attitude to water as the main natural resource, an ecological culture.
Educational area "Social and communicative development":
To form the position of an assistant and protector of water on Earth.
To educate mutual assistance, the ability of children to listen and hear each other, to defend their own opinion, the ability to maintain friendly relations with peers.
Educational area "Artistic and aesthetic development":
Develop creative imagination.
To cultivate love for nature, the perception of its beauty and diversity.
Educational area "Physical development":
Develop physical activity.
Maintain interest in joint games of children.
Materials and equipment:
Demo material: Globe, diagram depicting the water cycle in nature; cards, illustrations depicting human use of water; experiment equipment, ball.
Handout: model of the globe, scissors, blue, blue, green, brown, yellow, white cards, cards depicting mountains, forests, water bodies, colored pencils.
Preliminary work: Guessing riddles, reading poems about water, hoarfrost, ice, dew, rain, snow by O. Troepolskaya, “Grad” by E. Serov, “Ice” by G. Ladonshchikov, “Frost” by N. Nekrasov, “Clouds” by Y. Akim, “ Steam" by N. Mikhailova, encyclopedia "Miracle everywhere" by T. Nuzhdina; "Two streams" by O.N. Gavrilova, I.R. Koltunov "Blue eyes of lakes", O.N. .Ryzhov “Once upon a time there was a river”, games “Brook”, “We are droplets”.
Talk "Traveling around the globe"
Educator: Guys, look who came to visit us? (Dunno.) And Dunno came to us not empty-handed. But what it is and why, Dunno is unknown. He asks us to help him figure it out. What is this item and what is it for?
Children explain Dunno what a globe is and what it is intended for.
Educator: A globe is a model of the Earth, this is how our Earth looks from space. Do you want to know what Dunno thought when he first saw this unfamiliar object? What do you think the giant would think, looking at the globe? What would an elephant think? What do you think of this subject? Where can you use a globe?
Guys, Dunno invites us on a trip around the globe. Do you agree?
Look carefully and tell me what is marked in blue on the globe?
What colors do you still see?
What are these colors? How do you think?
The teacher quickly spins the globe.
What color is more on the globe? What do you think this means?
Guys, listen to the story:
In ancient times, people called their planet Earth, and when they learned how to build large ships and began to sail the seas and oceans on them, they learned that land (land) is much smaller than water.
To make it easier for children to imagine this, the teacher invites each child to take a “model of the globe” and cut out parts of the land with scissors. Children complete the task, then compare land and water in size, which is more.
Educator: Guys, think and say, can a person live without water?
Who else needs water?
Can you drink water from the sea or ocean? Why?
What kind of water can you drink?
Where does fresh water come from?
Where is more water? (look at the globe) - in the oceans or in rivers and lakes?
Children conclude that water must be protected, because there is little fresh water on Earth. The teacher gives the children cards of different colors and invites them to find their color on the globe, and also come up with a story about what this color means on the globe. Children make up stories.
Educator: Guys, we helped Dunno figure out the questions: what is a globe? Why is our Earth so colorful? He now knows it well. But he will never understand why white is only at the top and bottom of the globe?
Children make guesses.
To check the correctness of our answers, I invite everyone to the "Laboratory of Experiments and Experiments", we will find answers to Dunno's questions there, and at the same time, to our own questions. And since the work is long, let's play a little, gain strength and patience.
Game "Earth, water, fire, air"
Children stand in a circle, in the middle - the leader. He throws the ball to one of the players, while saying one of four words: earth, water, fire, air. If the driver said "land", the one who caught the ball must quickly name the one who lives in this environment; the player answers the word "water" with the name of the fish; the word "air" - the name of the birds. At the word "fire" everyone should turn around several times, waving their hands. The wrong child is out of the game.
Educator: We rested a little, we can get down to business.
Work in the laboratory.
An experiment is being carried out in the laboratory - the rotation of the Earth around the Sun (using the "Solar System" model). It is necessary to determine the difference in the illumination and heating of the globe under the influence of the Sun (lamp) and think about where and why on Earth it is always hot and where it is always cold? It is concluded why there are glaciers at the North Pole.
Independent work of children.
Dunno did not remember what and what color is indicated on the globe and asks the children to help him.
The teacher invites the children to take cards on which rivers, mountains, forests, etc. are drawn on one side. The other side invites the children to color in the color that these geographical concepts are indicated on the globe. At the end of the work, the children tell Dunno why they painted their card in one color or another.
Educator: And so our journey ended! What did you like the most? What new and interesting things did you learn today?
Dunno: Thanks guys! Now I know what a globe is, it will be very useful to me at school. Today I learned what land, glacier, ocean and seas are. Learned why our planet Earth is so beautiful. Now I know that there is very little fresh water on Earth and it needs to be protected.
Synopsis of direct educational activities with preschoolers of the senior group on familiarization with nature.
Theme: "The sea is in trouble"
Target: To consolidate children's knowledge about water, its properties, significance for nature and in human life.
Program tasks:
Educational area "Speech development":
Continue learning to build sentences grammatically correctly.
To form the ability to express their thoughts, to draw conclusions.
To form a desire to discuss the results of experiments and the ability to prove their decision.
Enrich children's vocabulary: sea, ocean, globe, magnifier, oil, marine life.
Educational area "Cognitive development":
To give children knowledge about the sea, its different states, about the problems of sea pollution that have arisen as a result of improperly organized human activities, that oil pollution of water bodies adversely affects the life of marine life.
To develop logical thinking, memory, attention, cognitive research interest, involving in the simplest experiments, the ability to establish cause-and-effect relationships between natural phenomena.
Educational area "Social and communicative development":
Develop the communication skills of children through the implementation of tasks in a group.
Cultivate sympathy, empathy, a desire to help.
Educational area "Artistic and aesthetic development":
To cultivate love for nature, the perception of its beauty and diversity.
Educational area "Physical development":
Develop physical activity.
Materials and equipment:
Demo material:
Globe, encyclopedia about the sea, sea shells, shells, crab, photos of the sea, vegetable oil, plastic containers for experience, sponges, napkins, spoons, video "Ocean Rhapsody", an audio cassette with a recording of the sound of the sea, a music center, a projector, a laptop, a magnifying glass.
Preliminary work:
1. Reading the stories of Tanaysinchuk "Ecology in pictures", M.N. Danilov "Who lives in the underwater kingdom?"
2. Acquaintance and examination of a map, a globe.
3. "Journey" on the map, globe.
4. Consideration of encyclopedias, illustrations about the sea.
Educator: Guys, today we have an unusual lesson with you, we again received an invitation from our friend Kap Kapych to send on a trip. All agree? We have traveled many times already. Where have we been?
Children: We visited the desert, mountains, forests…
Educator: Where does Kap Kapych invite us to travel?
Children: Today we will travel to Africa. Or maybe we'll fly to the North Pole...
Educator: Your correct answers will help us determine the video. Sit comfortably in our clearing and all attention is on the screen (video recording "Ocean Rhapsody"). Which one of you was right? What journey are we going on today?
Children: We will travel the seas.
caregiver: And what will help us make the journey? (draws the attention of children to a globe and a magnifying glass, standing at a distance in a clearing). They travel across the seas on ships, motor ships ... So a steamer and a pier are waiting for us, come in, take your seats.
We take a globe and a magnifying glass with us, a conversation on the ship with an audio recording of the sound of the sea. The teacher draws the attention of the children to the globe.
Educator: Guys, what is a globe?
Children: A globe is a miniature model of the Earth.
Educator: What color are rivers, seas and oceans marked on the globe?
Children: Rivers and seas are marked on the globe in blue, blue.
Educator: What is more on the globe (on planet Earth) - land or water?
Children: More water.
Educator: If you look at our planet Earth from space, it seems blue, since most of the planet is occupied by water. Guys, which of you has been to the sea? Would you like to go to the sea? Why would you like to visit there? What are the benefits of the sea for people?
Children: Food - fish, seaweed, shrimps; people rest, travel the seas; pearls, shells, corals are mined and souvenirs and jewelry are made from them.
Educator: Do you guys think a person can harm the sea?
Children: Man can harm the sea.
Educator: What harm than?
Children: People throw garbage into the sea, factories and plants dump polluted water...
Educator: Can the sea harm a person? Which?
Children: During a storm, ships perish (sink) (shipwreck), huge storm waves, falling ashore, sweep away, demolish everything in their path - houses, cars ...
Educator: During our conversation, we did not notice how our ship landed on the shore. I suggest you go ashore, what if something interesting awaits us ahead?! What do you think, can this be? (children's answers) Indeed, Kap Kapych has prepared a surprise for us - tasks. Curious to know what could be here? Can anyone guess what is here? Children, look what's not here!
On the tables are items of marine origin mixed with human waste: pearls, shells, corals, a jar, candy wrappers, a package ...
Educator: Guys, are these all items of marine origin? (children deny) And here is a note from Kap Kapych. He asks us to sort these items. On the one hand (cards) we put objects of marine origin, on the other hand, objects that pollute the sea. Guys, how could these items get into the sea? (human factor)
Children: It was the people who were throwing out the rubbish.
Educator: Yes, you are right, people throw, without thinking about the harm, cans, bags and other garbage. Plants and factories dump dirty water into the sea, and this harms the inhabitants of the deep sea. They die in dirty water. Many seas are now in danger - as people have heavily polluted them. In the event of an accident with a tanker bringing oil, it (oil) is poured directly into the sea. This is the worst disaster ever!
An audio recording of the sea (storm) sounds, a bottle appears on the shore.
Educator: Guys, look at our shore. The sea threw out the bottle. Let's see what kind of bottle it is? And there is something in it! There's a note in the bottle! I suggest reading it: “Help us. A tanker passed through the sea, it was very old, and oil spilled from it. We feel very bad, Help the inhabitants of the deep sea!” What do we do?
Children: Let's help the inhabitants of the sea.
Educator: Will we learn to save the sea? On this coast there is Kapitoshka's laboratory, I think that he will not mind if we work in it. (Remember the rules of conduct) Come in, sit down at the tables. Today we will conduct an experiment in the laboratory to make sure how dangerous oil is for the entire living sea, how difficult it is to remove it from the surface of the water.
Experience 1. "Oil River"
Educator: Let's pour water into a container - this will be our sea. Let's add some oil - this is "oil" that got into the river from the tanker. What do you guys think, what will happen if this oil film covers the whole sea?
Children: Marine life will have nothing to breathe.
Educator: Let's try to breathe through the film. What's happening? Is it good for the inhabitants of the sea in such conditions?
Children: Air does not pass through the film, we have nothing to breathe. Marine life is bad in such conditions.
Educator: Similarly, the oil film does not allow air to pass through and the fish have nothing to breathe. They are dying. What can we do to help you marine life if there is already a problem?
Children: The sea needs help.
Educator: With what can this be done? (the teacher draws the attention of the children to the table where the objects for the experiment are located)
Children: Let's try with a spoon, a sponge or a napkin to collect oil from the surface of the water.
Educator: Let's clear the water of oil.
Children scoop with a spoon, pour over the edge, use a sponge and draw conclusions as they work.
Children: Scooping out all the oil with a spoon will not work; a napkin and a sponge also do not absorb everything ...
Educator: Guys, look at what device Kap Kapych has (considering) With this device you can try to clear the sea, do you want to see how it's done? (shows how to purify water: drains through a straw.) Is it possible to “drain” the sea?
Children: The whole sea cannot be drained, since it is very large, there is no such capacity.
Educator: How much effort and time will it take to clear the sea?
Children: People will have to collect oil from the surface of the water for more than one day, and then treat birds and marine life.
Educator: Will the inhabitants of the sea be able to do without air and water for so long? Oil spills pose a serious danger to the life of nature. Guys, it's time for us to go back to kindergarten.
They approach the ship, take their places.
Educator: Let's remember what troubles can happen to the sea.
Children: The sea can pollute people, catastrophes can happen ...
Educator: Would you like to go to the sea this summer? Which sea is good to rest on, clean or polluted? A clean sea is natural beauty, it is fresh air, a clean sea is food for humans (fish, seafood). Maintaining purity depends on human behavior. Kap Kapych has prepared a task for you that you must complete together with your parents.
Exercise:
Draw an eco-sign "What will not harm the sea?".
WATER GAMES
"Funny Anglers"
Target: To promote the development of positive emotions from playing with water.
Equipment: plastic container with water, plastic fish, Fishing rods with a magnet.
Game progress. 2 children participate in the game. A plastic transparent container with water (aquarium) is placed on the table, the middle is indicated with a ribbon. Children lower plastic fish into a vessel, they should be equally divided on each side. After the "aquarium" is full, the children take fishing rods and "catch" the fish. Whoever caught their fish the fastest wins.
"Fountains"
Target: to create a joyful, cheerful mood in children from playing with water. To teach children to coordinate their game actions with game partners, to act on a signal.
Equipment: oilcloth, 4 basins of water (5 l), 4 plastic bottles with holes on the sides near the bottom, napkins.
Game progress. 4 children participate in the game. The teacher offers the children, on a signal, to lower the bottles with holes into the basins with water, wait until water is filled in them. Then, on a signal, take them out of the water and watch the streams of water.
Complication. Invite the children to tightly close the neck of the bottle with their palm and lower it into the water.
"Floats or sinks"
Target: give children the idea that not all objects sink in water, many objects float - it depends on the material from which the object is made. Fix the name of the materials from which the objects are made. Create a joyful mood in children from playing with water.
Equipment: for each player: plastic cups (0.5 l) with water, sets of items from different materials (coins, rings, corks, designer parts, etc.).
Game progress. The teacher puts a plastic glass of water on the table in front of each child and distributes sets of various items. Children name objects and the material from which they are made. They make assumptions about which objects will sink and which will not. Then they throw them into the water and name which objects have sunk and which are floating, explaining the reason. Players take items out of the water, change them and continue the game.
"Pour - Pour"
Target: bring children to the understanding that liquid water can pour out of different vessels in different ways. Develop mental activity, interest in water games.
Equipment: A basin with water, 2 watering cans with different nozzles, a bucket, a plastic cup, a plastic bottle, a sprinkler.
Game progress. 5-6 children participate in the game. The teacher invites the children to consider various vessels, name them and draw water from the pelvis into them. Then pour the water back into the basin and watch how water flows from a watering can with a wide spout, from a watering can with a strainer, from a bucket, glass, bottle, sprinkler. At the end of the game, the children change vessels, the game is repeated.
"Fun competition"
Target: arouse children's interest in playing with water, promote the development of the organs of the respiratory system.
Equipment: a rectangular bath with water, floats on a fishing line (caps from felt-tip pens), 2 cocktail tubes, 2 containers from a kinder surprise (swimmers).
Game progress. 2 children participate in the game. The teacher puts a bathtub of water on the table, in the middle of which floats are stretched. From opposite ends of the bath there are "swimmers" in the water. Players get up from different ends of the bath, take a cocktail tube and blow on their "swimmer". Whose "swimmer" will sail first to the opposite territory, he won. The game is repeated.
"Storm in a teacup"
Target: create a positive emotional mood in children from playing actions with water, develop the organs of the respiratory system. Learn to exhale air through a cocktail tube.
Equipment: 2 plastic glasses (500 ml) with boiled water, 2 cocktail tubes, 2 trays.
Game progress. 2 children participate in the game. The teacher pours boiled water into 2 glasses (250 ml) and says that today we will make a storm in a glass. Clarifies how waves are formed on the river (strong wind blows). Players sit down at the table, put a glass of water on a tray in front of them. Cocktail tubes are lowered into the water and, on command, they begin to blow. At the same time, the teacher reminds that air must be exhaled through a cocktail tube. The one with the stronger storm in the glass wins.
"Ice Sailboats"
Target: to develop in children the knowledge that ice is lighter than water and can float. Promote the development of the respiratory system. Create a joyful mood from playing with water.
Equipment: a rectangular bath, ice of various shapes with a sail on a toothpick.
Game progress. 3 children participate in the game. Bring ice with sails into the room. Place them in a bath of water. Players are located on one side of the bath and blow on ice sailboats. The winner is the participant whose sailboat swims to the opposite edge of the bath faster. The game is repeated.
"Guess - ka"
Target: exercise children to perform simple actions with water, a sponge. Develop an eye. Give children the pleasure of playing with water.
Equipment: foam sponges, water plates, disposable cups (200 ml with divisions), trays, felt-tip pens, cloth napkins (according to the number of players).
Game progress. The game involves 4-6 children. The teacher pours some water into the plates and invites the children to guess how much water the sponge absorbs. Each player marks with a felt-tip pen the proposed water level on an empty plastic glass with divisions. Then the children dip the sponge into a bowl of water and wait for the sponge to absorb the water. The players then squeeze the water from the sponge into a measuring glass. The winner is the one who more accurately indicated the estimated water level.
"Who will collect the water faster."
Target: exercise children in the ability to squeeze water out of a sponge, act on a signal. Develop dexterity. Give children the pleasure of playing with water.
Equipment: table, 8 deep plates, 4 plastic glasses with water, 4 sponges, napkins.
Game progress. 4 children participate in the game. The teacher invites the children to pour water from cups into 4 plates. Then, using foam rubber sponges, pour water from one plate to another. At the signal of the teacher, the children begin to act. The winner is the one who completed the task faster.
"The faster?"
Target: develop logical thinking. Practice the ability to pour water with various objects. Create a joyful mood from playing with water.
Equipment: a tablespoon, a teaspoon, a disposable syringe without a needle (5 ml), a glass of doll utensils, 4 deep bowls with water 200 ml, 4 empty bowls.
Game progress. 4 children participate in the game. The teacher invites the children to name the properties of water known to them and pour water from one bowl to another with different objects. Children examine objects and express their assumptions about which object can quickly pour water. The players disassemble the items by agreement. At the signal of the teacher, the children begin to pour water from one bowl to another. The one who pours the water the fastest wins. Players change items, the game is repeated.
"We carry water."
Target: develop a spirit of competition. To consolidate knowledge about the properties of water: it pours, flows, spills. To create a positive - emotional mood in children from playing activities with water.
Equipment: 3 enamel mugs (200 ml), 3 transparent empty vessels (5 l), 3 buckets of water.
Game progress. 12-15 children participate in the game. Participants are divided into 3 teams. Near each team is a bucket of water. On the contrary, at a distance of 5 meters - a transparent vessel. At the signal of the facilitator, the players of each team take turns transferring water from a bucket into an empty vessel with an enamel mug. The competition lasts 5 minutes. The team that carries the most water wins.
"Hit the target."
Target: create a positive - emotional mood in children from playing actions with water, consolidate the knowledge that water washes away the image drawn with shaving cream. Exercise in accuracy, develop an eye.
Equipment: 5 water guns, water, shaving cream.
Game progress. 3-5 children participate in the game. The teacher, together with the children, draws various targets on the mirror (veranda wall) with shaving cream: a ball, a fungus, a bunny. First, the teacher suggests aiming at the target with a water gun without water, then draw water into the gun and wash off the selected target with a jet of water. The winner is the one who washes the image faster.
"Colorful icicles"
Target: Understand the properties of water.
Equipment: Water, molds for freezing ice, paints, threads, activity algorithm.
Game progress: The teacher with the children recalls three states of aggregation of water. Then he offers to make multi-colored icicles. They take the molds, lower them into a double-folded thread, tint the water with watercolors, pour it into the prepared molds, and put it in a cold place. After freezing, they are removed from the molds and decorate the area with them.
"Certificates of publication in the media" Series A No. 0004354 - Series A No. 0004355
We invite teachers preschool education Tyumen region, YNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.
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Project on environmental education of preschool children "Become a friend to nature"
Environmental project: « Become a friend of nature»
Members project: children group, educator,parents
Prepared: Podluzhnaya Anastasia Viktorovna, educator
Relevance project:
Ecological education of preschoolers is an important and integral part parenting. World nature very rich and beautiful and all its splendor must be conveyed to the child. Children need to be taught from an early age what to love. nature means to do good. Force children to think, over their actions and deeds
Under environmental education imply - direct contact of the child with objects nature, "live" communication with nature,animals,watching nature, practical activities for the care of plants and animals, understanding what they saw.
A huge role is played by both practical activities and classes in environmental education in the educational process of kindergarten. The sooner this work is started, the greater the pedagogical effect will be. Work on environmental education is very relevant today.
The project defines goals, tasks aimed at ecological education of preschoolers.
Goals project:
Formation of the beginnings ecological culture of younger preschoolers.
To instill in children a love for everything around them.
Create conditions for cognitive abilities preschoolers.
Learning by children living and not living nature.
Expand your horizons children.
Understanding the need to live in harmony with the environment.
Tasks:
form ecological views
Forming the foundations environmental education, development ecological consciousness, thinking
Build emotional responsiveness perception of the environment.
To form the ability to analyze the actions of people and their own, to do environmental findings.
Cultivate norms of behavior in nature and respect for her.
Give children ideas about what nature is our common home for plants, animals and humans.
To make children understand what place a person occupies in nature
Promote the need environmental education of preschoolers among parents
Expected Result:
Conscious Right Attitude children to nature.
Development of cognitive activity children
Development children sustained interest in representatives of the living world.
Intellectual - personal development children.
Assimilation by children of the necessary knowledge about the life of animals in the wild nature.
Involving parents in the pedagogical process of the preschool educational institution, strengthening interest in cooperation with the kindergarten.
View project: group, short-term, cognitive-informational.
Integration of educational regions: Cognitive development, social and communicative development, physical development.
Pedagogical principles:
systematic
visibility
availability
accounting age And individual features children.
seasonality
Preparatory stage:
Search work on the selection of illustrative material for topic: riddles, sayings, poems.
Examination of paintings, illustrations in books.
Listening to audio recordings "Sounds nature» ,voices of birds, sounds made by wild and domestic animals
Observations on living and non-living nature.
With the help of parents, we developed and supplemented the corner nature.
Implementation stages project
I. Classes of the cognitive cycle.
Basics ecology.
Subject: "Wild animals"
Target:
Expand knowledge about wild animals
Give an idea about the life of animals in the wild
Introduce characteristic features body structure of animals, habitat.
To develop conversational speech, attention, memory, the ability to systematize the information received.
Bring up desire to take care of animals.
Basics ecology
Subject: "Living and non-living nature»
Target:
Give an idea of living and non-living nature.
Learn to distinguish between living and non-living forms nature.
To consolidate the skills of research activities, the ability to conduct observations.
Ability to make simple inferences.
Bring up love and respect for objects nature.
Subject: Mushroom meadow.
Target:
keep learning children roll out columns from plasticine and connect them with parts from additional material.
materials: Four mushrooms of different colors and shapes, cut out of cardboard and cut in half vertically; shell walnut, plasticine Brown, plank - lining.
Subject: « autumn trees and bushes"
Target:
keep learning children roll up small multi-colored balls of plasticine and flatten them with your fingers from the top.
Develop at children sense of proportion.
Inculcate aesthetic taste.
materials: Cardboard depicting the outline of a tree (trunk, branches, without a crown, plasticine of red, yellow, green, orange colors; lining board.
Application.
Subject: "Wild animals. Hare"
Target:
Learn children make a whole object from parts and carefully stick them;
Bring the product to the desired image with the help of felt-tip pens.
keep learning children do the job carefully.
materials: Cardboard blue color circles cut out of white paper (head, oval (torso, 6 elongated ovals (paws and ears, small circle (tail, glue, brush, napkins, oilcloth - lining, felt-tip pens.
II. Artistic and aesthetic development. The development of speech.
Reading fiction.
K. Ushinsky "Four Wishes",
V. Bianchi "Forest houses",
K. Paustovsky "Badger nose", "Hare paws"
G. Skrebitsky "Mitya's Friends".
Learning poems.
1. Yu. Kushak "Deer"
2. V. Orlov "Why does the bear sleep in winter"
III. Watching cartoons.
"Winter hut of animals", "Brave Bunny", "Teremok" etc.
IV. Observations
Seasonal observations (behind the wind, sky, trees, etc.)
Sounds nature(head of birds, wild and domestic animals)
forest sounds (rain in the forest, morning forest, etc.)
Song by D. Kabalevsky "Our land"
Music bdh "It is called nature» .
Outdoor games "At the bear in the forest", "The gray bunny washes", "Fox and Hares", "Hares and the wolf" etc.
Didactic games "To each his own place", "Everyone has their own pair", "Fly away, crawl away, swim away", "Who's protecting what?"
Finger gymnastics "The deer has a big house", "Under the mushroom hut house", "Between spruce soft paws", "For mushrooms", "Funny animals", "Bear", "Hedgehog and Drum".
Visual gymnastics, breathing exercises.
VII. Educator - parents
Advice for parents Ecological education of preschool children», « Ecological education of children in the family» .
VIII. Children are parents
Joint production of crafts from natural material .
Family walks in the forest, park, square.
Reading books about animals nature.
IX. Summarizing
Exhibition from natural materials
Exhibition of drawings children"How Animals Winter"
Presentation of the open classes: "Winter hut of animals"
conclusions: The project has a positive result, not only in terms of information, but also socially - communicative. Children learned to draw independent conclusions of their own and other people's actions. We received a sufficient amount of information about the life of wild and domestic animals. We learned about how animals adapt to life in the wild conditions of the forest. We also learned the need to respect the environment around us. Have a stable representation of the rules of conduct in nature.
Related publications:
Project on ecological education of children 4-5 years old "Water is life" The project "Water is life" on the environmental education of children 4-5 years old. The purpose of the project: To form in children knowledge about the importance of water in life.
Synopsis of the GCD in the junior group of preschool age on environmental education "The economy of grandmother Varvarushka" Tasks: to fix with children different types transport, domestic and wild animals; develop children's memory, logical thinking, fine motor skills.
Synopsis of an open lesson on environmental education for children of senior preschool age. Topic: "How to recognize birds?". Content:.
Goal and tasks. Teach children to distinguish between living and non-living things. Clarify children's ideas about the properties of water and air and their role in life.
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN №64
CITY OF STAVROPOL
ENVIRONMENTAL PROJECT
"SAVING THE PLANET"
PREPARATORY FOR SCHOOL GROUP "BELL"
Project update
Planet Earth is our common home, every person living in it should carefully and carefully treat it, preserving all its values and wealth.
Unfortunately, in our electronic-computer age, many people forget about it. Through the fault of man, forests are dying from fires and deforestation, water expanses are clogged, which means that the animal world that lives there is dying. Threat looming ecological disaster, a threat to human life.
Ecology in our time, one of the important topics of our life, the theme of the relationship between man and nature.
The task of the teacher is to lay in the child a humane worldview.
Especially relevant in modern world to form in children the idea that both plants and animals are living beings, they breathe, drink water, grow, and most importantly, feel pain like a person. The correct attitude towards living beings is the end result and it is brought up in a joint activity with an adult, a game.
The purpose of the project: the formation in children of a scientific-cognitive, emotionally-moral, practically-active attitude towards environment.
Tasks:
develop a cognitive interest in the natural world;
to acquaint with the biodiversity of the region of the Stavropol Territory;
update knowledge about the basic properties of objects of animate and inanimate nature;
to form the initial skills of environmentally competent safe behavior of the child in nature;
education of a humane, emotionally positive, careful, caring attitude towards the natural world and the world around as a whole;
encourage the protection of nature and fight for its conservation;
Project type: information and research.
According to the composition of the participants: frontal.
Project stages:
1st setting goals and objectives, determining directions, objects and methods of research, preliminary work with children and parents of pupils on the topic of research.
2nd Search for answers to the questions posed in different ways.
3rd generalization of the results of the work in a variety of forms, their analysis, consolidation of the knowledge gained, the formulation of conclusions and, if possible, the preparation of recommendations.
Expected results:
Children will show a pronounced interest in objects and natural phenomena. Preschoolers will learn to distinguish between wildlife (plants, fungi, animals, humans) and inanimate nature (air, soil, water).
The children will learn the peculiarities of the nature of their native land - the Stavropol Territory
The children will take care of nature, will strive for the right behavior in relation to the natural world.
Children will master the skills of environmentally friendly behavior in nature. They will get acquainted with prohibiting and permitting environmental signs, invent their own signs.
The children will develop a desire to study objects of nature, they will learn to draw conclusions, establish cause-and-effect relationships.
Children will confidently distinguish and name the characteristic signs of different seasons. They will be able to explain the reasons for the change of seasons.
The children will learn the importance of water in the life of all living objects of nature and its properties.
The children will learn the importance of air in the life of living objects of nature.
The guys explore the earth, the varieties of soil, their properties and significance.
The children learn a lot of interesting things from the life of plants (trees, shrubs, herbs, forest plants, gardens, meadows, fields, indoor plants), explore empirically the conditions necessary for plant growth; learn how to properly care for plants in a corner of nature, in a kindergarten flower garden (loosening, watering, weeding).
Children will consolidate their ideas about animals: the living conditions of domestic and wild animals and their cubs, animals and birds of the polar regions of the Earth, animals and birds of hot countries, wintering and migratory birds, and insects. The children will form the idea that it is impossible to divide objects of nature (plants, insects, animals, birds) into useful and harmful, and even more so, to be guided by this in their actions in relation to them.
Children will develop skills in caring for plants and animals in a corner of nature.
The children will learn to observe objects of animate and inanimate nature, to explain the connections and chains in nature, to comply with the Laws of the common house of nature: * All living organisms have an equal right to life. * In nature, everything is interconnected. * In nature, nothing disappears anywhere, but passes from one state to another.
Many children will learn to carry out simple and complex experiments, study objects of nature, and will be usefully engaged in search activities.
The children will humanely treat all objects of nature and observe the rules of safety in nature in relation to themselves. Nature is also fraught with danger to human life.
Parents will be involved in the environmental project. Environmental education of parents will give a big plus in the environmental education of kindergarten children.
Project resources:
-illustrations, layouts, collections, prospectuses, herbariums. -Partial programs for environmental education of preschoolers: Nikolaeva S.N. "Environmental education in kindergarten", Ryzhova "Environmental development of children in kindergarten" and other methodological literature on the environmental development of preschoolers in preschool educational institutions. 3. Corners of nature in a group. 4. General flower garden for the organization of labor in nature. Green zone on the site of the kindergarten 7. Natural environment for organizing excursions and observations 8. Garden on the window in the group. 9. High professional level of teachers in organizing children's research activities of natural objects and presentation of research results. Communication with the school on mutual presentations of research projects of first graders and preschoolers. 10. Children's library.11. Video library with a collection of discs of educational material in different directions of objects of nature.
Action plan for project implementation Stage 1. Preparatory.
Setting goals and objectives, determining directions, objects and methods of research, preliminary work with teachers, children and parents, selection of equipment and materials. Terms: June - August 2013.
Stage 2. Actually research.
Search for answers to the questions posed in different ways. Deadline: September 2013 - April 2014
Event
Dates
1. Organization in the group of cognitive-ecological environment.
June-October 2013
2. Photo exhibition "Nature asks for help" with a description of the content of the photographs. Inviting parents to participate in the photo exhibition.
October 2013
3. Planting a "garden on the window", caring for flowers.
March 2014
4. The study of the flora and fauna of the Stavropol Territory in the classroom in ecology, observations on walks, excursions.
September 2013 - May 2014
5. A cycle of organized educational activities for the study of prohibitive and permissive environmental signs.
November - December 2013
6. Operation "Help Nature" (cleaning up certain parts of nature from garbage with the involvement of parents)
September - November 2013
7. Operation "Gift to the Birds". Making birdhouses and feeders with the help of parents and hanging them on the territory of the kindergarten.
December 2013
8. Cognitive entertainment "Bird Cares" in the senior and preparatory groups (for the Day of Birds) and "Earth Day".
March – April 2014
9. Quiz "Do we know the plants of our region?"
March 2012
10. Excursions to city parks. Purpose: to fix the names of trees, to notice changes in nature, during appearance trees and herbs from spring to autumn.
October 2013, February, April 2014
11. Exhibition of natural material "Golden Autumn".
September-November 2013
13. Ecological excursion "Let's go to nature, let's go to the field" p. 74 "Senior educator" No. 3-2010
September 2013
15. Competition of children's works from natural and waste materials "Second life of packaging"
February 2014
16. Equipment of the corner "Children's laboratory" for experiments and environmental studies.
September - October 2013
17. Competition for the best children's or family story (article, poem) on an environmental issue.
May 2014
18. Organization of a video library with the help of parents "Wildlife." (About insects, birds, animals, plants, climatic zones of the world, sea inhabitants, seasons, etc.)
September 2013 - May 2014
19. Presentation of children's achievements based on the results of the Save the Planet project
May 2014
Stage 3. Generalizing.
Generalization of the results of work on the ecological project "Let's Save the Planet". Analysis, consolidation of acquired knowledge, formulation of conclusions by children. Presentation of children's achievements based on the results of the project.
Generalization of the results of the work
1. Diagnosis of the level of ecological development of preschool children with the completion of diagnostic cards for each child.
2. Participation in the pedagogical council to summarize the results of the project, drawing up recommendations for further work on the environmental education of preschoolers.
Risks.
1. Low cognitive interest of children in this topic.
2. Material difficult for a child to perceive.
3. Low interest of parents.
4. Some areas of the environmental project may be missed due to the large amount of material being studied.
Risk warning.
1. To increase the cognitive interest of children and their parents, hold parent meetings in groups to explain the planned tasks for the environmental project "Be a friend to nature", involve parents in active participation in the project together with their children.
2. Rework the material for children to understand. Use video material for children, ecological fairy tales, games.
3. Determine the teachers of the group responsible for the implementation of certain areas of the environmental project.
Figure 1Description: p1_kartinka15
Project on ecological education of children of senior preschool age "Clean World"
Brief annotation to the project
The final stage
1. Mini-exhibition of products of children's activities.
3. Summing up.
4. Presentation of the project.
Project participants
educators;
parents.
Project implementation period: August 2014 – May 2015
Project Implementation Forms
Ecological classes.
Observations and ecological excursions.
Informative reading.
"Lessons of Kindness"
Laboratory "Experiments" (experiments and experiments).
Mobile, didactic, simulation games, dramatizations of an ecological orientation.
Resource support of the project
1. Corner of ecology and experimentation in the group.
2. Methodological tools (card file of didactic games, class notes, entertainment scenarios, etc.).
3. Library of a young ecologist.
5. A selection of experiences and experiments "Experiments".
Expected results
1. A careful, responsible, emotionally friendly attitude to the natural world, to living beings, formed in children, in the process of communicating with them.
2. Formed skills of observation and experimentation in the process of search and cognitive activity.
3. Responsible attitude of children to the environment and their health.
Chapter | Main activities for the implementation of the project |
WORK WITH CHILDREN | Games - activities with children of a cognitive nature |
Conducting experiments and experiments in the laboratory "Experiments" |
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Reading fiction and educational literature |
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Productive activities of children |
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Dramatization and theatricalization on environmental topics |
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Ecological, mobile, didactic, simulation games, travel games |
|
Conducting an environmental lesson "Earth is our common home" |
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WORKING WITH PARENTS | Photo exhibition |
Organization of viewing thematic videos, slide films ("Flora and fauna") |
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METHODOLOGICAL SUPPORT (participants - educators) | Animal observation cycle and flora for preschool children |
Environmental Fiction Selection |
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A selection of educational literature |
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Summaries of search and cognitive activities |
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Scenarios of leisure and entertainment of an ecological-cognitive nature Advice material for parents on the topic |
Bibliography
1. The program "From birth to school" (,).
2. Magazines "Preschool education".
3. Zhrnaly "Management of a preschool educational institution."
4. Methodical letter "Introducing children to nature."
5. "Education of ecological culture in preschool childhood."
6. "Classes in kindergarten."
7., "Scenarios for classes on the integrated development of preschoolers."
8. "Thematic planning of the educational - educational process in the preschool educational institution."
9. "The year before school."
10. "Thematic puzzles in kindergarten."
11. Encyclopedia for children. "I know the world."