Exploratory activities on a walk in different seasons

Exploratory activities on a walk in different seasons

Experience 1:

make a cut with a shovel so that all layers of soil are visible.

♦ How many layers of soil does the ravine have? Which? (Below there are stones, then sand with clay and the top fertile layer of soil.)

Add water.

How does water penetrate soil layers? (The fertile layer of soil easily allows water to pass through; clay and sand do not, because there is no air in the clay.)

What vegetation predominates in the ravine? (Flowers and Curves.)

Experience 2:

consider the top fertile layer of soil.

♦ What is contained in this soil layer? (Rotten matter , their roots, animal remains.)

Guys, to prevent the ravines from getting bigger, people have found a way to strengthen the soil. To do this, you need to plant trees along the slope of the ravine. Their roots are long, penetrate far deep and help keep the soil from being washed away by rain streams. And the clay part of the soil is favorable for tree roots, as it retains moisture longer, and the tree can drink.

Examine through a magnifying glass the branch from which a leaf has just fallen.

♦What did we see? (Barely noticeable buds.)

What does it mean? (The trees did not die, they only shed dead, unnecessary leaves.)

The teacher invites the children to conduct an experiment.

Pour water into a glass jar, close the lid tightly and leave in the cold. Soon the can will split, and instead of it there will be a piece of ice. Frozen water - ice - takes up more space than liquid water, so the ice in the jar became crowded, and it broke it. Ice appears on puddles, rivers, and ponds as soon as the first frost hits. With each frosty day, the ice crust becomes thicker. What happens to ice if it is brought into a warm room? (It will melt.)

What kind of snow can you sculpt from? Try to make a ball of snow.

Compare the freezing time of clean and colored water in large and small molds.

Compare the rate of melting of snow packed tightly or loosely in a glass.

Examine the tracks of birds, compare them with the tracks of a crow. Answer, what is the difference between birds and animals?

Find clouds that look like horses. Compare cirrus and cumulus clouds.

Winter

Research activities

Measure the depth of snow with a snow gauge in different parts of the site.

Determine the condition of the soil in winter.

Catch a flying snowflake on a blank sheet of paper, examine it and determine the properties of snow (snowflake, dust, grain, flakes).

Examine the tracks of birds, compare them with the tracks of a crow. Answer, what is the difference between birds and animals?

Rays of light always travel in a straight line, and if

If any object comes across their path, it casts a dark shadow. Conduct observation - in the morning, at noon, in the evening. (At noon, the sun is directly overhead, the shadow is very short; early in the morning and in the evening the sun drops in the sky, the shadows become long.)

Card file of observations for walks in the preparatory group. Spring

The preparatory group is attended by children of senior preschool age - 6-7 years old. For a child, this period is considered responsible. It is designed to prepare children for school. The teacher’s task is to create conditions for learning and conduct classes that will prepare the child intellectually, morally and physically for school. And also quickly adapt and socialize in first grade.

Children on a walk

The teacher of the preparatory group selects materials and prepares notes for intellectual and entertaining classes in accordance with the Federal State Educational Standard. Children learn better and remember new material faster if it is presented in an interesting and playful way.

When teaching children to observe the surrounding nature, the cognitive process should be gradual. Children should see how nature changes month by month and analyze each change together with the teacher.

This complex process involves the child's cognitive functions, such as:

• speech;
• thinking;
• attention;
• auditory, visual and tactile perception.

By the end of the preparatory group, the children receive basic knowledge about living and inanimate nature and understand the role of humans in it.

Observation of living and inanimate nature

Purpose: to give an idea of ​​spring and the change of year.

Studying icicles up close

Observation March preparatory group: Go out with the children for a walk, preferably on a sunny day. Tell that March is the first month of spring. The sun gets warmer and the snow begins to melt. It gradually turns into water, which is absorbed into the soil. The plants drink it and their growth begins. The first grass appears, and leaves grow on the trees and buds swell.

Tell a rhyme:

Spring has arrived. In the spring, the buds swelled and the leaves hatched. Look at the maple branches - How many green noses there are! Author: T. Dmitriev

Additional Information. Show the children icicles and explain how they appear. Offer to place a bucket under the dripping icicles. Let the children observe how much water collects. Then, water the plants with this water.

Watch the snow melt. Let the guys take shovels and clear the paths. The snow will be placed in the sun and in the shade. They will observe where it melts faster. The teacher must explain why this happens.

Read S. Marshak’s poem “March”: The loose snow darkens in March, the ice on the window melts.

Observe the operation of a snowblower. Explain that she takes the snow to the fields where it melts. Tell why they do this. Invite the children to play: whoever removes the snow faster will jump further up from their spot.

Talk about animals. In spring, migratory birds arrive and wild animals, such as bears, emerge from hibernation. Later, when it gets warm, the birds will begin to build nests and have chicks. The animals will have offspring. In the group, show pictures of who has which animals.

Observations in March in the preparatory group are of an introductory nature.

Bird watching in spring

Purpose: to show the life and behavior of birds in spring.

Building a bird feeder in early spring

Observations:

• In the yard the children can see sparrows, tits, pigeons and rooks. The teacher says that birds select a mate, build nests and lay eggs. One bird hatches them, and the other carries the worms for food, because the eggs cannot be left behind. Explain why.
• Children listen to birdsong. Together with the teacher, they hang up the feeder and put food in it. Explain what birds eat.
• Explain what hatched chicks eat and how they learn to fly. Until November, migratory birds fly to warm countries for the winter.
• The teacher asks questions about the material covered.
• Invite the children to clean up the area. Divide them into groups and monitor their joint work.
• Play: let the children be birds and run away from the teacher. Take the ball and ask them to hit the target, so the guys will develop their eye and strength.

Didactic games of mathematical content in the middle group of preschool educational institutions

Weather observation

Goal: develop observation skills.

Observations:

• Children notice changes in the environment every day: the snow around is melting, the sun is getting warmer every day, the sky is clearing. The clouds become lighter and blue skies are visible more often. Explain how clouds form. In May the sky turns bluish.
• In early spring there is frequent rain and hail. Tell where they come from and why. There is a temperature difference - the higher, the colder. There, the steam that rises from the water on the ground turns into ice. Rain often comes with hail.

Ask a riddle:

Fluffy cotton wool: Floating somewhere. The lower the cotton wool, the closer the rain. (Cloud)

Additional Information! Invite children to sprinkle sand on the paths. Remove trimmed branches from trees and bushes.

Watching the sun

Goal: Find out how the sun affects plants, animals and humans.

Observations:

• Tell that with each spring day the sun gets higher and the days get longer. It rises from the east and sets in the west. Show cardinal directions. The sun's rays hit the plants and because of this, their growth occurs. For good health and well-being, you need to be in the sun as often as possible.
• Invite the children to touch the stones. Those on which the sun's rays fall become warm because they heat up. And the stones in the shade remain cold.
• Explain that planets revolve around the sun.
• Play: the teacher is the sun, and the children are the planet. They walk around and then run away. The teacher catches them.

Additional Information! Bring sunglasses with dark lenses. Tell them that they protect the eyes from bright rays.

Birch tree observation

Goal: to develop knowledge about birch.

Birch tree observation

Observations:

• Show tree. Let the children remember what it looks like.
• Tell that the birch tree has roots. They are strong and go deep into the ground. Roots are needed for the tree to stand strong in the wind. Birch, with the help of its roots, consumes moisture and nutrition from the ground. In the roots they turn into juice, which rises first up the trunk, then into branches and leaves. If you make a hole, it will flow and you can drink it. In April, birds make nests on birch trees, insects land and caterpillars crawl, which then turn into butterflies. In winter, in February, hares eat the bark because there is little food for them at this time. Tell that in autumn the leaves on the tree turn yellow and fly off.
• Offer children a game where they will list all the trees they know.
• Let the children collect fallen branches from the area.
• They will learn to walk in formation.

Soil monitoring

Goal: find out information about the land.

Observations:

• Let the guys observe in which place the earth dries out faster. Explain why this depends on sandy soil more quickly than on clayey soil. Sandy soil is looser, it absorbs water faster and lets it pass through it deeper. Clay is more dense, so the process of moisture absorption occurs more slowly and in early spring this takes about a week. Let the children note that plants grow better and faster in sandy soil.
• Invite the children to dig up different soils and compare them themselves. See that there are small roots, sticks and leaves in the ground. Let them take a watering can and water the soil one by one, and see which one dries out faster.
• Give the children the task of bringing fresh soil under some tree roots.
• Play jump rope, exercises with which strengthen muscles and develop coordination of movements.

Communicative development of preschool children

“Methods of organizing cognitive and research activities of children during a walk”

Municipal autonomous preschool educational institution

"Kindergarten of a combined type No. 49" of the urban district of the city of Salavat of the Republic of Bashkortostan

Consultation

On the topic:
“Methods of organizing cognitive and research activities of children during a walk”
Prepared by:

Educator: Klementieva A.A.

2018

“Methods of organizing cognitive and research activities of children during a walk”

Children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior.

In accordance with the draft Federal State Educational Standard for preschool education and with the requirements for the results of mastering the basis of the educational program, presented in the form of targets at the stage of completing the level of preschool education: one of the guidelines is curiosity. The child asks questions regarding near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people’s actions. Tends to observe and experiment

Research activities are of great interest to children. Research provides the child with the opportunity to find answers to the questions “how?” " and why? " Research activity is the natural state of a child, he is determined to understand the world, he wants to know everything, explore, discover, study - it means taking a step into the unknown.

This huge opportunity for children to think, try, experiment, and most importantly express themselves occurs during walks.

Walks are of great educational importance: they provide children with direct contact with nature in different seasons. The teacher has the opportunity to show children the signs and phenomena of nature in natural conditions, in all their diversity and interactions, to form specific ideas about animals, plants, seasonal phenomena, and human labor; he introduces children to the life of their native nature, teaches them to look closely and notice it peculiarities. This helps to cultivate curiosity, observation, and inquisitiveness. Walking gives children joy and pleasure from communicating with nature and helps them feel its beauty. During walks, it is advisable to acquaint children with natural phenomena or with those signs of objects, the idea of ​​which can only be formed over a long period of time - in the process of observations, games, and work. For example, it is more expedient to organize observation of weather changes in different seasons during walks, while children are introduced to everyday changes in nature, for example, melting snow, swelling of buds, etc.

Objectives of research activities during walks:

To develop children’s knowledge about natural phenomena at different times of the year

Learn to observe, see cause-and-effect relationships, and draw conclusions.

Develop logical thinking, speech, horizons.

Cultivate curiosity, love of nature and respect for your health.

Methods

used for research activities on walks:

Observations, conversations, experiments or experiments, research, and project activities.

Allocated for educational and research activities

with children, such objects and phenomena that have the greatest expressiveness:

- Live nature

: trees, bushes, berries, animals, birds, insects, etc.

— inanimate nature

: sun, wind, rain, temperature, soil, air, snow and others.

While observing nature with your children every day, you can note the following moments:

— how do plants react to the mood of nature?

— how do people react to the mood of nature?

The teacher thinks through the organization of cognitive and research activities so that children can observe the sequence of seasonal phenomena, establish cause-and-effect relationships in them, and gradually master basic knowledge and skills.

In the process of cognitive and research activities during a walk, children’s vocabulary is replenished with words denoting sensory signs of a property, phenomenon or object of nature (color, shape, size: wrinkles - breaks, high - low - far, soft - hard - warm, etc.).

The goals of educational and research activities are:

Maintain preschoolers' interest in the environment and satisfy children's curiosity.

Develop cognitive abilities in children (analysis, synthesis, classification, comparison, generalization);

To develop thinking, speech and judgment in the process of cognitive and research activities: in making assumptions, selecting verification methods, achieving results, interpreting them and applying them in activities.

Continue to cultivate the desire to preserve and protect the natural world, see its beauty, follow the available environmental rules in activity and behavior.

To develop experience in following safety rules when conducting experiments.

Structure of children's research activities:

Identification and formulation of the problem (choice of research topic) ; Proposing a hypothesis

Search and offer possible solutions:

Collection of material:

Generalization of the obtained data.

Based on the results of the study, draw a conclusion

:

Since interest in experimentation arises from an early age, you need to start working from a young age..

In early
preschool age,
research activities are aimed at objects of living and inanimate nature through the use of experiences and experiments. Children will enjoy exploring clay and sand, learning their properties; splashing in the water, revealing its secrets; they send boats sailing, catch the breeze, try to make foam; turn snow into water, and water into ice, watch ladybugs, insects and colorful leaves and the wind.

With the help of game characters, you can present children with the simplest problem situations: Will a rubber ball sink? How to hide a ring in water from a fox? During the experiment, children express their assumptions about the causes of the observed phenomenon and choose a method for solving a cognitive problem.

Experiences in the younger group:

• “Drowning - not drowning”;

• “Water coloring”;

• “Multi-colored pieces of ice” (ice melting in warm and cold water);

• “Beautiful flowers” ​​(paper flowers bloom under the influence of water);

• “Sand figures” (experiments with wet and dry sand);

• “Snow balls” (experiments with snow).

Young children enjoy mastering the actions of transfusion and pouring various materials and substances. Get acquainted with the properties of some materials and inanimate objects: water; sun rays; ice; snow; glass They learn about light sources, that if you shine light on an object, a shadow will appear; that different objects and animals make different sounds

Experiments and experiments: sand

Expand children's knowledge about the properties of sand (consists of grains of sand, loose, small, easily crumbles, allows water to pass through, marks remain on the sand, sticks together, wet is darker than dry), develop the ability to handle it, compare, draw conclusions

We bring children to understand natural phenomena such as rain. Watching heavy rain, children see how water flows down the windows, what puddles remain on the roads after rain. After several observations, draw a conclusion: rain can be different (cold, warm, drizzling, heavy, torrential). Most often, it rains when clouds appear in the sky, but sometimes it happens in good weather when the sun is shining, such rain is called “mushroom rain.” It is warm and goes away quickly.

How much rain have I known? Count quickly: Rain with wind, Rain with mushrooms, Rain with rainbow-arc, Rain with sun, Rain with hail, Rain with red leaf fall.

To show the relationship between living and inanimate nature

, pay attention to how green it becomes after the rain, how easy it is to breathe.
Children are convinced that rain is water
.
You can compare water from a tap and from a puddle, note: in a puddle the water is dirty, but from the tap it is clean. If you boil tap water, it is suitable for drinking, but water from a puddle is not suitable for drinking. One of the areas of children's experimental activities is experiments .
Experiments are carried out both in classes and in free activity. Children explore materials with great pleasure and learn that: • paper tears, wrinkles, does not smooth out, burns, gets wet in water, etc. • wood is durable, rough, gets wet in water, does not sink, etc. • plastic is lightweight , multi-colored, breaks easily, etc. • glass is transparent and multi-colored, fragile, breaks, waterproof • fabric wrinkles and smoothes, gets wet and dries, etc. • water is transparent, has no shape, can shimmer, evaporate, etc. etc. • the air is transparent, can move on its own and moves objects, etc. a simple experiment with water: - “Why is it dirty in autumn?” Conclude : When water combines with earth, dirt is formed, so after rain it is dirty outside.

Thanks to experiments, children compare, contrast, draw conclusions, express their judgments and conclusions. They experience great joy, surprise and even delight from their small and large discoveries, which give children a feeling of satisfaction from the work done. Children love classes where, together with adults, they make their first discoveries, learn to explain and prove. Children are happy to tell their parents about their discoveries, perform the same (or more complex) experiments at home, learn to put forward new problems and solve them independently.

Sun

Show that the sun shines in all seasons not the same, but differently.

Experience:

(February) 1. Offer to touch the walls of the house on the sunny side and on the shady side. “Why is the wall cold in the shade, but warm in the sun?”

2. Offer to expose your palms to the sun, feel how they warm up. You can touch your clothes. It also heats up. Explain that at this time winter seems to be fighting the coming spring.

In winter, introduce children to the properties of snow (cold, white, crunchy). In a warm room and on warm palms the snow melts.

Experience.

At the end of the walk, invite everyone to touch the snow with their hands so that their palms feel that the snow is cold. But what is it? Where did the snow go? It's not on your hand. The snow melted on the warm palm.

Experience.

Snow turns into water. We bring a bucket of snow from the street. It's cold outside, but it's warm in the group. The snow melts - there is less of it, and more water. The water is cold at first, but after a while it warms up. Snow, ice, icicles melt in the room from the heat and turn into water.

Experience.

The snow is dirty. Show children that, despite the whiteness of snow, it cannot be eaten, it is dirty. To do this, collect some snow and put it in a white cup. In the group, the snow will melt and dirty water will remain at the bottom. Show and give an idea that snow should not be eaten: you can get sick, as it is dirty and cold.

Experience.

Snowflakes. Offer to examine the snowflake caught in your hands. The snowflake in my hands melted. Why? What's left of the snowflake? (A drop of water).

Experience.

Determine what kind of snow today - sticky or crumbly. “Check, can I sculpt today? “Children throw up snow with a shovel. It crumbled into a cloud, you can’t sculpt it, it’s free-flowing. If it sticks to the shoulder blade, it’s wet, sticky, and you can sculpt it.

Experience.

Determine which bucket is heavier. One bucket with fluffy snow, and the other with wet snow.

In children 4-5 years old

the first attempts to work independently appear, but visual control from an adult is necessary - to ensure safety and for moral support, since without constant encouragement and expression of approval, the activity of a four-year-old child quickly fades.

In the middle group

We introduce children to the transition of bodies from one state to another (water-ice-water), showing the relationship with living nature. The following experiments are used for this:

Water (ice)

Continue to introduce children to the properties of water, create conditions for children to experience (feel) different states of water (cold, frozen, smooth, transparent ice).

Experience.

Water freezes in the cold. The teacher, together with the children, pours regular and colored water into containers, puts the ends of strings into the containers, and takes them to the refrigerator or outside in the cold. A day later, he helps the children examine the pieces of ice taken out of the molds and decorate the Christmas tree with them. The water froze - it turned out to be ice. If you bring ice into a room, it will melt and become water again.

Experience.

The water turned to ice. Before going out for a walk, the teacher and the children lower the cotton cloth so that the handkerchief becomes wet. On the street, the teacher hangs a handkerchief, once again drawing attention to the fact that it is wet. After some time, they tap the handkerchief with a stick - it is frozen. This water turned into ice and the fabric became hard.

Experience.

“Determination of the transparency of snow and ice.” Place a colored picture under a piece of ice and a lump of snow. Let's compare where the picture is visible and where it is not. (You can’t see under the snow. This means the ice is transparent and the snow is opaque).

With the help of illustrations, find out where water is found in nature, in addition, why and how we use it, bring to the concept - we need to save water, not waste it in vain, do not forget to turn off the tap on time. Same with children 4-5 years old

You can also explore objects of inanimate nature: sand, clay, snow, stones, air, water, try to make foam, etc. Usually, children find it difficult to answer the question of how to see and feel air. To find answers to this question, you can conduct a number of experiments:

- we breathe air (we blow into a glass of water through a straw, bubbles appear)

- Is it possible to catch air?

— can air be strong?

- air movement.

From experiments, children learn that air is everywhere, it is transparent, light, and invisible. All living beings need air to breathe: plants, animals, humans.

So, when walking around the site, pay attention that there is no grass on the paths. Why? We try to drip with a stick, and make sure that the ground on the paths is hard, and nearby - on the side of the road - it is loose. Conclusion: since such soil cannot be excavated by a strong person, it means that it is difficult for weak plants to break through it. Invite children to make figures from wet and dry sand. Children discuss what kind of sand is being molded and why. Examining the sand through a magnifying glass, children discover that the sand consists of small grains of sand, which explains the flowability of dry sand. Gradually using the selected material, children succeed and enjoy games - experiments with sand (“It crumbles - it doesn’t crumble”, “It molds - it doesn’t mold”, with water (“Floats?”, “Which will sink faster?”).

In the middle group

For the first time, they are beginning to conduct experiments to find out the causes of individual phenomena, for example: “Why did this pebble get hotter?” - “Because it is black”; “Which wet handkerchief will dry faster. Why?" — Conclusion: the handkerchief that you hung will dry faster. The composition of the soil is also studied, comparing the properties of sand and clay. They learn and expand their understanding of the properties of water and air, their significance, the types and properties of fabrics, the properties of a magnet and a magnifying glass. When getting to know vegetables, children identify them by taste. Having tasted carrots, children learn that they are sweet, not bitter, and the teacher tells them that they contain a lot of vitamins and are good for our health. Also, in the process of cognitive-research activities and experimentation, we encourage children to ask questions, highlight the sequence of actions, and reflect them in speech when answering questions like: what did we do? what did we get? Why? We instill in children the skills of interpersonal communication and cooperation: the ability to negotiate, defend their opinions, reason in dialogue with other children. To do this, when discussing problem situations, draw children’s attention to the opinions of others, teach them to listen to each other, and invite more active children to help shy ones.

When conducting research work, experiments, and experiments, compliance with safety regulations is required.

.

Experimental activities give children the opportunity for close communication, independence, self-organization, freedom of action and responsibility, and allow cooperation with both adults and peers. to feel significant, which strengthens the child’s position as an “Adult”. Subsequently, children learn to independently set a goal, put forward hypotheses, think through ways to test it, carry out practical actions, and draw conclusions.

In older preschool age

children can already master generalized knowledge about all seasons, but this knowledge is still far from complete, and it should be clarified and consolidated in the preparatory group for school

Objectives of experimental research activities for children of the senior group:

To educate a preschooler’s ecological culture through a love of nature and knowledge of the world around him.

Expand children's understanding of the properties of water, air, sand, clay and the diversity of inanimate nature. To develop the ability to establish relationships between certain natural phenomena, to develop thinking, and the ability to draw independent conclusions. Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.

. For example: while looking at trees, ask children the following questions:

- How do trees differ from other plants?

Are the trees alive or not?

- Are there many trees growing near our kindergarten? and so on.

While walking with children, observe the beauty of winter nature: snow sparkling in the sun, blades of grass, bushes, trees covered with frost and dusted with snow. Children really enjoy looking at footprints in the snow, drawing patterns in the snow with sticks, and feeling the magical power of the winter calm in nature. Bird observations are also carried out in winter, children notice their difficulties, remind children that in winter birds are afraid not only of cold, but also of hunger. Hang feeders on the site and feed the birds in winter.

In summer, experiments are carried out with sand, water, plants (in the garden), and the sun

Late winter, early spring

add poplar and birch branches to the group. Observation of the swelling of the buds, the appearance of the first leaves. While walking, also pay attention to the swelling of the buds, the first blades of grass, and primroses. Search activity “Find signs of spring”, what changes spring brings to the life of nature and humans (changes in inanimate nature, changes in the plant world). Plant seedlings in a group, observe the seedlings, what conditions are needed for plant growth (water, air, heat), conduct an experiment: cover the plant with a glass, why doesn’t it grow? (no air, etc.) When conducting experiments and experiments, observe the rules of personal safety. In the spring, make beds on the plot and in the garden, grow plants, water, loosen, and collect seeds in the fall.

Sun

Give the concept of the sun as a heavenly body that illuminates everything around and warms people, plants, animals, earth, water.

Experience:

Can our hands feel the sun? What does the sun send to our palms? (The children behind the teacher raise their hands to the sun, palms up, so that they feel the warmth of the sun.)

Experience:

Where the sun spends the night. Pay attention to the fact that the sun changes its position in the sky during the day: the sunrise can be observed from one window, and the sunset from another.

Experience:

Reveal the properties of sunlight: wet rubber balls are taken out onto the site on a sunny day. Children watch the balls gradually dry out.

Experience:

Compare the temperature of objects in the sun and in the shade. Place two pebbles: one in the sun, the other in the shade. Cover it with a thick wooden box to keep it dark. After a while, check with the children which pebble is warmer. Why?

Experience:

What does “the sun is warming” mean? Let the children see this for themselves by running around the area, placing their palm either on the surface of a bench, then on a tree trunk, or on their clothes, either in the shade or in the sun.

Experience:

Introduce the properties of sunlight - drying everything around.

1. Wet the sand and watch with the children how it dries.

2.Hang the washed doll’s clothes in the sun and watch how they dry.

Experience:

Clarify children's ideas about sunlight. Sunny bunny. Take a mirror for a walk and show the children how a sunbeam “runs” along the wall and across the palms of their hands.

Experience:

Shadow. The sunlight is bright. If you stand on an asphalt path with your back to the sun, a shadow will appear on the asphalt. Light from the sun cannot pass through your body. A shadow is formed.

Air

Children learn that air is everywhere, it is transparent, invisible.

Experience:

The action of the wind. Together with the children, determine the strength of the wind. Take out pinwheels, plumes, and flags for a walk and watch their movement. Does the position of the turntable change? Invite children to raise flags and see what happens to them? (They sway). Lead the children to the conclusion that the wind can blow from different directions. On windy days, watch the leaves fall from the trees (in autumn).

Experience:

Is there any wind now? Take flags and pinwheels out for a walk and discuss why they spin, why the trees sway.

1. Let's check if there is wind now. Offer to pick up the toys and run with them around the area, holding them in your hand.

2. Let's stand on the side of the building and check if there is wind there? He's not here. Why? We hid behind a building; it protected us from the wind.

Experience:

Air movement. Wave your hand near your face. What does it feel like? Blow on your hand. How do you feel? All sensations are called air movement.

Sand

Experience:

Quick sand. Take clean sand and pour it into a large tray. Examine the shape of the grains of sand through a magnifying glass. Take the sand in your hands, it is free-flowing.

Experience:

Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is similar to a current.

Experience:

Wet sand cannot be poured out of the palm of your hand, but it can take any desired shape until it dries.

Experience:

Hourglass. Watch how the sand pours, feel the duration of a minute.

Water

To form initial ideas about an object of inanimate nature - water, to arouse interest in the object.

Experience:

Why is it dirty in autumn? Sprinkle some water into a cup of soil (it’s raining). Feel the resulting dirt with your hands. Conclusion: when earth and water combine, dirt is formed, so after rain it’s dirty outside.

Experience:

Introduce the properties of some materials (stone and sliver, stick). During the day, the puddles melt, grow larger, and streams rush through the yard with babbling sounds. Invite the children to throw sticks, chips, and pebbles into the stream and see what happens. Chips and sticks float, but pebbles do not. What happened to them? Where are they? (The stones are heavy, they sank, but the chips float, they are light).

Snow (ice)

Continue to introduce children to the properties of snow and ice.

Experience:

Ice is fragile and thin. To do this, you need to break the ice with a shovel and examine the pieces of ice.

Experience:

Ice melts due to heat. Place a piece of ice on your palm and watch what happens.

Experience:

The snow is fluffy and light. Throw the snow up on a shovel and watch how it falls and easily crumbles.

Experience:

The snow melts from the heat. Take the snow in your palm and watch how it begins to melt (explain to the children that your palm is warm).

Experience:

What melts faster? Place snow and icicles on the asphalt. See what melts faster. What happened? (Puddle with streams).

Experience:

Why is the icicle crying? Attach a strainer over the bath and place an icicle in it. Watch with your children how, after a while, water begins to drip from the strainer into the bathtub. Lead the children to the idea that the icicle began to melt in the warmth. And on the street the sun warms her, and she begins to drip, “cry.”

Experience:

Does hail melt quickly or slowly? Place a pea on your palm and see what happens.

Objectives of experimental research activities for children in the preparatory group:

To cultivate an ecological culture in children through love and interest in nature, through knowledge of the world around them.

To form in children a simple idea of ​​the solar system. Continue to involve children in research activities. Develop thinking and memory. Develop the ability to set a goal, find ways to implement it and draw independent conclusions.

Through experiments, give children a basic understanding of some physical properties of objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. Introduce children to the protective properties of snow.

To help children understand the place of man in nature, and to show the results of the positive and negative impact of man on nature.

Thus, children accumulated sensory experience; they saw natural phenomena in natural conditions in all connections and relationships. On walks, children experienced the pleasure of communicating with nature. Everyday observations of natural phenomena should not be random; they must be thought out in advance.

Creating conditions for effective walks

In addition to permanently installed equipment, additional material should be brought to the site, which serves the purpose of consolidating, clarifying, concretizing children’s new knowledge about the world around them, and also training their observation, ability to compare, generalize, and draw simple conclusions. These are sets of certain types of objects made of plastic, plaster or wood.

A walk is a wonderful time when an adult can gradually introduce children to the secrets of nature - living and inanimate, and talk about the life of a wide variety of plants and animals. This can be done anywhere and at any time of the year - in the courtyard of a city or country house, in a park, in a forest or clearing, near a river, lake or sea.

Working with parents

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers. Experimental activities involve and “attract” not only preschoolers, but also their parents. For this purpose, you can hold parent meetings, consultations, explain to parents that the main thing is to give the child an impulse to independently search for new knowledge, that there is no need to do the child’s work for him. Explain that even though the first results of experimentation will be primitive and inexpressive, it is not they that are important, but the experience of independently searching for the truth.

In conclusion I would like to quote

words of K. E. Timiryazev: “People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them at a higher mental and moral level in comparison with those who have not gone through such a school.”