Calendar and thematic planning in the second junior group “Week of Experiments”
MorningJob assignment: Washing toys.
Goal: To develop work skills, the ability to consistently perform simple actions. Cultivate accuracy in work.
Conversation: “Who is drawn in the picture.” Goal: continue to teach how to write descriptive stories about animals, remember with children how animals behave in winter, consolidate the names of animals and their young, and cultivate a caring attitude towards animals.
Morning exercises
Reading and reciting the nursery rhyme “Bunny, dance” - develop memory, enrich vocabulary, maintain interest in oral folk art.
KGN “Fluffy towel!” Goal: to reinforce the ability to wash your hands carefully, not to splash them on the floor or clothes, and to wipe yourself dry with a towel.
"We're at the table!" Goal: to train children in the ability to hold a spoon correctly, eat carefully, and not crumble bread on the table; cultivate table manners.
D/i “Which one?” - development of speech activity, thinking, speech, attention, to cultivate perseverance, respectful attitude towards peers
Printed board games: “Assemble a pyramid”, “lacing”, “Cut pictures”, “inserts”, “Collect beads” - development of perseverance, attention, thinking, memory, motor skills, to cultivate interest in printed board games.
Work before bed
Continue to teach how to dress and undress independently, and put your things in a locker. Get into the habit of washing your hands with soap, rinsing off the foam from your hands well, washing your face, and drying with a towel. During meals, teach the rules of cultural behavior at the table.
Evening
Gymnastics after sleep. Hardening procedures. Goal: to improve children's health, improve their mood and muscle tone.
Experimentation: items with the Bird's Joy secret. The goal is to introduce children to the property of a magnet to attract metal objects. Arouse interest in experimentation, development of the ability to observe experimental activities, development of speech, attention, thinking, development of the ability to draw conclusions. Cultivate a respectful attitude towards the teacher.
D/i “Find the same”
Goal: to develop the ability to find objects of a certain color, talk about them, comment on their actions, develop thinking, attention, and cultivate interest in the game.
D/I “Cut pictures”. Goal: to learn to complete a complete image according to its part, to develop perception, thinking, attention, to cultivate perseverance and independence.
Games with building materials - continue to develop the ability to experiment with details, create sustainable buildings, and play with them. Cultivate friendly relationships.
Blowing soap bubbles
Goal: to promote the creation of an environment of general joy and good mood.
CHHL Telling the Russian folk tale “The Snow Maiden and the Fox” Teach children to emotionally perceive the content of the fairy tale, imagine images of characters, express their impressions in words, facial expressions, gestures; enrich speech with fairy-tale vocabulary; to form intonational expressiveness of children’s speech. Cultivate a love of books through storytelling
Card index of cognitive and research activities (first junior group)
Theme: “I bake, bake, bake...”
Materials: sand molds, wet sand, cloth napkins.
Progress of the experiment:
Let's try to mold various figures from wet sand using molds. Leave until dry.
— What happens to sand crafts after drying?
Conclusion: You can sculpt from wet sand, but after drying it crumbles.
Topic: “Traces and imprints remain on wet sand”
Objectives: expand children’s understanding of the properties of wet and dry sand.
Material: trays with wet and dry sand.
Procedure of the experiment: Suggest leaving handprints on dry sand. Are the prints clearly visible? (no) The teacher wets the sand, mixes it, levels it, and offers to leave handprints on the wet sand. Is it working now? (Look, every finger is visible)
Conclusion: There are traces and imprints on wet sand, but not on dry sand.
Theme: “Does sand fall easily” (walk)
Objectives: expand knowledge about the properties of dry sand.
Material: trays with sand.
Procedure of the experiment: Suggest that you take a handful of sand into your fist and release it in a small stream. — Does it crumble easily?
Conclusion: dry sand easily crumbles and crumbles into grains of sand.
Topic: “Why is it inconvenient to play with sand in strong winds” (walk)
Material: “sandbox” - a jar with a thin layer of sand poured into it.
Progress of the experiment: Examination of the prepared “sandbox”. We create a “hurricane” - we sharply squeeze the can with force. - What is happening and why?
Conclusion: The grains of sand are small, light, do not stick to each other, they cannot hold on to each other or to the ground with a strong stream of air.
Theme: “Wet sand takes any desired shape” (walk)
Material: sandbox with wet sand, various molds. Scoops for sand.
Progress of the experiment:
Pour wet sand into molds and make figures. - What kind of figures did you get? — What kind of sand were you able to make the figures from?
Conclusion: Wet sand takes any shape.
Theme “Where did the water disappear” (walk)
Objectives: show children that when water gets on sand, it is quickly absorbed.
Material: cups with sand and water.
Procedure of the experiment: Pour water into a glass of sand. Let's touch the sand. -What did he become? -Where did the water go?
Conclusion: water is quickly absorbed into the sand.
Theme "Soap bubbles"
Goal: to create a desire to blow soap bubbles, to introduce the fact that when air gets into soapy water, a bubble forms.
Material: soapy water, cocktail straws, helium pen body.
Progress of the experiment:
Lather your hands until you get a lush, thick foam. Then separate your palms so that a thin transparent soap film forms between them. Blow on it and you will get a soap bubble. To encourage your child to blow soap bubbles on his own, offer him, in addition to the frame from the purchased bubble, a variety of straws - a cocktail straw. To get a solid straw (kids often bite or bend cocktail straws), you can disassemble the helium pen and take the body from it. You can make your own bubble water using dishwashing liquid.
Experimental game “Which will last longer?” (walk)
Objectives: Show children that air is easy to detect if you create its movement.
Material: Feather, tree leaf, sheet of paper.
Procedure of the experiment: Invite two children to simultaneously blow a feather and a leaf from a tree from their palms. - Why did a feather and a leaf fly in the air? (we blew on him) - What doesn’t fall longer? (a feather, it’s lighter).
Theme: “Blowing soap bubbles” (walk)
Objectives: consolidation of knowledge about air, raising the emotional mood.
Material: Soapy water, cocktail straws, bottles with the bottom cut off, helium pen body.
Procedure: Offer children cocktail straws, bottles with the bottom cut off, the body of a helium pen, and soapy water. During the game, create a friendly attitude towards each other.
Topic: “Why the boats don’t sail”
Objectives: detect air, create wind.
Material: paper and foam boats, bath with water.
Progress of the experimental game: Invite the children to lower the boats into a bath of water, ask if the boats float, why? What needs to be done to make the boats sail? Listen to the children’s suggestions and bring them to the conclusion that wind is needed. Where to “get” the wind? Children blow on boats and create wind.
Topic "What's in the bag?" Experiment (walk)
Goal: Teaching children how to show.
Objectives: Teach children to perform actions as shown by the teacher. Create a feeling of joy and interest.
Procedure: We fill a plastic bag with air and close it. When we open the bag, the air comes out and the bag is empty.
Experimental game “Who will have the longest feather without falling?” (walk)
Objectives: raising the emotional mood, consolidating knowledge about the air.
Material: Bird feathers.
Procedure of the experiment: Together with the children, place a feather on your palm (the feather flew away). Explain to children that air is easy to detect if you create its movement (i.e. when we blow on a feather).
Theme "Pebbles"
Objectives: to form children’s ideas about the properties of stones: heavy, strong, hard; at the request of an adult, choose stones by size, color, smoothness, etc.
Materials: Foam sponges, stones of different sizes, colors, smoothness.
Procedure of the experiment: Invite children to press on a sponge, a stone (the sponge is pressed, the stone is not), try with the children to squeeze the stone, the sponge (the stone does not compress, the sponge does), determine the weight in the palm of your hand, the stone is heavy. Invite children to choose stones of different colors, shapes, and surfaces.
Conclusion: the stone is hard, strong, heavy. It comes in different colors, shapes, surfaces (smooth, rough).
D/i “Find identical pebbles by size, color, smoothness” (walk)
Tasks: we continue to consolidate the properties of stones.
Material: pebbles of different shapes, smoothness, and sizes.
How to play: Invite children to find identical pebbles in size, color, smoothness. Place them in separate boxes.
D/i “Collect pebbles” (walk)
Task: throw pebbles into a bowl of water and take them out.
Materials: Various pebbles, a bowl of water, paper towels.
How to play: Invite children to throw pebbles into the basin.
Theme "Pebbles"
Objective: to introduce children to the fact that objects in water can sink or float on the surface of the water.
Material: a bath of water, small heavy and light objects, pebbles.
Procedure of the experiment: Take several small light objects that can float on the water (for example, a feather, a ball, a paper boat, a thin sliver), and several heavy objects that will lie on the bottom (for example, a pebble, a key, a coin). Fill the bowl with water. Give the child one of the objects and ask him to put it in the water. At the same time, tell him: “Look, the boat is floating! And the key sank - it’s heavy! The petal floats - it’s light!” With water and take them out.
D/i “Get a pebble” (walk)
Objective: development of hand motor skills, consolidation of knowledge about the properties of stones.
Materials: Bowl of water, spoon, scoop, paper towels
How to play: Invite children to throw pebbles into a basin of water. Why does the pebble sink? (heavy)
Try to get them out with a spoon or scoop.
D/i “Big and Small” (walk)
Task: put the pebbles into buckets (piles on the table). Consolidating knowledge about the properties of stones.
Material: Pebbles large and small, two buckets.
How to play: Invite the children to put the pebbles into two buckets (one small, the other large). Remember what types of pebbles there are (smooth, rough).
Theme “Snow - snowball” Examination.
Objectives: To give children an idea of the properties of snow: cold, can mold, melt in warmth, become water
Materials: Basin with snow, cloth napkins.
Progress of the lesson: Pick up snow in a basin and bring it to the group. Children get acquainted with its properties by touching it.
Conclusion: Snow is cold, it can form, melt in warmth, and become water.
Theme “Snow. What is he like? (walk)
Examination.
Objectives: Acquaintance with the properties of snow. Introduce the properties of snow in frosty weather (fluffy, cold, white, moldable, melts in your hands). Develop tactile sensations.
Progress of the lesson: We continue to get acquainted with the properties of snow. Invite the children to take it in their hands and look at it (it is fluffy, white, molds, melts in the hand).
D/i “Different feet stomp along the snowy path” (walk)
Objectives: Teach children to make clear tracks in the snow. Be happy with the result.
Progress of the game: Together with the children, we learn to leave a shoe print. Place your foot carefully without shifting, and lift it carefully (so as not to spoil the mark).
Theme "Beautiful Christmas tree"
Objectives: To form children’s ideas that in the cold, water freezes and turns into ice.
Materials: Water container, paints, ice molds, curly molds, water, strings for loops.
Procedure of the experiment: Dilute water with paint in a container, prepare ice trays, and put strings in them for the loop. Fill with water and refrigerate. Look in the evening (the water has turned into ice).
Conclusion: in the cold, water turns into ice.
Topic: “Making a snowman” (walk)
Objectives: consolidation of knowledge about the properties of snow; snow can be sculpted. Raising the emotional mood.
Progress of the lesson: Remind the children about the properties of snow (white, fluffy, moldable). Invite the children to build a snowman.
D/i “Let’s decorate the Christmas tree” (walk)
Objectives: consolidation of knowledge about the properties of water (transformation into ice). Raising a joyful mood (decorate the Christmas tree with the resulting multi-colored pieces of ice).
Materials: Ready-made frozen colored figures.
Progress of the game: Remember with the children how we made the decorations for the Christmas tree (the water turned into ice). Hang the received toys on the Christmas tree (bush, tree).
Experience "Easy - Hard"
Goal: To introduce children to the weight of objects.
Objectives: Show that objects can be light and heavy. Learn to determine the weight of objects and group them by weight.
Progress of the lesson: Two rag bags. One contains airy cones (light bag), and the other contains pebbles (heavy bag).
Topic: “Ice slide” (walk)
Objectives: Show children how to make a slide for a doll. To consolidate knowledge about the properties of snow (snow melts well, pour water on it, it freezes and turns into ice).
Topic: “Catch a snowflake” (walk)
Tasks: observing a snowflake, when a snowflake hits your palm, it melts. Consolidating knowledge about the properties of snow.
Materials: Snow shovels, water.
Observation procedure: Invite children to catch a snowflake on a mitten and examine it. What happens to the snowflake? (melts).
Conclusion: The heat melts the snowflake.
Topic: “The wind is blowing, blowing. Games with spinners"
Objectives: introduce children to the concept of “wind”, create wind using breathing.
Materials: Pinwheels according to the number of children.
Procedure of the experiment: Together with the children, pick up the turntables, nothing happens to them. But if you blow on them, the turntables begin to rotate. Why did the turntables start spinning? (we created “wind” with our breath).
Observation of the swaying trees on the site (walk)
Objectives: To give children an idea of the wind: it blows, shakes objects.
Progress of observation: Guys, look at the trees. What's happening to the trees? (they sway) Why? (the wind blows, shaking objects - trees).
Experiment “Games with turntables” (walk)
Objectives: To develop in children the ability to exhale air through the mouth. Introduce children to one of the properties of air - movement (wind). Creating a positive emotional mood.
Materials: turntables according to the number of children.
Progress of the experiment: Teacher: “What is in my basket?” We get the sultanas. We blow (like the wind blows) - they move. If we don’t blow (no wind), they don’t move.
Topic: "Paper" Experiment
Objectives: To introduce children to the properties of paper: it is light (can be blown off from the palm of your hand), wrinkles, tears, rustles, and does not sink in water. Arouse interest in various manipulations with paper.
Materials: Candy wrappers, paper napkins, drawing paper.
Procedure of the experiment: Start rustling paper candy wrappers, attracting children with an interesting sound. Let them try to mash it themselves. Next, show different types of paper (napkin, candy wrapper, for drawing, etc.) and demonstrate what can be done with each of its types.
Experimental game “Snowballs” (walk)
Task: we continue to introduce the properties of paper (crumples). Raising the emotional mood of children.
Materials: Sheets of paper for each child, basket (bucket).
Progress of the experimental game: Together with the children, take sheets of paper and crumple them. What do they look like? (for snowballs). Offer to play with snowballs. D/i “Get into the bucket.”
Breathing exercises “Snowflakes” (walk)
Objectives: training proper breathing; formation of deep exhalation; strengthening facial muscles. We continue to introduce the properties of paper (cutting, making various crafts).
Materials: Snowflakes cut out of paper according to the number of children.
Progress of the exercise:
The teacher hands out snowflakes and recites the poetic text:
To the clearing, to the meadow
A snowball is falling quietly.
And snowflakes are flying,
White fluff
Then he shows the correct execution of the exercise: inhale through your nose, form your lips into a tube and blow on the snowflakes.
Topic: “Branch in a vase”
Objectives: show the importance of water in plant life.
Material: tree branch, vase with water, “living water” sticker.
Procedure of the experiment: Cut or pick up a broken twig from quickly blossoming trees. Take a vase and put a “living water” sticker on it. Together with your children, look at the twigs and buds on them. Then place the branch in the water and explain to the children that one of the important properties of water is to give life to all living things. Place the branch in a visible place. Ask children what will happen, develop the ability to make guesses. Watch every day, time will pass, the buds will burst and green leaves will appear.
Games with snow: “I bake, bake, bake...” (walk)
Objectives: during the conversation, update children’s knowledge of the properties of snow, offer to find out. Is it possible to make pies out of snow like sand? Organize the transfer of children's experience of working with sand to actions with snow.
Materials: Shaped sand molds, scoops.
Progress of the game: Educator: - Guys, what kind of snow is it? (white, fluffy, cold, good to mold). Invite children to make snow pies using molds and scoops.
Competition "Snowball" (walk)
Tasks: talk with children about the properties of snow, determine what kind of snow today is: loose or wet, discuss whether it will stick? Check the children's conclusions - roll snowballs (with the help of a teacher). Organize a competition to see which of the children will make the biggest lump. Collect snowmen from snow globes and come up with names for them.
Topic: “Planting onions”
Objectives: To give children knowledge that plants need earth, water, and warmth to grow.
Materials: Disposable glass, soil, onion, watering can, water, scoop.
Procedure of the experiment: Look at the onion with your children. Afterwards, plant the onion in the ground, water it and explain to the children that one of the important properties of earth and water is to give life to all living things. Place the glass with onions in a visible place. Ask children what will happen, develop the ability to make guesses. Watch every day, as time passes, green arrows will appear.
Experiments topic: “Drawing in the snow” (walk)
Objectives: expand children’s understanding of the properties of snow, show that snow absorbs paint and acquires its color. To evoke aesthetic experiences from the beauty of winter nature, the joy of a walk.
Materials: Water, tinted with gouache, different colors. Children's watering cans.
Procedure: Offer children watering cans with colored water. Guys, what's going on with the snow? (it is colored).
Topic: “Ice and Snow” (walk)
Objectives: invite children to compare the properties of ice crusts on puddles and snow, to identify similarities and differences. Tell children that snow and ice are formed from water. Develop cognitive interest, enrich vocabulary.
Progress of the experiment: Invite children to compare ice on a puddle and snow (they differ: snow is white, ice is transparent; snow is loose, ice is not). Bring ice and snow into the group and examine it after a while (the ice and snow have melted and turned into water)
Topic: “Sunny bunnies”
Objectives: to form in children the idea that in sunny weather you can catch a sunbeam with a mirror
Material: small mirrors, sunlight
Progress of the experimental game: Having chosen the moment when the sun is peeking through the window, use a mirror to catch a ray of light and try to draw the baby’s attention to how the sun “bunny” is jumping on the wall, on the ceiling, from the wall, etc. offer to catch the running “bunny”. If the child liked the game, switch roles: give him a mirror, show him how to catch the beam, and then stand against the wall. Try to “catch” a speck of light as emotionally as possible. A child's laughter will be your best reward.
Topic: “Shine the sun…” (walk)
Objectives: To give an idea that the sun warms.
Procedure of the experiment: Invite the children to turn towards the sun, raise their faces and close their eyes. Guys, how do you feel? (warm)
Conclusion: The sun warms and gives warmth.
Topic: “Colorful glass” (walk)
Objectives: to introduce children to the properties of transparent glass. Observe through them how the world around us changes.
Materials: Multi-colored glass pieces according to the number of children.
Procedure of the experiment: Give children multi-colored glasses and invite them to look through them. Guys, what do we see? (children explain what they see).
Conclusion: the glass is transparent, everything is visible through it.
Theme: "Shadow"
Objectives: introduce children to the properties of sunlight. Tell the children how a shadow appears, observe the movement of the shadow.
Materials: Flashlight, bear toy
Progress of the experiment: A bear with a magic lantern comes to visit the children. The teacher shines a light on the bear on the wall, a shadow appears, turn off the flashlight and the shadow disappears. Watch the shadow with the children and how it moves.
Topic: “Experience in identifying the properties of solar rays” (walk)
Objectives: Reinforce the idea that the sun warms.
Materials: A bowl of water, 3 balls.
The course of the experiment: wet rubber balls are taken out onto the site on a sunny day, the children watch how the balls gradually dry out.
Experience “Rub and smell the swollen buds” (walk)
Objectives: to carry out long-term observation of how the buds bloom.
Progress of the experiment: The teacher invites the children to rub the buds on a branch and smell the buds. Guys, what do they smell like? (with grass) The teacher leads the children to the idea that spring has come, everything around is waking up.
Topic: “Water - water”
Objectives: To promote the accumulation in children of specific ideas about the properties of water: it can be cold and warm, it flows.
Materials: Glass, sieve, bottles of cold and hot water.
Procedure: Fill the bottles with hot and cold water. Let it touch and compare the temperature by touch. Talk about where the water is (cold, hot). Place a bowl of water in front of your child. Let the baby pour water from a glass into a sieve. Explain to him why the water flows away.
Topic: “Swim or sink” (walk)
Objectives: The game promotes the development of observation, fine motor skills, and the development of object classification skills
Materials: objects that sink in water (pebbles, spoons, screws, buttons), and objects that do not sink in water (ball, wooden planks, plastic toys), a container with water, two empty buckets.
Progress:
- Place a bowl of water in front of the child and lay out all the items. Let the baby throw objects into the water one by one and watch them.
- Then take the objects out of the water and put them in different buckets - in one, everything that did not drown, in the other - what was at the bottom.
Card index of experiences and experiments on a walk with children of the second junior group
Maria Zaitseva
Card index of experiences and experiments on a walk with children of the second junior group
Experiment 1. Properties of sunlight (on a walk)
Target:
familiarization with the properties of sunlight (water evaporates under the influence of sunlight).
Material:
rubber balls, watering can with water.
Description of the experience
On a sunny day, while out for a walk, wet rubber balls, put them in the sun and watch them dry.
Conclusion.
Water evaporates when exposed to sunlight.
Experiment 2. Why didn’t the pie turn out?
Target:
familiarization with the properties of sand (dry sand is free-flowing, Easter cakes cannot be made from it; wet sand, Easter cakes can be made from it).
Material:
sand, molds.
Description of the experience
The teacher pours sand into the mold. Trying to make a pie. The sand from the mold crumbles. Children pick up sand. Sand spills out of children's hands. The teacher wets the sand with water and tries again to make a pie. The pie turned out. The teacher gives the children the opportunity to touch the sand and determine that it is wet. A pie can only be made from wet sand.
Conclusion.
The sand is dry. It is light in color and free-flowing. You cannot make a pie out of dry sand. When wetted, the sand becomes wet and dark in color. You can make a pie from wet sand.
Experiment 3. Wind.
Target:
familiarization with the properties of air (movement, direction).
Material:
paper pinwheels, plumes.
Description of the experience
Children on a walk play with turntables. Together with the teacher, they discuss why they spin, determine the speed, strength and direction of the wind using the spinners. They also look at trees and determine the strength of the wind by the inclination of the branches.
Conclusion.
In the presence of wind, the blades of paper pinwheels and plumes rotate slowly or with acceleration. The direction of the wind can be determined by the rotation of the turntable blades. The speed, strength and direction of the wind can also be determined by the inclination of the branches on the tree.
Experiment 4. Properties of ice.
Target:
familiarization with the properties of ice (thin, fragile).
Material:
ice.
Description of the experience
The teacher breaks the ice with a shovel. Children, under the guidance of a teacher, examine pieces of ice. Place a piece of ice on your palm and watch it melt.
Conclusion.
Summer melts from the heat just like snow.
Experiment 5. The snow in the room is melting.
Target:
familiarization with the properties of snow (it melts and turns into a liquid state when the air temperature rises).
Material:
snow, jar.
Description of the experience
During the walk, the teacher collects snow in a jar and places it in the group room. Children, under the guidance of a teacher, watch the snow.
Conclusion.
The room heat will melt the snow and form water. Draw children's attention to the fact that the water is dirty.
Experiment 6. Properties of snow.
Target:
familiarization with the properties of snow (snow melts when the air temperature rises).
Material:
snow.
Description of the experience
During a walk, a teacher takes snow in his hands and shows the children how it slowly melts from the heat.
Conclusion.
The palm is warm, the snow melts from the heat.
Experiment 7. Properties of sunlight.
Target:
familiarization with the properties of sunlight (heating objects).
Description of the experience
The teacher invites the children to touch the walls of the house on the sunny side and on the shady side. Ask why the wall is cold in the shade and warm in the sun. Offer to expose your palms to the sun and feel how they warm up.
Conclusion.
Objects in the shade, without access to sunlight, are colder. Objects located on the side heated by the sun's rays are warmer.
Experiment 8. “Sunny bunnies”
Target:
give the idea that a “sunbeam” is a ray of sun reflected in a mirror.
Description of the experiment:
The teacher demonstrates the appearance of a sunny “bunny”, accompanying his actions with words. The mirror reflects a ray of light, and the mirror itself becomes the source of light. You can make sunny “bunnies” thanks to the sun.
The teacher shows the children how to let in sun “bunnies”.
— Catch a ray of light with a mirror and direct it in the desired direction.
Children are trying to release sun “bunnies”. Then the teacher shows how to hide the “bunny” (cover the mirror with your palm). Children try to hide the “bunny”. Next, the teacher invites the children to play hide and seek and catch up with the “bunny”. Children find out that it is difficult to control the “bunny” and play with it (even with a slight movement of the mirror, the sun “bunny” moves a long distance on the wall).
The teacher invites the children to let the “bunnies” into the shade, where there is no bright sunlight.
— Why don’t sun “bunnies” appear? (No bright light).
Conclusion:
The sunny “bunny” appears by reflecting light from shiny surfaces.
Experiment 9. Properties of water (one of its states).
Target:
familiarization with one of the properties of water.
Material:
icicle (piece of ice).
Description of the experience
The teacher breaks the icicle. Children, under the guidance of a teacher, examine it and touch it. Ask what it is like (cold, transparent, smooth). Bring it into a warm room and watch how it melts and what it turns into.
Conclusion.
Ice (in the form of an icicle) is hard, smooth, cold, transparent. As the air temperature rises, the ice gradually melts, acquiring a liquid state and turning into water.
Experiment 10. “Colored beads”
Target:
introduction to the properties of ice
Material:
water, paints, thick thread, molds
Description of the experience:
make beads from a candy box. Pour colored water into the molding box, alternating colors with clear water. Then put a thick, long thread for beads into the poured molds and also put them in the frost. After a while, see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children have made with their own hands.
Conclusion:
water freezes in cold weather
Experiment 11. Why did streams run along the roads?
Target:
familiarization with the properties of snow (melts and turns into water).
Description of the experience
The teacher invites the children to look at the road in the shady side of the house. Note that there is snow on the road. Ask: “Why?” (There is no sun, there is snow on the road.)
The teacher invites the children to look at the road on the sunny side of the house. Note that streams run along the road. Ask: “Why?” (The sun heated the snow and turned it into water.)
Conclusion.
The sun heats the snow and it turns into water.
Experiment 12. Paper boats.
Target:
familiarization with the properties of paper gets wet in water.
Material:
paper boats.
Description of the experience
The teacher makes paper boats for the children, lets them touch them, asks what they are like (hard, paper). He takes the boats out for a walk and gives them to the children. Children launch boats into a puddle or stream. Watch them get wet. The teacher asks why the boats get wet.
Conclusion.
The paper gets wet in water and tears.
Experience 13. Fun boats.
Target:
familiarization with various properties of objects (buoyancy of objects).
Material:
basin with water (streams); objects made from different materials.
Description of the experience
The teacher pours water into a basin (they approach the stream) and, together with the children, lowers objects made from different materials. Observe which objects sink and which remain floating.
Conclusion.
Not all objects float, it all depends on the material from which they are made.
Experience 14. What's in the package?
Target:
detection of air in the surrounding space.
Material:
plastic bags.
Description of the experience
Children look at an empty plastic bag. The teacher asks what is in the package. Turning away from the children, the teacher fills the bag with air and twists the open end so that the bag becomes elastic. Then he shows a closed bag filled with air and again asks what is in the bag. He opens the package and shows that there is nothing in it. The teacher draws the children's attention to the fact that when they opened the package, it ceased to be elastic. He explains that there was air in it. He asks why it seems that the package is empty (the air is transparent, invisible, light).
Conclusion.
The air is transparent, invisible, light.
Experiment 15. Properties of wet sand.
Target:
familiarization with the properties of sand (dry sand crumbles, wet sand molds, it dries under the influence of sunlight).
Material:
sand, watering can with water, molds.
Description of the experience
Wet the sand and watch with the children how it dries. Try making a cake from dry and wet sand using molds. Compare, draw a conclusion.
Conclusion.
Wet sand molds, you can sculpt different shapes from it; dry sand crumbles. Wet sand dries in the sun.
Experiment 16. Making paths and patterns from sand.
Target:
familiarization with the properties of sand (any pattern can be made from dry sand, but not from wet sand).
Material:
sand, watering can with water, bottle.
Description of the experience
The teacher gives the children plastic bottles filled with dry and wet sand and shows how to draw patterns on the ground. Wet sand does not fall out of the bottle, while dry sand pours out freely.
Conclusion.
Dry sand is loose; By filling a bottle with it, you can make a path or other pattern. Wet sand is heavy and does not fall out of the bottle.
Experiment 17. “Sand and Earth”
Target:
familiarization with the properties of sand (loose) and earth (dry, hard).
Description of the experience:
Each child has a pot (bucket) with sand, a jar (bucket) with soil and two “trees” (tree branch). The teacher invites the children to “plant” a tree in a bucket of soil, and then in a bucket of sand. Children compare which is easier to plant a tree in.
Conclusion:
the earth is dry, hard, and the sand is crumbly.
Experiment 18. “Determination of color.”
Target:
familiarization with the properties of sand (color).
Progress:
Look carefully, what color do you think the sand is? (Light yellow).
- Now let’s pour water on it. What color is the sand? (Dark)
Conclusion.
Dry sand is light, and wet sand is dark.
Photo report of experimental activities in junior group 2 No. 3 Topic: “Properties and signs of water.”
Goals and objectives: introduce the properties of water; to form in children knowledge about the properties of water (transparent, odorless, has weight, flowing); consolidate children's knowledge about the season - winter, through acquaintance with snow and snowflakes. Note the characteristic signs of winter, develop coherent speech, and the ability to answer questions; remind children about how a hare winters in the forest; conduct experiments with snow and ice and water: give the concept that water has no color and odor, from frost, cold water turns into ice, snow is light, fragile, melts from heat, because it consists of water, you can sculpt from snow , water, snow and ice can be painted; cultivate love and respect for nature.
“People who have learned by observation and experiment,
Gain the ability to ask questions themselves
And get factual answers to them, finding yourself
On a higher mental and moral level
Compared to those who did not go through such school "
K. A. Timiryazev.
A week of experiments took place in our kindergarten. During the lesson, the children and I conducted experiments with water. We learned a lot of new and interesting things. We went to a “magical wonderland”. And we went there on fast planes. Our first stop is “Miracle Water”. Here we learned that water is liquid and can flow. Then we flew to a forest clearing, where we met a bunny. The bunny told us a lot of interesting things about snow and ice. We dipped snow and ice into water and learned that they were lighter than water and painted them in different colors. We returned from the trip in a joyful mood and with new knowledge. The children poured water from one container to another. And they learned that water is liquid, pours, flows. Then we learned: “Water has no smell.” When mom bakes pies and buns, a delicious smell spreads throughout the house. Flowers and perfumes emit a delicate aroma. Smell the water, what does it smell like? Conclusion: water has no odor. “The water is clear.” There are two cones in front of the children: one with water, the other with milk. Place sticks in both cones. In which of the cones are they visible and in which are they not? Why? In front of us are milk and water; in the flask with water we see a stick, but in the glass with milk we do not. Conclusion: the water is clear, but the milk is not. “Water has no taste” Do you know the taste of salt, sugar, lemon, onion? You are familiar with the taste of apples, potatoes, tomatoes, bread, and cake. Taste the water in the glass. Can water be called salty, bitter, sweet, sour? None of the familiar tastes can be attributed to water. Conclusion: water has no taste. “Water has no color, but it can be colored.” Pour water into the cones. What color is the water? (Water has no color, it is transparent). Water can be colored by adding paint to it. (Children observe the coloring of the water). What color did the water become? (Red, blue, yellow, red). The color of the water depends on what color of dye was added to the water. Conclusion: Water can easily be colored in any color. Then we went on our flight. And they stopped on a forest clearing. There we met a bunny. Who told us a lot of interesting things. “Snow is also water.” We bring a bucket of snow from the street. It's cold outside, but the room is warm. 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. Conclusion: when it is warm, snow melts and turns into water. "Water freezes and turns into ice." Ice was lowered into the water and it floated up. Conclusion: ice is lighter than water. After conducting experiments, we learned a lot of new and interesting things. With new knowledge, we returned to our group on airplanes.
