Work program of a circle on experimental activities for children 5–6 years old “Experiment”
Natalya Saakova
Work program of a circle on experimental activities for children 5–6 years old “Experiment”
Children's experimentation is the basis of search and research activities of preschoolers .
A child is a researcher by nature. The most important features of children's behavior are curiosity, observation, thirst for new discoveries and impressions, the desire to experiment and search for new information about the world around the child . The task of adults is to help children maintain this research activity as the basis for such important processes as self-learning, self-education and self-development.
Research gives the child the opportunity to find answers to the questions “how?”
and
why?"
.
The knowledge gained during experiments is remembered for a long time. It is important that each child conducts his own experiments. He must do everything himself, and not just be an observer. A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand
.
Everything is absorbed firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of preschool institutions. Children get real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. The child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The child’s speech develops, as he needs to give an account of what he saw, formulate discovered patterns and conclusions.
An experiment independently conducted by a child allows him to create a model of a natural scientific phenomenon and summarize the results obtained effectively, compare them, classify them and draw conclusions about the value significance of physical phenomena for a person and himself.
Relevance of the topic. At the present stage, high demands are placed on preschool graduates. The child must be inquisitive, active, physically developed, emotionally responsive, and it is in childhood experimentation the child’s integrative qualities develop.
The purpose of this program is :
— creating conditions for the formation of the foundations of a holistic worldview of a child of senior preschool age through experimentation .
Tasks:
children's understanding of the physical properties of the world around them : introduce them to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility)
;
introduce the main types and characteristics of movement (speed, direction)
;
develop ideas about basic physical phenomena (magnetic and terrestrial attraction, reflection and refraction of light)
elementary geographical ideas in children
to develop experience in following safety rules when conducting physical experiments
develop cognitive interest in the natural world, understanding the relationships in nature and the place of man in it.
to cultivate a humane, careful, caring attitude towards the natural world and the surrounding world in general .
The club program is designed for children of senior preschool age.
The period for the implementation of the circle is 1 year , September and May - examination of the level of mastery of children's experimental activities .
Lesson schedule: 1 time per week; duration – 25 minutes.
the circle activities is entertaining games and activities with elements of experimentation .
Forms of summing up: sketches, diagrams, pictures, tables.
Expected results:
During the implementation of experimentation tasks, it is assumed that children will acquire:
ideas about the properties of substances
the ability to establish cause-and-effect relationships between the properties of materials and methods of their use
research skills to independently draw conclusions, put forward hypotheses, analyze
expand knowledge about objects and their properties
The main conditions for children's experimentation are :
relationship with other aspects of education (mental, labor, moral, etc.)
;
use of different types of activities ;
a clear definition of the content of environmental education;
use of effective diagnostic tools and monitoring of environmental education.
relationship between family and preschool;
creation of a developmental environment (books, programs , educational games, visual aids, etc.);
environmental literacy of adults themselves.
Methods and techniques used in program
Techniques for organizing children in the learning process :
work in small groups;
creating situations that encourage children to help each other;
Techniques for activating children's :
inclusion of game exercises;
active participation of the teacher in joint activities with children ;
performing unconventional tasks;
solving problem situations;
modeling and analysis of given situations
Teaching methods:
showing or demonstrating a method of action in combination with an explanation, performed using a variety of didactic means;
instructions for performing independent exercises;
explanation, clarification, indication in order to prevent errors;
questions for children.
Guidelines:
The children's experimentation program is structured in such a way that children can repeat the experiment shown to adults, can observe, answer questions using the results of the experiments. With this form of work, the child masters experimentation as a type of activity and his actions are reproductive in nature.
Basic principles underlying the work :
scientific (children are given knowledge about the properties of substances, etc.)
;
dynamism (from simple to complex)
;
integrativeness (synthesis of arts)
;
cooperation (joint activities of teacher and children )
systematic (pedagogical influence is built into a system of tasks)
continuity (each next stage is based on already formed skills and, in turn, forms the “zone of proximal development”
).
age appropriateness (proposed tasks and games take into account the capabilities of children of a given age );
visibility (use of visual and didactic material, information and communication technologies);
health-saving (a combination of static and dynamic position of children , change of activities )
Prospective - thematic plan for experimentation
1 block. "Sorceress - Water"
. September.
1. “Properties of water. Swimming fish."
Provide an opportunity to experimentally see the properties of water with which children are already familiar (water is transparent, has no taste, smell, shape, introduce new properties: water repels soapy liquids. Technological maps on the properties of water, transparent containers, dyes, scissors, detergent dishwashing detergent, sheet of cardboard, waterproof marker, glass baking dish, water.
2. “Water is a solvent. Water purification."
Identify substances that dissolve in water, introduce the method of water purification - filtration, consolidate knowledge about the rules of safe behavior when
working with various materials.
Vessels of different sizes and shapes, water, solvents: washing powder, flour, sand, salt, vegetable oil, glass rods, spoons, paper, gauze, funnels. 3. "Unsinkable paper, paper cover"
. Continue to introduce the properties of water and air, experimentally give the opportunity to find out whether air can protect paper from water. Deep bowl, paper napkin, water, glass, sheet of paper, scissors.
4. "Water cycle in nature"
. Experimentally show children the water cycle in nature and the different states of water. Electric kettle, ice, water, glass, transparent containers.
2 block. "Mountains, pebbles, sand"
. October.
1. “Why does sand flow so well?”
To provide an opportunity to experimentally see the properties of sand with which children are already familiar (flowability, stickiness when adding water, to introduce new properties: sand can serve as a motor. A container with sand, water, a
“mill”
, an empty container of moderate depth.
2. “Sand is a natural filter”
Introduce
children to the properties of sand (flowability, friability, ability to pass water)
. Transparent containers, containers with sand, sticks, magnifying glasses, strainers, plastic bottles.
3. “What types of stones are there?”
.
Introduce children to the variety of stones, their properties, features;
teach to classify stones according to different characteristics Collection of stones. 4. “What are mountains? Why are mountains being destroyed?
.
To form elementary ideas about changes in inanimate nature, to show experimentally how stones and mountains are destroyed.
Transparent containers, containers with sand and clay, paintings depicting mountain landscapes and sandy deserts, a collection of stones, a globe. 3 block. “What, how and why?”
November.
1. "Bottle Thermometer"
.
Teach children to make a simple thermometer that will respond to changes in ambient .
Glass bottle, markers, ice, piece of paper, tape, food coloring, water (cold, play dough, medium bowl, drinking straw, funnel, marker. 2. “How does glass help research?”
Introduce
children to observation instruments - microscope, magnifying glass, telescope, telescope, binoculars;
explain why a person needs them. Magnifying glasses, microscopes, various small objects, seeds, tree leaves, animal hair fibers. 3. "Why do things move"
.
Introduce children to physical concepts: “force”
,
“friction”
;
show the benefits of friction; consolidate the ability to work with a microscope .
Small cars, plastic or wooden balls, books, tumbler, rubber, plastic toys, a piece of soap, glass, microscopes, sheets of paper, simple pencils. 4. “Where do vortices come from?”
Give an opportunity to understand experimentally how a vortex is formed. Scissors, pipette, gouache, compass, awl, matches, sheet of cardboard, water, deep bowl, glass, piece of plasticine.
4 block. "Air is invisible"
December.
1. "Air"
.
Expand children's understanding of the properties of air : invisible, odorless, weighty, expands when heated, contracts when cooled; will strengthen the ability to independently use cup scales; introduce children to the history of the invention of the hot air balloon.
Ice, fan, sheets of paper, piece of orange, perfume (sample, vanillin, garlic, balloons, scales, bowl, bottle, pump. 2. “Why does the wind blow?”
Introduce
children to the cause of wind - the movement of air masses; clarify children's ideas about the properties of air : hot - it rises up - it is light, cold - it goes down - it is heavy. Drawing “Movement of air masses”
, diagram for making a pinwheel, candle.
3. “Why do people fly into space on a rocket?”
.
Clarify children's ideas about the principle of operation of a jet engine and the importance of air for airplane flight. Sheets of paper, balloons, collage “Everything that flies”
, an image of a rocket.
4. "Submarine"
.
Experimentally show children that air has a buoyant force and can hold objects on water. Transparent cups, cocktail tubes, plastic bags, toys and other dense hollow objects (empty inside, foam boats, a “sea”
for boats.
5 block. "Sound"
January.
1. "About the Shaker"
and
"squeaker"
.
Introduce children to the concept of “sound”
, identify the cause of sound - the shaking of objects. Student ruler, thin wire, matchboxes, thread, matches.
2. "How to make the sound louder"
children's ideas about the physical phenomenon - sound: we hear sound with the help of the ear, sounds are high and low, transmitted using sound waves, we can amplify it with the help of special objects.
A comb with fine and large teeth, a megaphone, an auditory trumpet, a mechanical watch, a whole saucer and a saucer with a crack, a basin of water, pebbles, a rubber ball; musical instruments made by children from waste material. 3. “Why the record sings”
.
To develop in children the ability to compare different sounds and determine their source; children's cognitive activity and independence when making a straw-flute.
Plastic that plays for a short time, a megaphone, pencils, a sewing needle, magnifying glasses, cocktail straws, scissors, pictures - algorithms of actions, a record player. 6 block. "What is a microscope"
. February.
1. "What is a microscope?"
Introduce
children to a research instrument - a microscope, tools for working with a microscope , tell what it is used for.
Microscope, transparent plates, Petri dish, tweezers, scalpel, micro-cutting. 2. “Exploring onions”
.
Reinforce the techniques of working with a microscope , introduce children to new concepts “Cell”
,
“Nucleus”
,
“Vacuole”
, Cytoplasm”,
“Membrane”
, find out why onions make people cry. Microscope, closed plate, scalpel, onion, paper and pencils for recording the experiment.
3. "Hair and Wool"
. Experimentally study the differences between human hair and animal hair, clarify what hair and wool are needed for. Microscope, transparent plate, tweezers, paper, pencils for recording the experiment.
4. “Salt crystallization. Sugar in food"
. He will experimentally study salt and sugar crystals from the original form to the newly created ones, to clarify the use of sugar and salt for human life. Microscope, cones, bottles, mixing sticks, paper, pencil for recording the experiment.
7 block. " Detective Laboratory "
. March.
1. "Shoe Research"
Strengthen skills
in working with a microscope , the ability to record the conduct of experiments, and draw conclusions based on the results of activities .
Microscope, transparent plates, clean white cloth, scalpel, group shoes and outdoor shoes, paper, pencils for recording the experience. 2. “Creating a fingerprint database”
.
Introduce children to the science of fingerprinting
, the tools and devices necessary for taking fingerprints. An ink pad, a pipette, a small amount of water, a set of fingerprint cards, a magnifying glass or magnifying glass.
3. "Removing fingerprints from objects"
. Experimentally study methods of removing fingerprints from objects. Earthenware cup, charcoal powder, soft brush, tape, transparent plate, magnifying glass.
4. "Secret Message"
.
Show children how to write “invisible”
ink, and experimentally find out why this happens. Test tubes, mixing stick, thin brush, sheet of paper, iron, lemon, milk, tea.
8 block. Independent research and experimental activities of children . April.
1. “Games and experiments with water and air”
To consolidate children's knowledge
about water , the ability to conduct experiments independently using technological maps and maps of recording experiments.
All necessary materials and equipment for conducting experiments with air and water are prescribed earlier. 2. “Games and experiments with sand, soil, stones”
.
To consolidate children’s acquired knowledge about sand , soil, stones and the ability to conduct research and experimental activities . All necessary materials for working with sand , soil, water described earlier, relief models.
3. “research using a microscope”
.
Strengthen children's skills in working with a microscope . All necessary materials and equipment for working with a microscope , technological maps.
4. “Plot-role-playing game “ Detectives ”
.
Strengthen research skills , children’s ability to assign roles , and interact.
All necessary materials are prescribed previously. In May, diagnostics are carried out in the educational field “Cognitive Development”
Plan of the “Pochemuchka” circle in the preparatory group
Explanatory note
Teachers of educational institutions believe that the task of preparing a child for school is not limited to acquiring knowledge and academic skills. It is much more important to develop a preschooler’s attention, thinking, speech, to awaken interest in the world around him, to develop the ability to make discoveries and be surprised by them.
From birth, children are surrounded by various phenomena of inanimate nature: the sun, the wind, the starry sky, the crunch of snow underfoot. Children collect stones and shells with interest, play with sand and water; objects and phenomena of inanimate nature are part of their life activities and are objects of observation and play. This circumstance makes it possible to systematically and purposefully familiarize children with the phenomena of the surrounding world.
Psychologists have proven that the thinking of preschool children is visually effective and visually imaginative. Consequently, the process of teaching and upbringing in kindergarten should mainly be based on visual and practical methods. This principle is especially important to observe when implementing natural science and environmental education.
Today, children's experimentation is becoming especially popular. Its main advantage is that it gives the child real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. Experiments have a positive effect on the emotional sphere of the child, on the development of creative abilities, on the formation of work skills and the promotion of health by increasing the overall level of physical activity. During the experiment, the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech. The task of the teacher in the process of experimental activities is to connect the results of research work with the practical experience of children, their existing knowledge and lead them to an understanding of natural laws, the foundations of environmentally literate, safe behavior in the environment.
Understanding the importance of experimentation for the development of a child, the kindergarten has developed a plan for the “Pochemuchka” circle for children in the school-preparatory group. The leading idea of the circle is to organize feasible, interesting and age-appropriate experimental research activities for the formation of natural science concepts of preschoolers.
The goal of the program is to promote the development of children's cognitive activity, curiosity, desire for independent knowledge and reflection through experimental activities.
Tasks:
1. Expand children’s understanding of the world around them through familiarization with basic knowledge from various fields of science.
2. Develop in children the ability to use assistant devices when conducting experimental games.
3. Develop mental abilities.
4. Social and personal development of the child: development of communication, independence, observation, basic self-control and self-regulation of one’s actions.
Mastering the program material of the Pochemuchka circle is designed for one academic year.
Joint activities between the circle leader and students are organized once a week, lasting 30 minutes.
To begin mastering program material, there are no specific requirements for students. What is important is that the general development of preschool children corresponds to their age period. At the same time, if a child has not previously attended a club, then at any stage of education he can begin to attend it. The program is designed for both children who are weak in their development and for gifted ones, and the pace of their progress through the program will be different.
As a result of mastering the content of the program, it is expected that students will develop stable natural science knowledge and ideas, develop research skills, as well as independence in the process of experimental activities and application of knowledge in practice.
Forward planning
| Month | Subject | Tasks | Preliminary work | Equipment | Working with parents |
| October | Getting to know the equipment for experi- cops | Introduce children to the instruments that are necessary for carrying out experiments and experiments. Remember and reinforce safety rules when working with equipment. | Magnifying glasses, scales, hourglasses, compass, magnets Various vessels made of various materials (plastic, glass, metal) of different volumes and shapes Medical materials: pipettes, flasks, wooden sticks, syringes (without needles, measuring spoons, rubber bulbs, etc. ; Other materials: mirrors, balloons, butter, flour, salt, sugar, colored and clear glass, nail file, sieve, candles, etc. | ||
| Why do leaves turn yellow in autumn? | Expand children's knowledge about the phenomena of living and inanimate nature: why leaves turn yellow and fall and how they fall. Learn to establish cause-and-effect relationships. Show children the relationship between leaf color and a decrease in the thermal factor: as the temperature decreases, the color of the leaves changes (in autumn it is colder than in summer) | Observation while walking (leaf fall, colorful leaves). Didactic game “Which tree is the leaf from?” Reading fiction: M. Evensen "Leaves are falling." View presentation viki.rdf.ru | Birch tree growing on the playground, weather calendar, outdoor thermometer, temperature graph. Multimedia equipment: laptop, projector, screen Magnifying glasses, a microscope, pieces of white fabric folded in half; wooden cubes. The leaves are real large and small, of different shapes | Walk to the park, forest. Participation in joint events - an exhibition in the group “Crafts made from natural materials”. | |
| Living piece | Help children establish that root vegetables contain a supply of nutrients for the plant. | Looking at vegetables. Didactic games “Wonderful bag”, “Guess the taste”. Reading fiction about vegetables. View presentation viki.rdf.ru | Flat container with water, root vegetables: carrots, beets; experiment algorithm, worksheet. | ||
| November | “Plastic: its qualities and properties” | Teach children to recognize plastic objects. Encourage children to determine its qualities (smooth or rough, products made from it are painted in different colors) and properties (waterproof, brittle, melts, flexible). Cultivate an interest in modern materials. | On a walk, I show the children a little experiment with plastic - a small plastic plate and heat it over an alcohol lamp. The plastic plate melts, burns, and smells strongly. | Various in shape, color, size of plastic products (plastic cups, electric kettle, desktop organizer, telephone), water, plastic plates, alcohol lamp, matches; algorithm for describing material properties. | |
| "Metal: its qualities and properties" | Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, malleability, metallic luster). Help you understand that only metal objects interact with a magnet. | Games with metal objects in the experimentation corner (constructor), games with a magnet. | Metal objects, a container with water, a candle, a magnet, a chest, wooden and rubber objects, illustrations on the topic, mittens with a magnet, a sheet of paper, a costume for a game character. | ||
| "Paper: its qualities and properties" | To form children’s ideas about paper, its different types, qualities and properties of paper, the history of its creation; develop investigative activities and be able to establish cause-and-effect relationships between the quality of paper and its purpose. Cultivate an interest in learning about the world around us. To acquaint children with the appearance of paper, its production, types, use in everyday life and the national economy; cultivate an economical, careful attitude towards paper. | Screening of the cartoon “Fixies. Paper making" | Different types of paper; containers with water, scissors, a square sheet of white paper. | Make an album-collection “Types of paper”. | |
| "Wood: its qualities and properties" | Learn to recognize things made from wood (identify its qualities (hardness, surface structure - smooth, rough; degree of strength (thickness) and properties (cuts, burns, does not break, does not sink in water). | Wooden objects, containers with water, small planks and bars, an alcohol lamp, matches, a shoe knife, a presentation “What is made of wood”; cuts for counting annual rings; thermos with hot water, mug. | |||
| December- ry | Do plants need snow in winter? | Help children identify the role of snow in plant life. | View the presentation “Winter”, “Where does the dirt come from in the snow?” Didactic game “It happens - it doesn’t happen.” Reading fiction I. Belousov “The First Snowball”, I. Nikitin “Bittering frost and crackling”. | 2 containers of water, snow. | Joint walks between parents and children. Invite parents to observe changes in weather and nature with their children. |
| Ice and snow are also water | Reinforce and continue to introduce children to the properties of water. Develop the ability to generalize the results of work and draw conclusions. Bring children to understand that ice is also water in a solid state. Instill respect for water. | Containers with snow and ice, a small hammer, an alcohol lamp, napkins. | |||
| Manufactured melting of colored ice floes | Introduce children to the fact that water freezes in the cold and that paint dissolves in it. | Molds, jars, gouache paints, water. | |||
| Experience: “Water is soluble tel" | Clarify children's knowledge about the importance of water in human life. Strengthen the properties of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Develop skills in laboratory experiments using diagrams - consolidate the ability to work with transparent glassware, observing safety rules with unfamiliar solutions. | Transparent cylindrical vessels of different sections (narrow, wide), shaped vessels, glass funnels and glass rods, filtered paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil. | |||
| January | "Fabric: its qualities and properties" | Recognize things made of fabric, determine its qualities (thickness, surface structure, degree of strength, softness) and properties (wrinkles, cuts, tears, gets wet, burns). | Samples of cotton fabric in two or three colors, scissors, an alcohol lamp, matches, containers of water, an algorithm for describing the properties of the material. | Make an album-collection “Types of fabrics”. | |
| "Glass: its qualities and properties" | Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (fragility, melting, thermal conductivity). | Items made from glass. Presentation "Dishes". A glass of water, paints, wooden sticks. | |||
| Magnet is a magician | Introduction to the concept of "magnet". Formation of ideas about the properties of a magnet. Updating knowledge about the use of magnet properties by humans. Formation of skills to acquire knowledge through practical experiments, draw conclusions, and generalizations. | Screening of the cartoon “Smeshariki. Magnetism" | Magnets, metal objects (paper clips, bolts, screws), cardboard, napkins, glasses of water, cereal. | ||
| Feb- rahl | Why is the light bulb shining? Experiments: “Miracle Hairstyle”, “Magic Balls”, “Twirler” | Introduce children to the principle of operation of an electric light bulb. Develop the ability to put forward hypotheses and assumptions, analyze, compare various facts, draw conclusions and conclusions. | A conversation about electricity and power plants. | Flat batteries, flashlight bulbs, connecting wires, switches, electrical circuit connection diagram, safety rules for using electricity at home. | |
| Sunny bunnies | Introduce a natural source of light - the sun. Introduce the origin of sunbeams, their movement, the objects from which they are reflected; develop ingenuity and curiosity. | Water, mirror, jar, stainless steel plate (for each child). | |||
| Shadow theater | Continue to become familiar with the properties of light and shadow. Develop creative imagination. Cultivate observation skills. | Lamp, screen, shadow theater figures. | Offer to make figures for a shadow theater together with the children. | ||
| How to see and hear electricity quality? | Demonstrate to children the manifestation of static electricity. | Warm sweater, pieces of wool or synthetic fabric, water, balloon, comb. | |||
| March | Sand and clay | Show the variety of inanimate objects. Comparison of sand grains by shape, color, size. Teach children to draw conclusions and observe safety precautions when conducting experiments. In the process of research activities, to develop children’s knowledge about the properties of clay. Give the child the opportunity to find answers to the questions: “How and why?” and draw conclusions; When conducting experiments, develop the child’s thinking, logic, and creativity. Visually show the connections between living and nonliving things in nature. Activate the vocabulary: “viscous, plastic, oily, flexible”, etc. | Samples of river, sea and other types of sand, small trays, oilcloths, magnifying glasses. Trays with clay for each child (dry and wet clay), wet napkins, magnifying glasses, cards with objects of living and inanimate nature. | ||
| Getting to know the stones. What types of stones are there? | Develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Introduce valuable stones that are used to decorate buildings and make monuments and souvenirs (granite, marble). Show products made from precious stones. Learn to classify stones according to different characteristics. | Ryzhova N. A. “What is under our feet” p. 77, Nikolaeva S.N. Introducing preschoolers to inanimate nature - M., 2003, p.23 | Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child, plasticine, expanded clay, granite, lemon, flint, sugar, salt, “Box of sensations”. photo: monument to A.S. Pushkin, Monument to the Unknown Soldier, etc. | Collect a collection of stones. | |
| "Living Stones" | Introduce stones whose origin is associated with living organisms and ancient fossils. | On a walk: 1. Examination of stones (type, shape, structure, properties). 2. Laying out designs from stones. 3. Construction games (construction and decoration of buildings). | Variety of seeds of different garden plants. Soil, watering can, pot. | ||
| Introduction to the properties of air | Continue to familiarize children with the properties of air and the role of humans, plants, and animals in life. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivate interest in the life around you and curiosity. | Balloons for each child, a jar of water, cups and straws, whistles, bottles, small pieces of paper, wind instruments. | |||
| April | Unknown new - nearby | Expand children's knowledge about the life of ancient man, about man's discovery of fire. How fire has reached our days, how it helps people. Form the idea that during combustion the composition of the air changes (there is less oxygen) and that combustion requires oxygen. Introduce fire extinguishing methods. When burning, ash, ash, and carbon monoxide are formed. Compliance with safety rules when conducting experiments. | Stones, a candle, a jar, a bottle with the bottom cut off, matches. | ||
| This mysterious space | Introduce children to the symbolism of constellations. Arouse interest in outer space. Expand your understanding of the astronaut profession. Activate vocabulary: space, astronaut, space weightlessness. | Photos of space, the solar system, Yu. Gagarin, spaceships. Flashlight, ruler. | |||
| Water cycle in nature | Introduce children to the water cycle in nature and the process of condensation. | View the presentation “What is spring?”, “Water”. Watching the educational cartoon “The Water Cycle in Nature.” | A saucepan with water and a glass lid. Laptop, projector and screen. | Invite parents to take their children for walks to the park or to a pond. Conduct observations of changes in nature. | |
| Evaporation of moisture from plant leaves | Give children the opportunity to check where the water disappears from the leaves of plants. | Looking at indoor plants in a group. D/i “Guess what kind of plant?” View the presentation "Flowers". | Plant, plastic bag, thread. | ||
| May | Unknown new seeds | Give children the opportunity, through an experiment, to become convinced of the need for soil for plant life, to understand how the quality of soil affects the growth and development of plants, and to identify different soil compositions. | View the presentation "Sunflower". Reading Literatures A. Platezhkov “The Unknown Flower”, A. Küpper “The Little Gardener”. | Variety of seeds of different garden plants. Soil, watering can, pot. | Invite parents and their children to prepare seeds and plant flowers in a flower bed near the kindergarten. |
| Why does a mosquito squeak and a bumblebee buzz? | Help children identify the reasons for the origin of low and high sounds. | View the presentation microcosm. Observation in nature. D/i “Who moves how”, “Who hid where”. | Audio recording with sounds made by insects, laptop, projector. | Joint walks with children in nature, observing insects. |
Used Books:
1. Cognitive and research activities of preschool children, Veraksa N. E., Galimov., O. R., ed. "Mosaic Synthesis", M. 2012.
2. Tugusheva G.P., Chistyakova A.E. Experimental activities of children of middle and senior preschool age, ed. "Childhood - Press", S-P, 2011.
3. Marudova E.V. Familiarization of preschoolers with the world around them” (experimentation), ed. "Childhood - Press", S-P, 2011.
4. Dybina O.V., Rakhmanova N.P. The unknown is near. Entertaining experiences and experiments for preschoolers. Sphere shopping center - Moscow, 2002
5. Isakova N.V. Development of cognitive processes in older preschoolers through experimental activities, ed. "Childhood - Press", S-P, 2013
6. Ryzhova N.A. What is under our feet, M.: Karapuz, 2005.
7. Nikolaeva S. N. Familiarization of preschoolers with inanimate nature, Moscow: Pedagogical Society of Russia, 2005.
