Anastasia Sorokina
Abstract of educational activities for cognitive and research activities in the senior group “Invisible Air”

Summary of GCD in the senior group

Cognitive and research activities

Subject: « Air-invisibility»

Tasks:

1. To form in children an idea of air;

2. Develop in children the ability to establish cause-and-effect relationships based on a basic experiment and draw conclusions;

3. Cultivate in children interest in the world around them and curiosity.

Equipment:

V. Guys, guess riddle:

Passes through the nose into the chest,

And then on the way back.

He's invisible, but still

We cannot live without him. (Air)

B. That's right, that's air! I suggest you exhale long and then hold your breath; inhale and then hold your breath again.

Q. How long could we not breathe? Why? (Not enough air) .

B. Correct, without air we would not be able to breathe, and not only we humans, but also all animals and fish. They breathe air which is in the water. He is everywhere, but we don’t notice him, he is invisible. Why do you think we don't see air? (It's transparent).

B. That's right, it is colorless and transparent, now close your eyes and inhale through your mouth. What does it taste like? air? Close your eyes again and inhale through your nose. What smell does it have? air? So what can we say about air, what colour is he? What does it taste like? Smell?

Air is an amazing shell around the Earth. If it weren't for air, all living things would die from the scorching rays of the Sun during the day and from the cosmic cold at night. Without air The earth would be a dead desert. Air-invisibility, but still it can be seen and felt. After doing some experiments and experiments, we we'll try to prove it.

Look at the napkin (I wave my fan over it, what happens to it? Why? Do you want to feel the movement air? Come to me and close your eyes (I wave my fan). How did you feel?

All bodies of nature occupy space. A air? Let's check it out.

Q. Can we detect air? Let's check. Take a glass with a paper napkin attached to the bottom. Tell me if there is air in a glass? Let's try to find out. Turning the glass upside down, slowly lower it into the water until it touches the bottom.

Why did the paper at the bottom of the glass remain dry? What kept the water out of the glass?

Conclusion: there is in the glass air, he did not let the water in and did not let the leaf get wet.

B. Now let’s lower the glass into the water again, but I’ll hold it slightly inclined. What appears in the water? (bubbles).

Q. Yes, these are bubbles with air. Where did they come from?

The air has come out of the glass, and water took its place. What happened to the leaf? He got wet.

Conclusion: Water has taken up space in the glass, displacing air, which we saw in the form of bubbles.

Q. Tell me, is it possible to catch air? Take the bag and wave it, and quickly, quickly twist it from the bottom. What was the package like? (elastic, hard). What's in the package? (air) . Now we can even touch it.

Conclusion: U air there is no specific shape, it takes the shape of the object it hits. People have learned to use these properties air - lifebuoy, inflatable boat, Balloons, airships.

The sound of a whistle.

Q. What do you hear? Where did the sound come from? Let's blow the whistles too. (One blows stronger, and the second child is quieter)

Q. How does sound come about? (children's answers).

Conclusion: When we blow into the hole, air trembles and a sound is produced, sounds spread throughout air. On the moon where there is no air No matter how hard you scream, no one will hear you. Sound doesn't travel.

Q. Thank you guys, it was interesting to work with you. That's why I want to give you a little surprise, air there is one more property you can play with (bubble). You and I will go for a walk and blow bubbles

Publications on the topic:

Synopsis of an integrated educational activity for educational and experimental activities “Invisible Air” in the preparatory group Abstract of the integrated educational activity for educational and experimental activities “Invisible Air” in preparatory group. Purpose: Clarification.

Abstract of the research GCD in the senior group “Invisible Air” Abstract of the educational activity “Invisible Air” in the senior group of MBDOU “Kindergarten No. 5 “Joy” b. Bazarny Karabulak village, Saratov region Target; Develop.

Abstract of the OOD “Cognitive and research activities of children in the senior group” Program content: To form children's understanding of the surrounding reality Goal: To give children joy and pleasure from their time spent.

Synopsis of educational and research activities “The Great Invisible Air” Topic: The Great Invisible Air Purpose: Development of curiosity and cognitive motivation in the process of research activities. Tasks:.

Objectives: To give children an idea of ​​air as a gaseous substance, to introduce it to its properties and methods of detecting it. Pin.

Summary of a lesson on experimental activities in the senior group Topic: “Air is invisible” Purpose: To systematize children’s knowledge about properties.

Summary of direct educational activities in the senior mixed-age group. Topic “Visiting Vodyanoy” (Educational - research activity.)

Material and equipment: cards depicting research methods; a ball and a bottle, a bucket of hot and cold water, color pictures, glasses of water, spoons, pebbles, sugar.
Previous work.
Reading fiction “Moidodyr” “Fedorino’s grief” “Snow Maiden”
Watching the cartoon “The Journey of a Droplet”
Observing the properties of water while walking, during routine moments.
Learning a poem about water.
Ecological walk to the river.
Experiments with water and air.

Progress of the lesson.

Guys, do you like that we are gathered here? I like it too, but let’s tell a friend about it.
Musical and communicative game “How cool”
The phonogram “I am a merman” plays
Educator: It seems like a merman is singing, why do you think he is so sad? Let's go visit him and he will have as much fun as we do now. How can we get to it? I suggest using a hot air balloon today. Want to? And we need an important assistant on the way, guess who he is, they talk about him in a riddle.
Passes through the nose into the chest
And he's on his way back
He is invisible and yet
We cannot live without him. - Air.
I open the image of a hot air balloon

Tell me, why is there a burner under the ball? (children’s suggestions)
- Now let's find out what happens to air when it is heated...
Experience 1.
Place an empty balloon on the neck of the bottle. Keep it in hot water for 1 minute.
What do you see? (the balloon inflates) Guys, this happens because the air in the bottle heats up, expands and fills the balloon, and it inflates. Now let's put the bottle in cold water. What do you see? (the ball deflates) Why do you think this happens (Children's proposal). Yes, guys, when heated, the air expands and fills the ball. When the burner turns off, the air cools and the ball deflates. Who can conclude what properties the air has?
Let's all join hands. So the burner turns on - the air heats up - it expands and the ball fills and we fly - then the burner is turned off - the air cools, compresses and we land. (children run to the chairs) So you and I found ourselves on the river bank.

Conclusion: water has no odor
Experiment 3. Taste of water
Guys, how can we determine the taste of water?
Children's answers. (Try)
Does water have taste? We need to draw a conclusion.
Conclusion. Water has no taste.
Place 1 spoon of sugar in a jar of water and stir. What will happen? Where did the sugar go? Children's answers. Taste the water. What has changed in taste?

Draw a conclusion.
Conclusion. Water is a solvent, it has become sweet.
Experience 4.
Water color and transparency.
Do you think water has color? Think about how you can check this? (children's answers). Yes. Throw a pebble into a jar of water.
-Look, is the pebble visible? So does water have color? We need to draw a conclusion.
Conclusion: the water is colorless and transparent.
Finger and ours are tired. Let's play with them.
Finger play (exercises to the music of Elena Zheleznova)
Educator. Where does rain come from? Look at the picture.
It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain. Let's play drops with you. Now you are droplets, you have merged into a puddle,

Water. Oh, how smart you are, but I didn’t remember everything at once, remind me one more time what we talked about today.
Educator. Guys, who wants to become a Doctor of Science and once again tell Vodyanoy what new we learned today?
(The child, using diagrams - algorithms) repeats the properties of water.
Vodyanoy, it’s time for us to return to kindergarten. Is our balloon waiting for us?
10-9-8-7-6-5-4-3-2-1- Oh, we’ve already landed. Guys, do you think we were able to learn everything about water today?
Then we will continue our research about water in the next lesson. Well done, you were very good researchers today, you discovered a lot of interesting things for yourself.

MBDOU TsRR "Bell", Republic of Sakha (Yakutia), Lensky district,

Vitim village

Educator

GCD for research activities.

Lesson notes on children's research activities middle group

Theme: Water

Integration of educational areas:“Cognition” (Formation of a holistic picture of the world, broadening the horizons of children, “Communication”, “Socialization”.

Types of children's activities: communicative, gaming, educational and research

Goal: To draw children's attention to the importance of water in our lives, to familiarize them with its properties.

Tasks:

1. To consolidate children’s knowledge of the properties of water (taste, color, smell, fluidity). Clarify its meaning for all living things.

2. To develop children’s research activities, curiosity, thinking and speech of children: introduce the following words into children’s active vocabulary: liquid, colorless, tasteless, transparent.

3. Foster respect for water, mutual assistance, and empathy.

4. Involving parents to participate in children's research activities.

Methods and techniques:

Visual (diagrams, slides)

Preliminary work:

Observation of rain, puddles, streams, dew, clouds, fog, frost, snow, icicles, frosty patterns on the window.

Reading stories. Listening to different versions of musical works reflecting the behavior of water.

Selection of slides “Who needs water”;

Working with parents(making presentations);

Experiments (transforming snow into water, water into ice, changing the color and taste of water, smell)

Conversations on the topic: “Where can you find water?”, “Who lives in water?”, “Why do they drink water?”

Material:

Emblems “Wash your hands, don’t forget to close the tap tightly”;

Symbols indicating the properties of water.

Progress of the lesson:

Guys, a letter has arrived in our kindergarten, it is addressed to our group “Super Kids”

Let's read:.

Dear guys, we know that you are doing research. Help me to understand. There was a river in the forest. It flowed, it flowed. We admired it, we swam in it, we caught fish. And now something happened to her. It stopped flowing and became hard, hard and cold, like a stone. We are very worried.. Will you help us?

Well, how about we help the forest residents understand the current situation?

Educator: Yes, guys, a big disaster happened. After all, it’s impossible to live without water. After all, everyone needs water

View slides "Who needs water?"

(a frozen river appears on the projector)

Educator: Guys, look what happened to their river? Has anyone guessed what happened?

Children: Yes, she was frozen.

Educator: That's right, it froze and became hard as a stone. Does anyone know why this happened?

Children: It's winter outside.

Educator: And in winter, what happens to the water?

Children: Water, the river is freezing.

Educator: That's right, of course the river just froze. , Spring will come, the sun will shine brightly and the river will murmur and flow again. But the foresters now need to drink. Should we do the same?

(Children's answers)

Well done boys. You can also make an ice hole in the river and take water from there. You can also fish in the ice hole (the ice hole is shown on the projector).

Educator: What else do we know about water?

Children's stories are accompanied by displays of photographs of the experience on a projector.

1 child.

Water is a liquid. It flows, you can pour it into anything: a glass, a bucket, a watering can. It can be poured from one vessel to another.

Educator: Thank you, that's right. And in order for you, the gnome, and the guys to remember this better, I have prepared this symbol.

2 child.

The water is colorless.

If we put an object in a glass of water, we will be able to see it. And if you add paint to a glass of water, it will become colored and we will no longer see the object.

Educator: That's right, water can change color depending on what is added to it.

3 child.

Water has no taste.

If you add salt to it, the water will be salty, if you add sugar, the water will be sweet.

Educator: Thank you, that's right. It turns out that water can take on the taste of the substance that was added to it.

4 child.

Water has no smell.

5 child.

Water can take different shapes. If you put water in the freezer, it will turn into ice.

teacher How many interesting things have you said about water, but how can we write everything down?

(Children's answers).

Nikita, tell us by symbols everything we said about water.

Educator: Let's play stream and lake. As soon as the music starts, you will “turn into a stream” - (in a column, hands on the shoulders of the child in front.) As the music fades away, we form a lake. (children in a circle)

My dear researchers, tell me where can I find water on our beautiful planet?

Children's answers

Educator: There is a lot of water on the planet. But for washing and cooking, only purified water is needed. And to get clean water, people spend a lot of effort. And we all must save water and not pollute it! What can we do about this? How can we save water? Use it sparingly - close the tap tightly after washing.

Educator: Guys, let's hang a reminder in our washroom? Do you agree?

Educator: Do you think we completed the task? Yes! It’s not in vain that we are doing research. We are great!!! And they deserved a treat - ice cream (frozen fruit juice)

Abstract of GCD

Search and research activities

for older children

MDOU d/s No. 2

Roguleva Tatyana Nikolaevna -

Teacher at MDOU kindergarten No. 2

Mr. Marx

Abstract of GCD of search and research activities

for older children

“Transformations. And what is it?"

Goals: Getting to know the word “transformations”, searching for transformations. Development of the ability to record the action of transformation based on the use of pairs of words: “was - will be”, “was - became”. Mastering the “transformation” scheme. Formation of transformation action based on practical actions.

Material: pictures depicting fairy-tale characters, animals, depicting consistent changes in human growth; cards with a schematic representation of transformations; 3 cups of water, teaspoons, salt, sugar, potassium permanganate, gauze, magician's costume.

Progress of the lesson:

Educator : Guys, today in class we will talk about transformations. Think and tell me where transformations occur?

Children: In fairy tales.

Educator: Remember and name the transformations in fairy tales.

The children's answers are listened to.

Educator: who can say what transformation is?

Children's answers.

Educator: How do we know that the transformation has occurred?

Children: Something or someone has changed, become different.

Educator : Right. So, transformation is when someone or something was one thing and then became another. But transformations happen not only in fairy tales, but also in real life. For example, now we have a day, and then what will happen?

Children: Night.

Educator: What can the night turn into next?

Children: Again in the day.

The teacher shows a picture of a baby animal.

Educator: Who is this?

Children: Kitty.

Educator : Right. And let's call him Kuzya. And who is this? (showing a picture with an adult animal)

Children: It's a cat.

Educator: Do you think this could be the same cat?

Children: Yes. At first he was small, and then he grew up and became big.

Educator: Right. The kitten turned into a cat because it grew up. And you too will turn into adults. And they will call you the same as now. But you will transform slowly.

(I show pictures depicting consistent changes in human growth). Let's also make a little transformation from plasticine. Can you make a ball out of a cube?

Children: Yes.

Children make a ball by kneading cold plasticine.

Educator. What kind of plasticine was it?

Children: Cold, and in the form of a cube.

Educator : And what did you become?

Children: Warm and spherical.

Educator: A transformation has taken place. Let's play the game "Guess the transformation." I will tell you the object, and you will tell me what it will turn into.

(a tree is a wooden house, a grain is a flower, a puppy is a dog, water is ice, etc.) Maybe someone will come up with their own transformations.

Educator: Do you know that you can depict a transformation schematically... An arrow is drawn, showing the direction of the transformation. From frog to princess or vice versa. I’ll now hand out the pieces of paper, and you’ll sketch out what turns into what.

Children complete the task.

Educator: Now let’s relax and play the game “The sea is troubled once.”

“The sea is agitated once,

The sea is worried two

the sea is worried three,

flower figure…..freeze.” (animal)

Educator: Is the magician a magician or a real transformation? You say the magic words 3 times and we'll see if something happens!

Akhalay - Makhalay, begin the transformation! (I leave to change clothes)

Magician: Hello guys! Tell me, who am I? Who was I and who have I become? I am very glad that you invited me to visit your kindergarten. Now I will show you some transformation tricks. What do you think we need for this?

Children's answers

Magician: I have a magic wand - it’s an ordinary teaspoon. She will be my assistant today. The main thing, guys, is to pay attention, the transformation needs to be noticed. So, we begin: Eh, Aakhalai, yes Mahalai, begin the transformation!

First transformation .

I will need a glass of water and salt. I take salt with a teaspoon and put it in the water, touch it with a magic wand, stir... One, two, three! The salt has disappeared. What happened to her, do you think?

Children: The salt has dissolved.

Magician: What happened to the water? Has she changed color?

Children: The water became salty and did not change color.

Magician: Well done! Now you can make this transformation yourself.

I suggest you go tosecond transformation .

Let's take glasses of clean water, and now the most important thing. Take the sugar with a magic wand and lower it into the water. Stir with our assistant - a teaspoon. Guys, has the water changed color? Where did the sugar go? Taste your water. What does the water taste like?

Children: The water did not change color, but the sugar dissolved in the water.

Magician: Guys, what did you observe? What changed?

Children: We watched as sugar and salt dissolved in water. The water has changed taste. In the first case, it became salty, and in the second, it became sweet.

Magician: Well done! I have prepared another transformation. Look guys, I take this glass and fill it with water and stir it. And now I put this gauze bag into a glass (there are 2-3 crystals of potassium permanganate in the bag). Look, crystals of potassium permanganate are hidden in the water, they disappear, and the water changes color. Imagine and tell me what dissolving crystals look like?

Children's answers.

Magician: I finished my session. Did you like my transformations?

Children: Yes.

Magician: I have to go. Until next time. Akhalay - Makhalai, continue the transformations! (I leave to change clothes)

Educator: So guys, who have I turned into again? Today we talked about transformations. Did you enjoy finding the transformation and making it yourself?

Children: Yes.

Educator: Then in the next lessons we will continue this topic and explore new transformations.

A wide selection of ready-made lesson notes and GCDs for conducting experiments and magical transformations with ordinary objects, things, substances of natural and artificial origin. Secrets of entertaining tricks that will not only arouse the joy and interest of children, but will also contribute to their learning new knowledge about the world around them.

Clear step-by-step descriptions experiments that can be carried out without resorting to significant material and technical costs. Research activities that will help the formation of children’s ideas about living and inanimate nature, the relationship and interdependence of objects and phenomena; which will support and strengthen their cognitive interest.

Welcome to MAAM's "Club of Young Researchers"!

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