Target: introduce children to the properties of stones, continue to get acquainted with how people use stones;
develop research skills, improve observation skills,
highlight the similarities and differences of objects, promote the formation
interest in inanimate nature (stones);
introduce one of the stones (amber), arouse interest in
collecting.
Equipment: sets of stones, wooden blocks, containers with water, wooden hammers, pictures - helpers, robes, hats (hats, scarves), an interactive board for displaying presentations.
Progress of the lesson:
I. Introduction to the topic of the lesson.
Sun: Hello, guys! I'm Professor Whychka. I was told that in the Teremok kindergarten there are very inquisitive, smart, smart children and that’s why I want to invite you to the laboratory. Do you know what they do in the laboratory?
Children's answers: (experiments, studying objects, their properties)
Voss: That's right, experiments are done in the laboratory, the properties of objects are studied. And what we will study today, the box of sensations will help us find out. Now one of you will feel an object in the box of sensations, but will not tell us, even if you recognize it. We will try to guess for ourselves by asking questions. Who wants to be the host and answer our questions? (If all the children want to be the leader, the leader is chosen with a counting rhyme) Questions: (If the children do not ask questions, the teacher takes the initiative: Can I ask a question?)
Is it living or non-living?
Is this edible or not?
Cold or warm?
Dense or loose?
Heavy or light?
Is this object smooth or rough?)
Children, have you guessed what is in the sensation box? Children's answers.
Educator: Okay, listen carefully to the riddle, I think it will definitely help you guess what is in the box of sensations.
It burns like fire in mom’s earrings
It lies useless in the dust on the road.
It changes shape, it changes color,
And in construction it is suitable for thousands of years.
It can be small - lie in the palm of your hand.
It's heavy and big - you can't lift it alone.
Who, children, guessed my riddle?
Who recognized this object by signs? (Stone).
Voss: How did you guess that it was a stone? What helped you, what lines from the poem? Children's answers.
Well done guys! How many of you know the rules of behavior in the laboratory? (Do not make noise, do not shout, handle dishes and other utensils carefully, before work you must put on special clothing - a robe)
You guys are so good at knowing everything!!! I suggest putting on gowns and caps and going to the laboratory, where we will study the properties of... What? (Stones)
(Children wear dressing gowns).
II. The main part of the lesson.
Voss: Gentlemen, scientists, take your jobs. 1.Shape, color, size.
Voss: you all have pebbles. Look at them carefully, you can pick them up, touch them... Do you think they are the same or different?
Children's answers: (various),
Voss: How are they different? (size, shape, color). I have prepared special help pictures for you in advance that will help you remember the properties of stones. Figure 1 (Appendix) is posted on the board. Let's remember once again how the stones differ, why they are different, and the picture will help us. Stones are different because they have different colors, shapes, sizes)
2.Hardness
Voss: Now let's compare stone and plasticine. What do you think if we burn plasticine in one hand and a stone in the other? What will happen? (children's answers).
Voss: I suggest checking your assumptions. Take a piece of plasticine in one hand and any pebble in the other. Squeeze both hands very, very tightly. Open your palms, see what happened. (the plasticine changed shape, and why (because it is soft, but the stone is not, because it is hard). Guys, you have identified another property of your stones. And this help picture means that the stones are hard.
Figure 2 (Appendix) is posted on the board.
3.Strength
Voss: Guys, now we’ll check whether our stones are strong or not. How can we check this? Maybe some object on your table will tell you how to test the strength. (hit with a hammer) Children hit. Voss: And what happened? (The stones remained unharmed). What conclusion can we draw, and the picture - a help box (application) will help us with this). The stones are durable.
4.Heavy.
Question: Guys, what will happen to a stone and a block of wood if we throw them into the water? (Children's answers) Why do you think so? I suggest testing your assumptions using experience. Place any stone and a block of wood into a container of water. What happened? (the wooden block sank? (no) Why? (because it is light). And the stone? (sank because it is heavy). I am posting another picture-hint (application), and you formulate the property of the stone that we studied ( the stone is heavy).
5. Where are the stones used?
Voss: Guys, do you know where people use stones? (in road construction, decoration, treatment). (children’s answers). That's right, guys!
(View the presentation with comments from the teacher). A long time ago, people noticed that some stones were very beautiful and durable, and they built castles, fortresses, and churches from them. IN modern world stone is more used for finishing: subways, bridges, fountains, balconies, stairs, fireplaces. Look how beautiful stones look when designing garden plots. Stones are used to decorate flower beds, alpine slides, and paths.
III. Final (consolidation of the material covered).
Voss: Children, I suggest you take off your dressing gowns, go to the board, where we will once again remember the properties of stones, and the pictures will help us with this. Let's start with what kind of stones are they? (different, hard, durable, heavy) and are they different? ... (by color, shape, size).
Voss: Well done, you remember everything very well. And now you and I will go to relax on the shores of the Baltic Sea. Make yourself comfortable so as not to disturb each other, you can lie down. (Volume includes the audio recording “The Sound of the Sea”)
Voss: Close your eyes. Imagine that we are on the seashore. The warm sun is shining. We warm ourselves under it. Our arms and legs are relaxed, warmth spreads throughout our body. A gentle breeze blows (the teacher touches the child’s hands and feet). We breathe calmly and deeply, draw in full lungs of air and exhale all the air. Inhale - exhale. We feel good and calm. Wave after wave comes and plays with pebbles. And we lie on the shore, and all worries and anxieties leave us. Inhale - exhale (2 times). Wave after wave comes and carries something to our feet. Open your eyes. (The teacher shows an amber stone in his palm). What is this? (stone) Educator: Does anyone know what it’s called? Children's answers.
Voss: This is the Amber stone. Amber is the hardened resin of ancient coniferous trees. Especially a lot of amber is found on the coast of the Baltic Sea, where it is thrown ashore by waves. Distinctive Features stone - golden color, reminiscent of sunlight, transparency or translucency. Amber sizes range from a small grain of sand to the size of a lemon or a goose egg. But occasionally larger pieces are found - the size of a human head or even larger.
There are a lot of legends about the origin of Amber, the meaning of most of which boils down to the fact that amber is tears of suffering.
Showing a presentation with comments from the teacher:
Listen to one of the myths. Phaeton, the son of the sun god Helios, once undertook to drive his father’s solar chariot, but unable to restrain the fiery horses, he almost destroyed the Earth in a terrible flame. An angry Zeus pierced Phaeton with lightning, and his body, like a comet, fell into the Eridanus River. The inconsolable mother of Phaethon Clymene and his sister Heliad wept so bitterly that the gods turned them into poplars. But even when they became trees, they continued to cry, dropping their amber tears into the river.
It was with such a small stone that my collection of amber products began, which I brought to show you today. Children look at the collection.
Voss: Guys, as a keepsake of our meeting, I want to give each of you an amber stone, which may be the beginning of your collection.
Voss: I thank you for good job and I want to know what you liked most about our meeting, what you remembered (children’s answers).
Summary of integrated direct educational activities
Prepared and conducted by teacher of the highest qualification category Galina Vladimirovna Pakskina"Magic Pebbles"(for children of the preparatory group)
Duration: 30-35 minutes.
Integration educational areas: “Cognition”, “Communication”, “Health”, “Artistic activity”.
Tasks:
- developing children’s research skills through the object inanimate nature– stones;
- classify stones by shape, size, color, surface features;
- maintain interest in research work, see the beauty of nature.
- develop imagination and creativity.
- promote the development of a careful attitude towards one’s health.
- cultivate a desire to be healthy and take good care of yourself.
Materials: various stones, a path of pebbles, paints, water, brushes, a bag, aprons. Educator: Today Katya brought a bag of different stones to the group.
I invite you to our laboratory and to be researchers.
I take the pebbles out of the bag and put them on trays. The children look at them.
Educator: Take them. How do the stones differ from each other?
Experience 1. I suggest you touch the stone. What does it feel like? Smooth or rough?
Children's answers: the stone can be smooth or rough.
Educator: Raise your hand with the pebble up, who has a smooth pebble, stretch your hand with the pebble in front of you, who has a rough one.
Children's actions: raise their hands with the stone up or stretch it out in front of them.
Question: What kind of stones are there in color, shape, size?
Children's answers: stones are different: gray, brown, white, oval, triangular, round, large, small, etc.
Experience 2. I demonstrate warm pebbles (heated on a radiator).
Educator: Touch different stones: which are on your table and which I handed out to you, what can I say?
Children's answers: one stone is warm, the other is cold
Educator: Which one is more pleasant to hold in your hand? Hold a cold pebble in your fist and blow on it, does it become warmer?
Breathing exercises:
Children take a cold pebble, place it on their palms, inhale through their nose, exhale through their mouth, and blow on the pebble while holding it in their hand (3 times).
Educator: What do you say now?
Answers: the pebble became warm from our air. We heated it up.
Conclusion: stones can be warm from heating and cold.
Experience 3: “Drowning or not drowning.”
Educator: I suggest putting pebbles in water. Tell me what will happen? Is he swimming? Did you fall to the bottom? What color were the pebbles? Answer: The pebbles changed color, sank in the water, and circles began to appear in the water.
Conclusion: the stones sink in the water because they are heavy and have changed color and become brighter.
Educator: Nowadays they even use stones for treatment!
Slides 1-4
Educator: I’ll tell you a proverb now: “You can’t become strong instantly - temper yourself gradually.”
Here is a very simple hardening method that you can do every day. This is walking on pebbles.
Educator: I suggest placing pebbles on the floor in a row and walking over them. When you walk on pebbles: How do you feel? What pebbles?
Children's answers: The pebbles are hard and smooth, you need to step on them carefully so as not to hurt.
This results in a special foot massage, which can help prevent flat feet. Look, I have a special surface for walking on stones.
Fizminutka: Children walk along a path made of pebbles.
Stomping feet
On a straight road.
And your legs will jump
On a straight road.
Jumped, jumped
And they stood up. Stop!
Along a narrow road
Your feet will walk quietly
They ran after each other
And not at all tired.
Educator: Our ancestors walked barefoot on the earth and were healthy. Today we forget about walking barefoot even on the grass, and there are no conditions for this. We are afraid of hurting our feet. And who can tell where you can still walk barefoot?
Children's answers: in the forest, in a clearing, at your dacha, where there is no garbage or glass.
Educator: Let's look at the screen. In the hands of skilled people, craftsmen, stones turn into wonderful objects and decorations.
Slide about stones 5-7(products made of semi-precious stones)
After watching. Productive activity children to music.
Educator: Let us also “revive” our pebbles. You can choose to paint a pattern on smooth stones with paints.
Educator: What wonderful work you have done. Take it as a souvenir. Let's say thank you very much to Katya for the amazing stones.
Did you enjoy participating in the study? What do you tell your parents?
Children answer questions.
I ask the children to clean up the tables and help them.
Summary of the integrated lesson in preparatory group with general underdevelopment of speech of the third level
Alla Kosheleva
Lesson summary “These amazing stones”
Municipal budget preschool educational institution – kindergarten № 28 "Herringbone".
st. Mira 99-A Bryansk region, Klintsy, 243145
tel. 8- (48336) 5-09-78,
OGRN 1023201342328, INN/KPP 3203005426/324101001
Organized educational cognitive and research activities
on topic: "These amazing stones» .
Educator:
Kosheleva A.V.
Organized educational cognitive and research activities on topic:
"These amazing stones» .
Senior group.
Educational area: "Cognitive Development".
Target: Introduce children to the properties stones, expand the understanding of use stones by a person in the process of cognitive and experimental activity.
Educational objectives:
1. Introduce children to properties stones through basic experimentation.
2. Form older children preschool age elementary representations
about diversity stones, the ability to examine them and name their properties and use symbols make a diagram.
3. Expand knowledge about how and why a person uses stones by applying the presentation "World stones» (use of ICT) and game techniques for presenting educational material.
4. Activate and enrich the vocabulary with words denoting properties stones: hard, light, durable, heavy, colorful.
5. Develop cognitive activity in the process of getting to know the properties stones, the ability to formulate conclusions, express one’s point of view, and encourage children to give complete answers.
6. Develop cooperation skills, the ability to work independently and together.
Foster respect for natural resources.
7. Update forms of pedagogical partnership in the process of working with preschoolers.
Integration of educational regions: "Social and communicative development", « Speech development» , "Artistic and aesthetic".
Equipment and materials: "box of sensations", sets stones on each table, wooden blocks, modeling dough, glasses of water, gravel, napkins, a large stone, a hammer, a helping diagram, an interactive whiteboard, a collection of products from stone, bachelor's caps, phonogram "Mage-dropout", presentation "World stones» .
Organization of children: subgroup.
I Introduction to the topic: educator.
The teacher invites the children into the hall and greets all the guests.
Educator: -Guys, I know that you are very inquisitive, quick-witted and smart children, so it’s interesting for me to play with you. I have a box and there is something in it. You'd like to know what's in it. I need an assistant. How can I determine who will help me? (Counting)
Maybe some of you know an interesting little counting rhyme?
Please, (Kolya) count and choose a leader for the game.
Game "Box of Feelings".
You will all stand where it is convenient for you, I suggest to the presenter that you put your hand into the box and find by touch the object that lies there, but he does not tell us about the object, we ourselves will ask leading questions to guess.
Questions:
Is it alive? Is it fluffy (heavy, soft, cold?
Have you guessed what's in the box yet?
Then I will help you, guess the riddle.
It burns with fire in my mother’s earrings.
It lies useless in the dust on the road.
It changes shape, it changes color,
And in construction it is good for a thousand years.
It may be small -
lie in the palm of your hand.
Heavy, big -
You can't lift it alone.
Who, children, guessed my riddle?
Who recognized this object by signs?
That's right, this is a stone...we show it to the children...
Guys studying stones takes place in the laboratory, do you want to go there?
II Main part of the OOD. Educator.
Music is playing. The curtain opens. At the desk, Scientist-Educator 2.
Comes out to the children.
Hello my young thinkers. Do you want to try yourself as a scientist?
Then put on your bachelor's cap and take your seats, today we will study the properties stones.
Please note on your table there is a tray with stones, take the stone you like in your hand, touch it, look at it.
-Stones same or different?
Than yours the stones guys are different?. (They are big and small)
What color you have stones?.
Or maybe a different color, as you think (gray, red, blue, brown, green.)
How to describe a property in one word stone- have different colors (multi-colored)
To make it easier to remember properties stones you and I will fill out a hint diagram (turns attention to the board).
Do you think our diagram can conditionally display the first property stone(rainbow because it has different colors). Invite the child to insert this sign into the table.
What can you tell us about your stone? (Show the stone to everyone - children's answers)
Right, the stones are different because.... children's answers (it is big, heavy, multi-colored, rough, has sharp edges and blunt, smooth...) they have different colors, sizes, shapes.
-Answer my question: If we squeeze a stone in one hand and dough in the other, what will happen? (children's answers)
Let's test our assumptions, take any stone in one hand and play dough in the other, squeeze hard and see what happens?
Why did the dough change its shape? The dough is soft and pliable.
What's wrong stone happened?. Nothing is correct, the stone has not changed its shape, it is solid.
Guys, we have learned one more property stones -Hardness.
Go (Sabina) think and find the card that can help us mark the property of hardness on the diagram (hard as nails).That's right, this picture means hardness.
Let's continue talking about stones...
What do you think will happen to stone and a wooden block if we put them in the water? (Listen to the children’s full answers).
Why do you think so (children's reasoning)
I suggest you see for yourself, with the help of experience, whether you are right or wrong. Move the experimental plate towards you and lower a stone and a block of wood there at the same time.
What happened? (answers: a wooden block does not sink, it floats on surface, and stone sank to the bottom.)
Why didn't the wooden block sink? (it's light).
Why did the stone drown? (The stone sank because it was heavy)
How can you and I formulate this property? stone....
-(Ivan)....will find us the following symbol.
How did you determine that "Weight"(seek complete and detailed answers).
It’s true that a stone is not a feather - it won’t be carried away by the wind, stones sink in water.
But there are huge mountains that consist of stones.
You could become like a mountain (yeah (children become a pyramid)
Physical education minute.
There is a mountain of an old woman (raise your arms straight up, placing your palms together)
To the top of the sky. (reach up on tiptoes)
The wind blows around her (fans themselves with their hands)
The rain pours down on her (shak hands alternately)
The mountain suffers and loses stones. (put palms to cheeks and shake head)
And every day and every night
(children run away)
And every day and every night (the teacher touches some children who must run away)
The pebbles are rolling and rolling away. (children run away)
The pebbles rolled and from then on
There's nothing left of this mountain (children point to an empty space).
Come to me and find the largest stone on my table.
Do you think it is strong or fragile?
How can we check? (are trying: stand on a stone, hit a stone against a stone)
Let's try to hit stone with a hammer...
Who wants to try (provide the opportunity to try it for those who have not tested the strength stone)
What can be concluded? (durable stones, it does not crumble, does not break)
Yes. The stone remained unharmed!
Go (Stepan) choose the last picture for the diagram.
Explain why you chose the castle? (it's durable)
Yes, the lock allows you to firmly close the doors.
What do you think, can a stone be a helper to a person? (children's answers about using stone)
I want to show you, and you will help me tell where a person can use stones, walk over and position yourself in front of the screen in a chair or on the floor that is comfortable for you.
Slide2 - Stones are found underground, on its surface and in bodies of water.
Slide 3- In ancient times, people used stones as a tool and for hunting.
Slide4- Later stones began to decorate clothes.
Slide5 – The stones served as decoration, a talisman and just a toy.
Slide6 –From stones they have made and are now making items for home interiors.
Slide7 - Used stones in the construction of roads, for sidewalks, stairs and platforms, it cannot be replaced
Slide8 -It is widely used by summer residents in their garden plots, creating such beauty.
Slide9 - Stone is indispensable in the construction of monuments. Do you recognize this monument? Yes, this is a monument to the Heroes of the Fatherland.
Slide 10 – In the construction of fountains.
Slide 11 - Few people know that salt is also a stone. It is underground and is mined. There are entire salt mountains in the world.
Slide 12 – Hurray! Eat edible stones.
Slide 13 – Stones Nowadays they even get treatment!
Slide 14 -And also stones You can collect them in collections and bring them back from your travels!
Slide15 – Stones beautiful, unusual and interesting.
I'll show you my collection of jewelry from stones. (collection show).
Did you enjoy visiting me?
As a souvenir, I’m giving you a hint diagram, it won’t be difficult for you to tell about what you learned about today stones.
For today I say goodbye and look forward to visiting you again (leave to music) the curtain closes.
III The final part of the OOD.
Teacher 1 comes out.
Here are my guys! Don't you want to tell me anything?
What's in your hands?
Who can tell you what new you learned today?
What interesting thing happened to you?
Tell me about the diagram, what does it mean?
Summing up classes with differentiated assessment of the result.
Lesson notes for the preparatory group " Magic world stones" - page No. 1/1
Lesson summary for the preparatory group
"The Magic World of Stones"
(Cognitive development)
Educator: Morozkova N.V.
Tasks:
Summarize children's knowledge about the properties and characteristics of stones.
Create conditions for experimentation, awaken interest in this topic.
Develop curiosity, activity, and the ability to act independently.
Cultivate interest in native land- Southern Urals.
Material for the lesson:
a collection of stones, jewelry (beads, earrings, rings), mnemonic diagrams, a box, a doll-Mistress of the Copper Mountain, equipment for research activities (plasticine, stacks, boards for working with plasticine, rice), audio recording, gifts for children and refreshments.
Preliminary work:
Cycle of lessons: “From a mountain to a grain of sand”, “Stones help us build and live”, “Stones decorate”, “Stones write and draw”, “Helper stones”; experiments “How water destroys a stone”, “Sinking - does not sink”; reading fiction; working with parents – replenishing the mini-museum with exhibits.
Progress of the lesson:
1) Organizational moment.
The teacher invites the children into a circle for the game "Old Lady Mountain" (the game illustrates the process of mountain destruction)
There is an old mountain - Children raise their hands up,
To the top of the sky. stretch on tiptoe,
The wind blows around her fan themselves with their hands,
The rain pours down on her. shake hands,
The mountain stands and suffers apply palms to cheeks and shake head.
And he loses stones. The teacher touches several people who,
And every day should depict pebbles.
And every night Children-pebbles scatter - they scatter in different
Rolling, rolling parties in any way.
Pebbles away.
The game continues until all the “pebbles” roll to the sides. In conclusion, the participants of the game say in chorus:
The pebbles rolled
And from that very time
There's nothing left
From our mountain!
2) The teacher addresses the children:
Why is the mountain called "Old Lady Mountain"?
How does she lose pebbles? (Using a mnemonic diagram, the child talks about the formation of a stone.)
Can a mountain lose stones in one day? (Children explain their answer)
Next, the teacher and children sum up the work done - a collection of stones has been collected. Together they find out that a mini-museum has appeared in the group. "Mini" - because it is small, and "museum" - because it presents a variety of stones from our region.
The teacher and children enter the mini-museum and discover that the doll - the Mistress of the Copper Mountain - is missing, and instead of it there is a letter with the following content: "Guys, if you complete all my tasks, then a surprise awaits you..."
1 task- game "Magic Box"
Children draw cards and explain the properties of stones. (They knock, drown in water, draw, write, help in construction, decorate paintings, buildings)
2 task- “Name the tales about stones”
Children name works that talk about stones.
“Silver Hoof”, “Mistress of the Copper Mountain”, “Legends of the Southern Urals - The Legend of Emeralds”.
3 task- "My favorite stone"
Children name and show the stones they liked best, explaining their choice.
3)An audio recording sounds and the Mistress of the Copper Mountain enters.
The hostess greets the children:
You coped well with my tasks, you know a lot about the Ural region, about the riches that are hidden in the depths, about skillful people who give beauty to everyone. You deserve the gift by canceling it. But I also want to test you, answer me the question: “Why are stones multi-colored? Why can you see two or three colors in one pebble?” (Children answer). To reveal this secret of the stones, let's go to the tables and try to understand how this happens.
Research activity
Invite the children to roll each piece of plasticine into a ball and place the balls on top of each other in the form of a snowman. Then you need to press the top ball with your palm. The movements are accompanied by the comment: “Time passed... Millions of years... The stone layers pressed on each other, became flat, stuck together, turned into one...” Next, suggest cutting a stack of plasticine and admiring the striped sections.
Children mix several pieces of plasticine different colors, rolling all the colors first into a sausage and then into a ball, in a spiral. Again, cut the lumps in half in a stack and admire the amazing patterns, comparing them with the patterns of other children.
Invite the children to determine what is harder: cereal or pieces of plasticine? In nature, there are harder stones, and there are softer ones. Let's imagine that in the underground depths we encountered just such different types stones (children mix two pieces of plasticine of different colors with rice grains).
Then, when visiting the “mini-museum,” the children themselves look for stones formed in similar ways.
Educator:
There are different stones, for example, “moonstone” - protects from an evil person, from the evil eye. Each person has his own stone, it depends on what zodiac sign you were born under.
Mistress of the Copper Mountain:
It's time to reward you for your knowledge and skillful hands. Accept from me a collection of stones and colorful sweet pebbles. (The Mistress of the Copper Mountain presents gifts and, saying goodbye to the children, leaves)
Aries - amethyst, hematite, rock crystal.
Taurus - agate, carnelian, cornelian.
Gemini - agate, carnelian, tiger's eye.
Cancer - moonstone, chrysoprase, chalcedony.
Leo - peridot, opal, amber, jasper, crystal.
Virgo - carnelian, onyx, jade, jadeite, agate.
Libra - opal, peridot, amethyst, jade, crystal.
Scorpio - topaz, hematite, carnelian, garnet, malachite.
Sagittarius - turquoise, garnet.
Capricorn - onyx, agate, cat eye, chrysoprase.
Aquarius - obsidian, amethyst, garnet, lapis lazuli.
Pisces - red coral, amethyst, aquamarine, jasper.
Autonomous organization of preschool education of the municipal formation Zavodoukovsky urban district "Child development center - kindergarten "Beryozka"
ABSTRACT
cognitive and research activities
on the topic: "IN amazing world stone"
(preparatory group)
Educator of AODOM "Development Center child - children's"Berezka" garden
No. 9 “Dreamers”
Zhumagazhenova F.T.
Zavodoukovsk
2015
Integration of educational areas:
“Cognitive”, “Social-communicative”, “Artistic-aesthetic”, “Speech”.Types of children's activities:
gaming, cognitive-research, communicative, motor, productive.Target: Introduce children to the diversity of the world of stones, their properties and features.
Educational objectives:
1.Update children’s knowledge about planet Earth, its depths, and stones.
2.Form basic ideas about living and inanimate nature.
3. Maintain interest in studying stones, practice classifying them according to various characteristics (color, shape, size, weight, temperature, buoyancy).
4. Strengthen the ability to construct your answers to questions grammatically correctly, the ability to ask questions, follow the logic of your statement, the ability to construct evidence-based speech, learn to compose a story based on the results of research work.
5.Give an idea of the areas of use of stones; that musical instruments can be created using natural materials.
Developmental tasks:
1.Develop cognitive activity in the process of experimentation.
2.Develop research skills: (accept and set a goal, highlight essential features and connections, put forward various hypotheses, select tools and materials for independent activity, carry out an experiment, make certain conclusions and conclusions).
3. Develop curiosity, attention, observation, fine motor skills, imagination, logical thinking, speech.
Educational tasks:
1. Introduce basic generally accepted norms and rules of relationships with peers and adults in joint activities.
2. Develop the skill of safe behavior with laboratory equipment.
3. Foster a caring attitude towards inanimate nature.
Vocabulary work.
Hard, dense, rough, rough, strong, hard, cold, uneven, smooth, heavy, shiny, transparent, light, dark, durable.
Planned results:
Draw conclusions independently based on the results of the experiment, based on previously obtained ideas and your own assumptions.
Materials: a set of drawing diagrams, a master's cap, sets of stones, pieces of wood, nails, a hammer, magnifying glasses, pieces of plasticine, glasses of water, spoons, trays and napkins for each child, research algorithms.
Preliminary work.
Talking with children about mountains, looking at illustrations, large paintings with mountain landscapes; series of conversations "Entertaining Mineralogy"; reading fairy tales by P.P. Bazhov “Stone Flower”, “Silver Hoof”; N.A. Ryzhov “What is under our feet”; memorizing L.V. Loginov's poem "Mountain", looking at the children's encyclopedia "I Want to Know Everything"; collecting a collection of stones.
1. Organizational moment: “Welcome”
Educator: Look, we have guests today!
Let us say hello to our guests and everyone around us.
Hello sky (hands up)
Hello earth (squat)
Hello my friends (hands forward)
1,2,3,4,5 (bend your fingers)
Let us come together in a circle again (hold hands)
2 . Surprise moment "Letter".
Educator: Guys, look what I found under the stone, a letter, but from whom it was not written. There is a riddle on the envelope, let's guess it, maybe then we'll find out who it's from.
It can be small - lie in the palm of your hand,
Heavy, big - you can’t lift it alone,
It's unnecessary to lie in the dust on the road,
Who has guessed our riddle now?
Who recognized this object by signs? (stone)
Educator: A riddle about a stone. I wonder who this letter is from? How do you think? (from the gnomes). Read the letter? (Yes)
The teacher takes out the letter and reads: “Hello, dear children!
Beyond the deep seas, beyond the dark forests, stands a lonely mountain. We, gnomes, live in this mountain in endless caves. Day and night we mine different stones. Our hammers knock day and night. And the evil, greedy Mountain King reigns over us.We learned that you are very inquisitive, observant, admire the beauty of nature, explore it.To get rid of the evil spell of the Mountain King, we must learn everything about the stones. Help us. Dwarves."3. Educator: Guys, let's help the Dwarves? To find out everything about the stones, we need to go to the laboratory, where we will conduct experiments with them. And ours will help us with this faithful helpers. Name them.
Children: Eyes to look. Fingers to touch, feel. Ears to listen. A nose to smell.
Educator : And the mouth, how will it help us? (You can’t put anything in your mouth). To work in a laboratory, you need to know some rules of behavior. Which?
Children : behave quietly, do not disturb anyone, be careful and attentive, do not put anything in your mouth, do not wave or throw stones. And here is our laboratory.
4. Experiment No. 1. Determination of color and shape.
Educator: Our eyes are the first to work. Carefully examine all the stones with your eyes. What color are your stones? Children share observations of what color their stones are: gray, brown, white, green, yellow, etc. What shape are the stones? So, what can we conclude?
Children conclude: stones vary in color and shape (the teacher attaches a diagram - a drawing to the board.)
Educator : Guys, what do you think, does the stone change shape? In what ways can this be proven? (squeeze, hit with a hammer). Let's check it out. Take a pebble in one hand and plasticine in the other. Squeeze both palms. What happened to the plasticine, did it change its shape? What about the stone? Why? (the stone is harder than plasticine).
So what can you do?
conclusion from this experiment?The stone is hard and durable.And now I propose to play. The game is called "Good and Bad".
Game "Good and bad"
(children name the positive and negative characteristics of stones).Guys, the stone is good. Why? You can build houses and roads from it. You can play with pebbles, make mosaics, paintings; There is healing stones; stones-amulets, talismans; Jewelry is made from stones.
Stone is bad. Why? A stone can break glass, a nose, puncture a tire, or puncture a foot in the water.
5. Experiment No. 2. Determination of size.
Educator: Look at the stones in front of you and say: “Are all the stones the same size?” (no) Find and show me the largest stone, the smallest, the middle one. Who will make an important conclusion about the size of the stones?
Conclusion : Stones come in different sizes.
Game "Create musical instruments".
Educator: Do you think stones can make sounds? Knock them together. What do you hear? These stones talk to each other and each of them has its own voice. Do you want to play with pebbles? Place some small pebbles in a plastic box, close it and rattle it. What does it look like?
(for maracas). We have a real orchestra of maracas.
6. Experiment No. 3. Determination of the nature of the surface.
For the next experiment we will need very sensitive fingers
Self-massage: We will rub each finger and stretch our arms.
We will now stroke each pebble in turn. Are the surfaces of the stones the same or different? Which? (children share discoveries). Show the smoothest stone and the most uneven, rough one. Does the stone have a smell?
Conclusion: The stone can be smooth or rough, but they do not smell of anything.
7. Experiment No. 4. Examining stones through a magnifying glass.
To see the surface of the stones even better, we will use magnifying glasses (children look at all their stones).
Educator: What interesting things did you guys see? (speckles, paths, depressions, dimples, patterns, etc.). Well done, very attentive children.
8. Experiment No. 5. Determination of weight.
Educator: Guys, I have an interesting proposal for you to become a Libra for a minute. What do you do with scales? Yes, they weigh it. Children take turns holding stones in their palms and determine the heaviest and lightest stone. Take the heaviest stone in your right hand, and left hand the easiest.
Conclusion: Stones vary in weight: light, heavy.
Guys, what kind of person do you think they say “He has a heart of stone”?
Children: about the evil, cruel, ruthless; a person devoid of compassion.
Educator: Guys, for the next experiment we will need a lot of stones, let's collect them.
9. Phys. just a minute:
We walked along the path and found a lot of stones.
So we went to the right, found gray pebbles,
We sat down, collected ourselves, and moved on.
So we went to the left, we found colorful stones,
And we went downhill - we found white stones,
They all brought them with them.
10. Experiment No. 6: Determination of temperature.
Educator : Guys, now put your palms on the table and quickly on your cheeks. What table? And the cheeks? Our skin can quickly detect temperature. Now we will have a most interesting experience. Among your stones you need to find the warmest and coldest stone. Found it? How to warm a cold stone?
Children suggest methods of action: put it in hot water, put it on your cheek, hold it in your fist, warm it with hot breath, put it in the sun. Take a cold stone and warm it in any way.
Educator : Has the pebble become warmer?
Breathing exercises
. And now I invite everyone to warm the cold pebble together with our warm breath.Children take a cold stone, place it on their palms, inhale through their nose, and exhale through their mouth and lips with a tube (3 times).
Conclusion: stones can be warm or cold.
11. Experiment No. 7. Buoyancy.
The teacher draws the children's attention to the vessels with water. Using a special pencil, children (two children) mark the water level in both vessels. Educator: What do you think will happen if we put all the stones in water? (children's answers). Let's put some stones in the water and see what happens (leave one stone dry).
Each child drops his or her pebble into one container. The water level in the vessel rises. Children express their opinions.
Conclusion : stones do not dissolve in water, do not absorb water, they sink in water because they are heavy and dense. The water is pushed out.
The teacher specifies the children’s answers with the phrase: “Stones do not absorb water. They're pushing her out."
Now let's take the stone out of the water. What has he become? (wet). Compare it with a stone lying on a napkin. How are they different? (color, wet stone is darker.)Which stones do you like better, wet or dry? (wet ones are brighter).
Educator: Guys, please look at the board. We ended up with an unusual letter about stones. Writing in drawings and diagrams. Who wants to become a real scientist, put on a master's cap and draw an important conclusion about the properties of stones? (one child draws a conclusion about all the experiments done).
So we helped the Dwarves get rid of the evil spell of the Mountain King by telling them about the properties of the pebble. The gnomes thank us.
12. Music game"Mountain".
There is an old mountain standing (raise their hands up)
Top of the head to the sky, (stretch on tiptoes)
The wind blows around her
(fan themselves with their hands)The rain pours down on her, (shakes hands)
The mountain stands and suffers (puts palms to cheeks and shakes head)
And he loses the pebbles (the children slowly move back)
And every day and every night
Roll, roll (at the teacher’s signal, the children scatter to the sides).
Pebbles away.
The pebbles rolled, and from that very moment, (put palms to cheeks and shake head)
There is nothing left of our mountain (Two hands point to the empty place).
13. Educator: Guys, we said that stones are needed for building houses, roads, bridges, etc., what else can be done with them? (children’s answers)
14. You can also draw on stones. Let's try to turn an ordinary stone into an amazing one with the help of paint and a brush (children paint with different art materials).
Reading the poem by V. Shipunova “Pictures from a Puddle.”
Mammoth trunk from a puddle
Blue water collected
And on unnecessary pebbles
I drew cornflowers.
On the rock there is a patch of sky,
There is a moth on the path.
It's a pity that the puddle is too small,
It's a pity that the puddle is not a river.
When the stones are dry, we will create a mini-exhibition.
15. Reflection: Guys, what new did you learn today? What surprised you most? What do you remember most?
Today we learned a lot of amazing things about stones. They also helped the dwarves get rid of the Mountain King’s spell. Thank you.
