Experimental activities in the senior group. Card file with goals

Organization of experimental activities in the senior group

Experimental activity in the senior group is a particularly important process that allows preschoolers to form or expand existing ideas about objects of inanimate and animate nature, which is possible through independent knowledge.

This technique is characterized by its implementation in almost all cases of the teacher’s work, from walks and extracurricular activities, to certain leisure activities based on the topic of the conversation.

Such a research process significantly increases the overall motivation of students, because in this case there is a scientific methodology - preschoolers experience bright and positive emotions that develop as a result of a sense of self-worth and responsibility within the framework of a certain work.

In addition, the preschooler enthusiastically expects visible results from his own work and tries to gain more information and experience from the teacher and the world around him.

Objectives of experimental activities

Qualities characteristic of research activities are observed in a child from the age of 2. In this case, experiments with objects or phenomena are carried out using the simplest actions: smear paints on a sheet, test something for strength, taste it.

The child reaches out to each object with only one purpose - to explore it.

The development of fine motor skills and general coordination of movements allows the child to conduct his own research much more intensely, while the factor of spontaneity in the experiment is preserved in children up to 5-6 years old.

Preschoolers in the middle group are distinguished by longer observations, through which they can develop vocabulary, due to which there is a desire to use independent activities with the help of which they learn acquired skills.

Therefore, the main goals pursued by experimental activities in a children's institution are characterized and subsequently introduced into the pedagogical process based on the main typology of the task.

Task description:

During direct exploration, preschoolers acquire important skills that allow them to experiment with objects or the environment. They also learn to draw various conclusions and conclusions based on the experiments performed.

Progress of the lesson.

Playback The next experiment is called “Birds and Oil”

.

There is a bird feather in front of you.

You need to throw a feather, blow on it and carefully follow it. What's happening? That's right, it floats in the air. Now dip it in the rast. Oil (oil also has an oily structure)

and throw it up again.
What's happening to him? That's right, it falls down quickly. The structure of feathers allows birds to fly by “pushing” the air down with their wings, while they themselves rise up. When a waterfowl (duck, gull, loon, swan)
lands on water covered with an oil film, its feathers become dirty. They stick together and lose the ability to “repel” air, which means the bird cannot take off and may die or become easy prey for predators. From this we can conclude that we need to help birds and other animals and not pollute the environment.

Methods and techniques of experimental activities in preschool educational institutions

Experimental activities in the senior group are characterized by the presence of many techniques and methods that make it possible to improve teaching activities, as well as develop children’s independence skills.

The most relevant of them are:

• Search-problem technique. In this case, through the efforts of the teacher, a problematic situation is created that the preschooler must solve, including putting forward his own hypotheses and methods. This technique is one of the leading methods, which characterizes the high efficiency of modern education. Thus, by searching for a problem, children’s motivation is improved through direct communication with the teacher. The child strives to obtain a high-quality result, thereby increasing his activity in research.
• Observation activity of the object. The perception or sensation of certain objects can be organized both on the street and in a preschool institution. So, directly on a walk, the child begins to immerse himself in the environment, exploring new visual, auditory or tactile images. Such observation refers to one of the most active methods of interaction.
• Experiments and experiences . With the help of various experiences and experiments (throwing things on the floor, trying to break something, make a sound, etc.), the child learns to understand the basic features, properties and qualities of objects or individual phenomena. Students are very enthusiastic about the substance being studied, especially if they already know it. In this case, the preschooler begins to take the initiative and tell other peers about his own experience. This technique can effectively develop activity, observation and independence in a child. It also helps create a friendly, team atmosphere.

The above methods and techniques must be used together. When they are used separately from each other, the main pedagogical goal is significantly lost, which leads to a deterioration in the research process.

Modern pedagogical practice indicates the high efficiency of using these methods in relation to various natural phenomena. In this case, it is especially effective for children to observe living plants, animals or various phenomena.

A good teacher will definitely try to introduce such a feature into educational topics, which will significantly increase the quality of education.

Card index of experiments for introducing nature to children of senior preschool age

Municipal budgetary preschool educational institution

"Kindergarten "Solnyshko" town. Gvardeiskoe"

Simferopol region of the Republic of Crimea

Card index of experiments for familiarization with living and inanimate nature for children of senior preschool age

Prepared by: teacher Vernovskaya P.N.

October, 2016

Experimentation is one of the most successful ways to introduce preschoolers to the world of living and inanimate nature.

Experimental activities are available to children from preschool age. In games with sand, water, and snow, children learn, explore, observe and participate in amazing transformations in the world around them. In experiments with flour, salt, and water, they study the properties of solutions, observe changes in the properties of materials under the influence of high or low temperatures, and participate in changes in the state of simple substances (water into ice and steam, candle wax, chocolate, dough, and much more). Such experiments, although simple at first glance, develop logical thinking skills in children, help them find cause-and-effect relationships, analyze and systematize knowledge. Preschoolers develop speech activity and coherent speech, and their vocabulary is enriched.

To carry out experimental activities, it is necessary to organize an experimental corner in the group, where you can select equipment for experiments: straws, plates, measuring cups, spoons, materials for playing with soap foam, dyes (gouache, watercolor paints), magnifying glasses, water vessels, a wonderful bag, mirror, waste material (ropes, laces, braid, wooden spools, clothespins, corks), seeds of beans, beans, peas, etc.

The topics of experiments and experiments are very diverse. But the principle “from simple to complex” should always be followed. You can conduct experiments as complete independent lessons, or use them as part of a lesson to consolidate previously acquired knowledge. It is also good to use ICT - technologies that can be used to show the progress of an experiment and capture experiments using photos or videos.

The list of experiences and topics is quite wide. They can be the following: vegetables, fruits, weather, trees, air, wind, cereal plants (rye, grain, wheat), bread dough, water, metals, magnets, shiny, smooth, rough objects, reflective surfaces, light (rays) ), seasons - seasons, the plant world, colors in nature, soil properties, stones, minerals, fabrics and so on.

The desire for knowledge and science born in childhood, correctly formed in time and supported by both teachers and parents, will make it possible to cultivate in our future generation a desire to learn and think.

I offer examples of experiences and experiments for children of senior preschool age

"Aggregative states of water"

Purpose: To prove that the state of water depends on air temperature and is in three states: liquid - water; hard – snow, ice; gaseous - steam.

If it is warm outside, then the water is in a liquid state. If the temperature outside is sub-zero, then the water turns from liquid to solid (ice in puddles, instead of rain it snows). If you pour water on a saucer, then after a few days the water will evaporate, it will turn into a gaseous state.

"Properties of Air"

Target. Introduce children to the properties of air.

Material. Scented wipes, orange peels, etc.

Process. Take scented wipes, orange peels, etc. and invite the children to smell the odors in the room one by one.

Conclusion: Air is invisible, has no definite shape, spreads in all directions and has no odor of its own.

"The air is compressed"

Target. Continue to introduce children to the properties of air.

Materials. Plastic bottle, uninflated balloon, refrigerator, bowl of hot water.

Process. Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools.

Conclusion: When heated, air expands, and when cooled, it contracts.

"The air expands"

Purpose: Demonstrate how air expands when heated and pushes water out of a container (homemade thermometer).

Progress: Consider the “thermometer”, how it works, its structure (bottle, tube and stopper). Make a thermometer model with the help of an adult. Make a hole in the cork with an awl and insert it into the bottle. Then take a drop of colored water into a tube and stick the tube into the cork so that a drop of water does not jump out. Then heat the bottle in your hands, a drop of water will rise up.

"Water expands when it freezes"

Goal: Find out how snow retains heat. Protective properties of snow. Prove that water expands when it freezes.

Procedure: Take two bottles (cans) of water of the same temperature for a walk. Bury one in the snow, leave the other on the surface. What happened to the water? Why didn't the water freeze in the snow?

Conclusion: Water does not freeze in snow because snow retains heat and turns into ice on the surface. If a jar or bottle where water has turned into ice bursts, then we can conclude that water expands when it freezes.

"Living Water"

Target. Introduce children to the life-giving properties of water.

Materials. Freshly cut branches of quickly blossoming trees, a vessel with water, the label “Water of Living”.

Procedure: Take a vessel and label it “Water of Living.” Look at the branches with your children. After this, place the branches in the water and remove the vessel in a visible place. Time will pass and they will come to life. If these are poplar branches, they will take root.

Conclusion: One of the important properties of water is to give life to all living things.

"Evaporation"

Target. Introduce children to the transformation of water from liquid to gaseous state and back to liquid.

Materials. Burner, vessel with water, lid for the vessel.

Procedure: Boil water, cover the vessel with a lid and show how the condensed steam turns back into drops and falls down.

Conclusion: When water is heated, it changes from a liquid state to a gaseous state, and when it cools, it changes from a gaseous state back to a liquid state.

“Can a plant breathe?”

Target. Reveals the plant’s need for air and breathing. Understand how the respiration process occurs in plants.

Materials. Houseplant, cocktail straws, Vaseline, magnifying glass.

Progress: An adult asks if plants breathe, how to prove that they breathe. Children determine, based on knowledge about the breathing process in humans, that when breathing, air should flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a straw and conclude that Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week.

Conclusion: The leaves “breathe” on their underside, because those leaves that were smeared with Vaseline on the underside died.

“Do plants have respiratory organs?”

Target. Determine that all parts of the plant are involved in respiration.

Materials. A transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass.

Process. An adult suggests finding out whether air passes through the leaves into the plant. Suggestions are made on how to detect air: children examine a cut of a stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult and children conduct the “Through a Leaf” experiment in the following sequence: a) pour water into a bottle, leaving it 2-3 cm empty;

b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the hole of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, secure the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the end of the stem immersed in water.

Results. Air passes through the leaf into the stem, as air bubbles can be seen releasing into the water.

“Do the roots need air?”

Target. Reveals the reason for the plant’s need for loosening; prove that the plant breathes from all parts.

Materials. A container with water, compacted and loose soil, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Progress: Children find out why one plant grows better than another. They examine and determine that in one pot the soil is dense, in the other it is loose. Why dense soil is worse. This is proven by immersing identical lumps in water (water flows worse, there is little air, since less air bubbles are released from the dense earth). They check whether the roots need air: to do this, three identical bean sprouts are placed in transparent containers with water. Air is pumped into one container using a spray bottle, the second is left unchanged, and in the third, a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. Observe the changes in the seedlings (it grows well in the first container, worse in the second, in the third - the plant dies).

Conclusion: Air is necessary for the roots, sketch the results. Plants need loose soil to grow so that the roots have access to air.

“What does the plant secrete?”

Target. Establishes that the plant produces oxygen. Understand the need for respiration for plants.

Materials. A large glass container with an airtight lid, a cutting of a plant in water or a small pot with a plant, a splinter, matches.

Progress: An adult invites the children to find out why it is so pleasant to breathe in the forest. Children assume that plants produce oxygen for human respiration. The assumption is proven by experience: a pot with a plant (or cutting) is placed inside a tall transparent container with an airtight lid. Place in a warm, bright place (if the plant provides oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out whether oxygen has accumulated in the jar (oxygen is burning). Observe the bright flash of flame from a splinter brought into the container immediately after removing the lid.

Conclusion: Plants produce oxygen.

“Do all leaves have nutrition?”

Target. Determine the presence of plant nutrition in the leaves.

Materials. Boiling water, begonia leaf (the reverse side is painted burgundy), white container.

Progress: An adult suggests finding out whether there is nutrition in leaves that are not colored green (in begonia, the reverse side of the leaf is painted burgundy). Children assume that there is no nutrition in this sheet. An adult invites the children to place the sheet in boiling water, examine it after 5 - 7 minutes, and sketch the result.

Conclusion: The leaf becomes green, and the water changes color, therefore, there is nutrition in the leaf.

"In the Light and in the Dark"

Target. Determine the environmental factors necessary for the growth and development of plants.

Materials. Onion, a box made of durable cardboard, two containers with soil.

Progress: An adult suggests finding out by growing onions whether light is needed for plant life. Cover part of the onion with a cap made of thick dark cardboard. Draw the result of the experiment after 7 - 10 days (the onion under the hood has become light). Remove the cap.

Conclusion: After 7–10 days, draw the result again (the onion turns green in the light, which means nutrition has formed in it).

“Who is better?”

Target. Identify favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.

Materials. Two identical cuttings, a container of water, a pot of soil, plant care items.

Progress: An adult suggests determining whether plants can live for a long time without soil (they cannot); Where do they grow best - in water or in soil. Children place geranium cuttings in different containers - with water, soil. Watch them until the first new leaf appears. The results of the experiment are documented in an observation diary and in the form of a model of the dependence of plants on the soil.

Conclusion: The plant’s first leaf appeared in the soil faster, the plant gains strength better; The plant is weaker in water.

“Where is the best place to grow?”

Target. Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, identify soils that differ in composition.

Materials. Tradescantia cuttings, black soil, clay and sand.

Progress: An adult chooses soil for planting (chernozem, a mixture of clay and sand). Children plant two identical cuttings of Tradescantia in different soil. Observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, but grows well in chernozem). Transplant the cuttings from the sand-clay mixture into black soil. After two weeks, the result of the experiment is noted (the plant shows good growth).

Conclusion: Chernozem soil is much more favorable than other soils.

"How a shadow is formed"

Goal: Understand how a shadow is formed, its dependence on the light source and the object, and their mutual position.

Procedure: Show the children a shadow theater. Find out whether all objects provide shadows. Transparent objects do not give a shadow, since they transmit light through themselves; dark objects give a shadow, since the rays of light are reflected less.

Street shadows. Consider the shadow on the street: during the day from the sun, in the evening from lanterns and in the morning from various objects; indoors from objects of varying degrees of transparency.

Conclusion: A shadow appears when there is a light source. A shadow is a dark spot. Light rays cannot pass through an object. There may be several shadows from yourself if there are several light sources nearby. The rays of light meet an obstacle - a tree, therefore there is a shadow from the tree. The more transparent the object, the lighter the shadow. It is cooler in the shade than in the sun.

“What does a plant need to nourish itself?”

Target. Determine how the plant seeks light.

Materials. Indoor plants with hard leaves (ficus, sansevieria), adhesive plaster.

Procedure: An adult offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's assumptions are tested by experience; part of the leaf is sealed with a plaster, the plant is placed near a light source for a week. After a week, the patch is removed.

Conclusion: Without light, plant nutrition is not formed.

“What then?”

Target. Systematize knowledge about the development cycles of all plants.

Materials. Seeds of herbs, vegetables, flowers, plant care items.

Progress: An adult offers a riddle letter with seeds, finds out what the seeds turn into. Plants are grown during the summer, recording all changes as they develop. After collecting the fruits, they compare their sketches and draw up a general diagram for all plants using symbols, reflecting the main stages of plant development.

Conclusion: Seed – sprout – adult plant – flower – fruit.

"How to Detect Air"

Goal: To determine whether air surrounds us and how to detect it. Determine the air flow in the room.

Procedure: Suggest filling plastic bags: one with small objects, the other with air. Compare bags. The bag with objects is heavier, the objects can be felt to the touch. The air sac is light, convex, and smooth.

Light a candle and blow on it. The flame is deflected and is affected by the air flow.

Hold the snake (cut from a circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as the warm air lifts it.

Determine the movement of air from top to bottom from the doorway (transom). Warm air rises and goes from bottom to top (since it is warm), and cold air is heavier - it enters the room from below. Then the air warms up and rises again, which is how we get wind in nature.

“What are the roots for?”

Target. Prove that the root of the plant absorbs water; clarify the function of plant roots; establish the relationship between the structure and functions of the plant.

Materials. A geranium or balsam cutting with roots, a container with water, closed with a lid with a slot for the cutting.

Progress: Children examine cuttings of balsam or geranium with roots, find out why the plant needs roots (roots anchor plants in the ground), and whether they take up water. Conduct an experiment: place the plant in a transparent container, mark the water level, tightly close the container with a lid with a slot for the cutting. They determine what happened to the water a few days later.

Conclusion: There is less water because the roots of the cuttings absorb water.

“How to see the movement of water through the roots?”

Target. Prove that the root of a plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.

Materials. Balsam cuttings with roots, water with food coloring.

Progress: Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). What else can roots take from the ground? Children's assumptions are discussed. Consider dry food coloring - “food”, add it to water, stir. Find out what should happen if the roots can take up more than just water (the root should turn a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. They clarify what will happen to the plant if there are substances harmful to it in the ground (the plant will die, taking away harmful substances along with the water).

Conclusion: The root of the plant absorbs other substances in the soil along with water.

"How does the sun affect a plant"

Purpose: To establish the need for sunlight for plant growth. How does the sun affect the plant?

Procedure: Plant onions in containers. Place in the sun, under a cover and in the shade. What will happen to the plants?

Remove the cap from the plants. What bow? Why light? Place in the sun, the onions will turn green in a few days. An onion in the shade stretches towards the sun, it stretches out in the direction where the sun is. Why?

Conclusion: Plants need sunlight to grow, maintain green color, since sunlight accumulates chlorophytum, which gives green color to plants and for the formation of nutrition.

Main types of experimental activities

Types of preschool experimentation differ based on the main purpose and purpose or problem that needs to be solved.

Also, experimental activity may differ in the case of the method of application, stage or characteristic features of cognitive operations:

Experimental activities in the senior group are carried out through the systematic improvement of the child’s intellectual and practical skills.

If, during the process of observation, the preschooler was able to obtain new information and knowledge, the experimental work is identified as a cognitive system.

In addition to the main types of classes, based on the methodology, there are varieties in pedagogical practice that directly take into account the process of experimentation.

These are the following classes:

• Game experiments. Since the main activity of preschoolers is gameplay, research can be carried out in conjunction with it. These classes often feature a character from a favorite cartoon or fairy tale who provides children with important information or asks for help. Through this technique, students understand what is said better and act more responsibly.
• Modeling. An understanding of the basic properties or features of an object can be obtained through the process of constructing small copies of real-life objects or phenomena. Most often, children build volcanoes, rivers or small construction complexes. So, a teacher can invite preschoolers to model a vortex flow using pieces of paper.

  
  An example of experimental activity in a senior group - modeling a volcanic eruption

• Experiments. Conducting various studies or experiments is the basis of a child’s activities. Absolutely all skills acquired in kindergarten are taught through this teaching method. Preschoolers can perform various experiments with liquid, air, magnets or earth. All this can quickly expand your understanding of certain features of the world around you.

The formation of important skills or abilities through experimentation allows you to teach your child how to work with various devices and tools . In this case, experimental activity significantly accelerates the learning process.

It is important that the approach to research activities is exclusively comprehensive. In this case, the child can strengthen the existing basic knowledge about certain phenomena and objects. This pedagogical method is the basis of any preschool education.

Organization of experimentation work in older preschool age

Alevtina Korablina

Organization of experimentation work in older preschool age

Municipal State Preschool Educational Institution kindergarten No. 5 of a general developmental type in the urban district of Novovoronezh

Organization of experimentation work in older preschool age

Prepared by: teacher Korablina A.V.

2019

Experimentation is the main type of indicative research (search)

activities.
It is believed that experimentation claims to be a leading activity during preschool childhood , the basis of which is cognitive orientation; that the child’s need for new impressions underlies the emergence and development of inexhaustible research activities aimed at understanding the world around him. Children’s experimentation is closely related to other types of activities - observation, speech development (the ability to clearly express one’s thoughts makes it easier to carry out experiments, while replenishing knowledge promotes speech development).
Experimentation can be organized in three main directions: independent activity of children, joint activity of a teacher with children, specially organized training . The purpose of the experimental lesson is to model a natural or physical phenomenon, a visual demonstration of the process of its occurrence and the properties of interacting objects, which allows the child, as a result of his own observations and reflections, to come to independent conclusions.

Objectives of the experimental activities of senior group :

to form experience in observing the rules of safe behavior in the process of experimentation ;

introduce the nature of physical phenomena (light refraction, magnetism, reflection)

;

to form specific ideas about the properties of sand, water, clay, air, and other natural and artificial materials (wood, leather, rubber, foam, plastic)

;

introduce some properties of chemicals: soda, dye, acetic acid;

learn to trace elementary cause-and-effect relationships in the natural world;

stimulate cognitive activity;

introduce the rules of safe behavior with household chemicals (washing powders, soaps, shampoos)

;

cultivate a caring attitude towards the natural world around us;

develop curiosity, logical thinking, memory and attention.

Types of experimentation in the senior group :

familiarization with the properties of sand and clay;

air, its properties and meaning;

studying the properties of water;

conducting experiments on snow and heat;

formation of knowledge about the human body;

natural and artificial materials, their essential features and properties;

observation of the phenomenon of magnetism;

soil, its properties and influence on the life and growth of plants.

Examining the seeds of different plants, observing the appearance of sprouts.

Planting seeds with and without sprouts and observing their growth.

Observations of plants and water, plants and light, plants and heat.

Studying the man-made and non-man-made world through a magnifying glass (magnifying glass)

.

Techniques that are used in classes on experimental activities :

Observation - contributes to the formation of knowledge about the properties and qualities of objects, and also helps to track the transformation of objects.

Game ( experimental game , didactic, active)

- used in combination with explanations, demonstration, clarifying and leading questions. Example of didactic games:

• "Taste it"

;

• “Identify by smell”

;

• "Recognize by voice"

;

• “Let’s dress the doll for a walk”

;

• "Where the Water Lives"

Experience is the transformation of an object in order to identify hidden properties and establish cause-and-effect relationships. Rules for conducting the experiment:

• establish a goal (why the experiment is being conducted)

;

• prepare material and equipment;

• think through step-by-step instructions;

• summarize;

• explain in words accessible to the child why this or that phenomenon occurred.

Walk - observing plants and natural phenomena, conducting experimental games in natural conditions.

Equipment that can be used in older preschool age .

Schemes, tables, models with algorithms for performing experiments.

A series of paintings depicting natural communities.

Educational books, atlases.

Thematic albums.

Collections: mini-museum (themes vary, for example, “There are different watches”

,
"Stone Products"
.

Materials are divided into sections: “Sand, clay, water”

,
“Sound”
,
“Magnets”
,
“Paper”
,
“Light”
,
“Glass”
,
“Rubber”
.

Natural materials: stones, shells, sawdust and leaves of trees, moss, seeds, different types of soil, etc.

Recycled material: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.

Technical materials: nuts, paper clips, bolts, nails, cogs, screws, construction parts, etc.

Different types of paper: plain, cardboard, sandpaper, copy paper, etc.

Dyes: food and non-food (gouache, watercolors, etc.)

.

Medical materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles and other materials: mirrors, balloons, oil, flour, salt, sugar, colored and transparent glasses, candles, etc.

A sieve, funnels, halves of soap dishes, ice trays.

Helper devices: magnifying glass, hourglass, microscopes, magnifying glasses - oilcloth aprons, sleeves, rubber gloves, rags.

Hint cards (permissive - prohibitory signs)
“What is allowed, what is not allowed
.

Experimental lesson in the senior group

lesson in the senior group lasts 25–30 minutes and has its own logical structure:

Organizational stage - a motivating start in a playful way (up to five minutes)

.

The main stage is the most active practical part of the lesson, which includes:

conducting experiments;

didactic games;

physical education, finger exercises or gymnastics, which will help you relax, unwind, and relieve physical and intellectual fatigue.

Final, final stage (up to five minutes)

— conclusions, cleaning of
workplaces .
A variety of motivating means and pedagogical techniques will help to intensify cognitive interest, stimulate search activity and the attention of your little pupils:

a surprise moment - the introduction into a dialogue with children of a toy character, a favorite fairy-tale hero, who will ask for help, puzzle and delight, and invite children on an exciting journey.

video message from a fairy-tale or fictional character;

poems and riddles;

educational story;

dialogue with children;

problematic situation;

music, viewing pictures, demonstrating presentations, videos or animated films.

Motivating start to class

Preschoolers, by their nature of thinking, have a strong desire for the process of observation or direct study of the objects and phenomena being studied. It is also especially interesting for children to carry out experiments and experiments on their own.

If the group lacks the necessary motivation for learning, the teacher must organize a lesson on experimental activities in such a way that the main incentive is the desire to acquire new knowledge or skills.

Particular attention should be paid to the fact that the practical side of learning often causes too vivid experiences in a preschooler, which can reduce the overall value and joy from the result of the study.

Based on this, it is best, before starting the lesson itself, to emphasize that the main thing in the experience is the end result, and not the implementation itself.

For such purposes, various visual materials can be used: maps, posters, illustrations or individual images. The teacher should use didactic or outdoor games that will significantly increase the motivational component.

Many experts in the field of pedagogy have proven that short physical education breaks have an effective effect on the learning process itself, which is why preschoolers learn the material better and strive to complete the task.

This is due to the release of additional energy reserves.

Card index of games for research activities

WATER GAMES

"Smart Jackdaw"

Purpose: to determine that the water level rises if objects are placed in the water.

Content:

1. Reading the story by L.N. Tolstoy "Smart Jackdaw".

2. Children pour a partial container of water and drop pebbles or coins into it, bringing the water level to the edge.

"Water Mill"

Goal: To consolidate children's knowledge about the properties of water (the power of water).

Contents: Children pour water onto the turntable or place it under running water under the tap and watch the turntable rotate.

"Colored Ice"

Goal: To generalize children's knowledge about the two aggregated states of water - liquid and solid, about the properties of water (the ability to freeze to take the shape of the container in which it is located; cold water freezes faster than warm water).

Contents: Children pour warm and cold water into molds and freeze it.

"Water Filtration"

Goal: To consolidate the ability to filter water in various ways (cotton wool, sand, starch, filter paper).

Contents: Children filter water using various techniques.

AIR GAMES

"Dry out of the water"

Purpose: To consolidate children's knowledge about the properties of air (air takes up space)

Contents: Children place a dry cloth in a glass and directly lower it into a jar of water. Remove from the water - the napkin is dry. Children lower the glass with a napkin at an angle - the napkin gets wet.

“Which is faster?”

Purpose: Detect atmospheric pressure.

Contents: Children simultaneously lower 2 sheets of paper (vertically and horizontally; and watch which one lands faster)

"Stubborn Air"

Objective: To discover that compressed air takes up less space and that compressed air has power.

Contents: Children draw water using a syringe (without a needle) and try to squeeze the piston by holding the hole with their finger.

"Let's blow up the balloon"

Goal: To consolidate with children knowledge about the work of the lungs.

Contents: Children inflate and deflate balloons, reinforcing knowledge about how the lungs work. The balloon is inflated - inhale. We release the air - exhale.

GAMES WITH SAND.

«Guess by touch"

Goal: To consolidate children's knowledge about the properties of sand (flowability, opacity).

Content: Children find objects in the sand by touch and recognize them.

"Rescuer"

Goal: To develop in children the ability to generalize, to continue to introduce the qualities of sand (opacity, roughness).

Contents: Children solve riddles and find clues in the sand.

“Who can fill the bottle with sand faster?”

Goal: To consolidate children's knowledge that wet and dry sand have different properties.

Contents: Children fill bottles with dry and wet sand using various techniques (using a spatula, funnel, paper bag).

“Where is the water?”

Goal: Determine that clay and sand absorb water differently.

Contents: Children pour water into transparent containers filled with clay and sand.

GAMES WITH TREE

“Which tree is the bark from?”

Goal: To develop in children the ability to find a tree using a piece of bark.

Contents: The game is played both on the street and in a group. Children use a piece of bark to find the desired tree or tree branch.

“What is made of wood?”

Goal: To strengthen in children the ability to generalize and find objects made of wood among surrounding objects.

Content: Children find wooden objects and group them (created by nature and man-made).

“Name the tree based on its description

«

Goal: To generalize children’s knowledge about trees and their distinctive features.

Contents: Children name the tree by description, find the tree in pictures or on the site.

"Drowning - not drowning"

Goal: To consolidate children's knowledge about the properties of wood (does not sink in water).

Content: Children choose objects made of wood from the proposed objects and immerse them in water.

GAMES WITH PAPER

"Paper Snowballs"

Goal: We consolidate children’s knowledge about the properties of paper (easily wrinkles) and qualities (lightness)

Contents: Children make snowballs out of paper and try to get them into the basket.

"Spinner"

Goal: To develop the desire to transform the object

Contents: Children make a pinwheel out of paper, try to make it rotate in various ways (standing still, blowing on the pinwheel, while running, holding the pinwheel in front of them).

"Magic Paper"

Goal: To promote children’s assimilation of the properties of carbon paper (exact copying of a drawing).

Contents: Children draw using carbon paper, alternately placing matte and glossy sides on the drawing.

"Leaf in the Water"

Goal: To consolidate with children knowledge about the properties of paper (different types of paper get wet in different ways).

Contents: Children place pieces of paper (wallpaper, newspaper, toilet paper, Whatman paper, napkin, etc.) into a transparent container with water of different types, but of the same size.

GAMES WITH METAL

“What does it sound like?”

Goal: To consolidate the ability to identify metal objects by the sound they make.

Content: Children play metal and non-metal musical instruments, compare where the sound was louder.

"Don't get your hands wet."

Goal: To develop in children the ability to identify the properties of metal objects (metal sinks, is attracted by a magnet).

Properties: Children immerse metal and non-metallic objects into a transparent container and remove them using a magnet.

"Metal - non-metal"

Goal: Identify metallic and non-metallic objects by their qualitative characteristics (brilliance, smoothness, opacity)

Contents: Children place objects made from different materials on different trays.

“Find and name.”

Goal: To consolidate the ability to find metal objects in the surrounding space.

Contents: Children look for objects made of metal in the group room.

GAMES WITH MAGNETS

“We draw with magnets”

Goal: consolidate knowledge about the interaction of a magnet and metal shavings

Contents: Children scatter metal shavings on cardboard and use a magnet to create various patterns and designs.

"Magic Mitten"

Purpose: To develop children's knowledge about the ability of a magnet to attract objects.

Contents: Children put on a mitten, place a magnet inside and try to attract metal and non-metal objects.

"Jolly Fishermen"

Purpose: To generalize knowledge about the properties of a magnet (the ability of magnetic forces to pass through water).

Contents: Children lower a magnet into water on a string and take out objects lying at the bottom.

"An unusual nail."

Purpose: Determine the ability of metal objects to be magnetized.

Contents: children attract a nail with a magnet (magnetize it), connect it from the magnet, magnetizing smaller objects to the nail.

GAMES WITH MIRROR AND MAGNIFYING GLASSES

"Scouts"

Goal: To develop in children an understanding of how many times light and the image of an object can be reflected, that is, to see it where it should not be visible.

Contents: “Scout” stands around the corner, and with the help of a mirror, by repeated reflection, without showing himself, he looks at what is happening.

"Magic Circle"

Goal: to consolidate children’s knowledge about the formation of white color from the fusion of seven colors of the spectrum. Contents: Children rotate the top (there are 7 colors of the spectrum on the top), look at it, find out what color they see.

"Double Reflection"

Purpose: Determine the features of mirror reflection (reverse orientation)

Content: children draw while looking in the mirror.

“Look through a magnifying glass.”

Goal: To consolidate children’s knowledge that simple glass cannot magnify objects, only the concave glass of a magnifying glass.

Contents: Children examine small drawings through a simple glass and through a magnifying glass.

HUMAN

"Eyesight check"

Goal: To identify the dependence of the vision of an object on distance.

Content: Children look at pictures depicting objects from different distances.

"Sounds in the water."

Purpose: To identify the features of the propagation of sounds through solid and liquid bodies.

Contents: Children lower pebbles into water, listen to them sink to the bottom, watching from the side and putting their ear to a container of water

"Guess by the smell"

Goal: To strengthen with children the ability to recognize familiar smells.

Contents: Children sniff pieces of foam rubber impregnated with various compounds and determine the smell of the substance.

"Edible-inedible."

Goal: To consolidate the ability to find, name and classify edible and inedible.

Content: children learn to find edible and inedible things from pictures and divide them into groups (food, tools, clothes, etc.)

Recording the results of experimental research activities in kindergarten

The process of recording the result when conducting experimental or research work is a particularly important component of any educational activity. Thus, the teacher needs to gradually accustom preschoolers to draw the conclusion of the study, which will significantly reduce the risk of losing the motivational principle.

Recording is especially important to ensure that the entire research process is imprinted in the child’s memory for a long time, including sensory, auditory, motor or visual.

The main recording methods often used in teaching practice:

• Graphic or visual . It is the simplest recording technique, in which the results are presented in the form of cards, diagrams, images or photographs. Despite the fact that this method is best used with younger groups, its use also shows significant effectiveness with older students. The teacher should provide the preschooler with the opportunity to choose the form of fixation that he likes best.
• Mental. In this case, various methods are used to influence the function of the child’s speech apparatus. Thus, a preschooler can tell the teacher about his own research results or point out any errors and discuss them further. This allows you to form a personal opinion and develop the quality of speech. During this process, the senior group improves the skill of generalizing and systematizing the information received about a phenomenon or object.
• Practical. It is characterized by recording the results of the study on paper, in which the child writes down or sketches the conclusion obtained. In this case, they most often resort to using drawings or simple symbols. To increase efficiency, you can keep a journal of observations, a diary of experiments, and also create a special calendar.

Experimental activities in the older group must be carried out in accordance with all the described methods of note-taking and recording, which systematically develops the child in all areas.

Card index of cognitive and research activities of older children

Oksana Malinnikova

Card index of cognitive and research activities of older children

Card index of cognitive and research activities for children of the senior group.

Card-1

"Flying Seeds"

Goal: to introduce children to the role of wind in plant life.

Procedure: Give the children one “flying”

seed and one
“non-flying”
.
Offer to raise your hands as high as possible and simultaneously release both seeds from your hands (for example: beans and maple seeds)
.

Conclusion: seeds have various adaptations for flight, the wind helps the seeds move.

Card-2

"Plant water requirements"

Goal: to form children’s about the importance of water for the life and growth of plants. Teach children to draw conclusions during experimentation and make logical conclusions.

Procedure: Choose one flower from the bouquet, you need to leave it without water. After some time, compare a flower left without water and flowers in a vase with water: how are they different? Why did this happen?

Conclusion: plants need water; without it they die.

Card-3

"How water gets to the leaves"

Goal: to show experimentally how water moves through a plant.

Procedure: Cut chamomile is placed in water tinted with ink or paint. After a few days, they cut the stem and see that it has become colored. Split the stem lengthwise and check to what height the colored water rose during the experiment. The longer the plant sits in the dye, the higher the colored water will rise.

Conclusion: water rises up the plant.

Card-4

"The sun dries things out"

Goal: observe the sun's ability to heat objects. Develop curiosity and expand your horizons. Teach children to draw conclusions .

Procedure: Hang the washed doll's clothes in a sunny area and watch how they dry during the walk. Touch the bricks from which the kindergarten building is built on the sunny side and the shady side.

Conclusion: the sun heats objects.

Card-5

"Transfer of the Sun Bunny"

Purpose: to show with an example how light and the image of an object can be reflected repeatedly. To develop the cognitive activity of children in the process of conducting experiments.

Material: mirrors.

Procedure: On a sunny day, children look at the “sunny bunny”

.
How does it work? (Light reflected from the mirror)
.
What happens if you
put another mirror
the sunbeam (It will be reflected again)
Card-6

"Rainbow"

Goal: to introduce rainbows as a natural phenomenon. Cultivate an educational interest in the natural world.

Material: basin with water, mirror.

Hod: Have you ever seen a rainbow after the rain? Do you want to see a rainbow right now? The teacher places a mirror in the water at a slight angle. It catches the sun's rays with a mirror and directs them to the wall. Turns the mirror until a rainbow appears on the wall. Water acts as a prism, decomposing the white color into its components. What does the word "rainbow"

? What is she like? Show the arc with your hands. From the ground, a rainbow resembles an arc, but from an airplane it appears to be a circle.

Card-7

"Air is invisible"

Purpose: to introduce the properties of air - it has no specific shape, spreads in all directions, has no odor of its own. Develop children's cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.

Move: the teacher offers to take (consistently)

scented napkins, orange peels, garlic and feel the odors spreading in the room.

Conclusion: Air is invisible, but it can transmit odors over a distance.

Card-8

"Air Movement"

Purpose: to show that you can feel the movement of air. Cultivate interest in experimental activities , love of nature. Continue to develop logical thinking and imagination.

Procedure: Invite children to wave their hand in front of their face. How does it feel? Blow into your hands. How did you feel?

Conclusion: air is not invisible, you can feel its movement by fanning your face.

Card-9

"Storm"

Goal: to prove that wind is air movement. Develop cognitive activity in the process of experimentation, expand knowledge about air, activate speech and enrich children’s (laboratory, transparent, invisible)

.

Progress: Children make sailing boats. Place them in a container of water. Children blow on the sails, the boats sail. Large ships also move thanks to the wind.

Questions: What happens to the boat if there is no wind? What if the wind is very strong?

Conclusion: Wind is the movement of air.

Card-10

"Looking at sand through a magnifying glass"

Purpose: determining the shape of grains of sand. of cognitive interest in , to develop observation and mental activity .

Material: sand, black paper, magnifying glass.

Hod: What is sand made of?

Conclusion: From very small grains - grains of sand. They are round and translucent. In the sand, each grain of sand lies separately and does not stick to other grains of sand.

Card-11

"Sand Cone"

Purpose: to introduce the property of sand - flowability. of cognitive interest in , to develop observation and mental activity .

Procedure: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, drifts occur; the movement of sand is similar to a current.

Conclusion: sand is a bulk material.

Card-12

"Properties of wet sand"

Purpose: to introduce the properties of sand . of cognitive interest in , to develop observation and mental activity .

Material: sand, molds.

Procedure: Pour dry sand into the mold and turn it over, what happens? Sprinkle a stream of sand onto your palm. Then wet the sand and do the same operations.

Conclusion: wet sand can take any shape until it dries. When sand gets wet, the air between the sand grains disappears and they stick together.

Card-13

“Soil condition depending on temperature”

Goal: to identify the dependence of soil condition on weather conditions. of cognitive interest in , to develop observation and mental activity .

Procedure: On a sunny day, invite the children to examine the earth, touch it with their hands: warm (it was heated by the sun, dry (crumbles in their hands, light brown. The teacher waters the earth from a watering can, invites them to touch it again, examine it (the earth has darkened, become wet, sticky , sticks together into lumps, cold water has made the soil colder)

Conclusion: changes in weather conditions lead to changes in soil condition.

Card-14

"Water and Snow"

Goal: to consolidate knowledge about the different states of water. of cognitive interest in , to develop observation and mental activity .

Move: Add snow and ice to the group - which will melt faster? Place loose snow in one bucket, compacted snow in the second, and ice in the third.

Conclusion: loose snow will melt first, then compacted snow, ice will melt last.

Card-15

"Snow melting"

Goal: introduce children to the properties of snow . Cultivate interest in experimental activities , love of nature. Continue to develop logical thinking and imagination.

Procedure: Collect snow in a glass jar while walking with your children. Bring to the group and place in a warm place. The snow melts and water forms. Draw children's attention to the fact that the water is dirty.

Conclusion: snow melts under the influence of temperature, turning into water.

Card-16

"The protective properties of snow"

Purpose: to introduce the properties of snow . To develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.

Procedure: Place jars with the same amount of water on the surface of the snowdrift, bury them shallowly in the snow. Bury deep in the snow. Observe the condition of the water in the jars.

Conclusion: The deeper the jar is in the snow, the warmer the water will be. The roots are warm under the snow and soil. The more snow, the warmer the plant.

Card-17

"Water Freezing"

Goal: to consolidate children's knowledge about the properties of water . Cultivate an educational interest in the natural world.

Procedure: Pour water into a bucket and onto a tray. Place in the cold. Where will water freeze faster? Explain why water on a tray freezes faster.

Card-18

"Transparency of Ice"

Purpose: to introduce the properties of ice . Develop curiosity and expand your horizons. Teach children to draw conclusions during experimentation and make logical conclusions.

Procedure: Place small items in a transparent container, add water and refrigerate. Consider with your children how frozen objects are visible through the ice.

Conclusion: objects are visible through ice because it is transparent.

Card-19

"Street Shadows"

Goal: to show children how a shadow is formed, its dependence on the light source and the object, and their relative position. Development of children's cognitive interest in the process of experimentation, establishing cause-and-effect relationships, and the ability to draw conclusions.

Progress: Examination of shadows from different objects. When does the shadow appear? (when there is a light source)

. What is a shadow? Why is it formed? (this is a dark spot, it is formed when light rays cannot pass through an object; there are fewer light rays behind this object, therefore it is darker)

Conclusion: a shadow appears in the presence of light and an object; the outline of the object and the shadow are similar; the higher the light source, the shorter the shadow; the more transparent the object, the lighter the shadow.

Card-20

"Measuring Image Dimensions Using Different Lenses"

Purpose: to introduce an optical device - a lens; form ideas about the property of a lens to magnify images. Teach children to draw conclusions during experimentation and make logical conclusions.

Material: magnifying glasses, glasses, various objects: feathers, blades of grass, twigs.

Progress: examining a magnifying glass, observing changes in the size of objects and images through a magnifying glass.

Conclusion: when viewing objects, their sizes increase or decrease depending on which lens is used.

Card - 21

“Funny Boats”
(buoyancy of objects)
Purpose: to teach to note the various properties of objects. To develop the cognitive activity of children in the process of conducting experiments.

Procedure: The teacher, together with the children, lowers objects made from different materials (wooden blocks, sticks, metal plates, paper boats) into the water. Observe which objects sink and which remain afloat.

Conclusion: not all objects float, it all depends on the material from which they are made.

Consultation with parents

In order to increase the effectiveness of teaching, the teacher is recommended to hold comprehensive meetings with parents of preschoolers several times a year, which highlight their achievements, the conclusions of experiments, as well as other important aspects.

The teacher must inform each of the parents about the main tasks and goals of setting up experiments and research, which will allow them to understand the significance and importance of such development for the child. It is best to conduct similar experiments at home, which will significantly strengthen the preschooler’s knowledge.

The experimental type of activity of preschoolers of the senior group can be supported by using the following tasks:

• motivating the child through personal example, which helps increase the authority of the parent;
• manifestation of real interest in classes at a preschool educational institution, which is characterized by frequent questions from the child about exercises, acquired knowledge and methods of conducting experiments;
• Stimulating the curiosity of a preschooler by creating experiments at home.

As part of the consultation, the teacher should present to parents the most effective or popular topics for conducting home experiments and research, including outdoor activities.

The parent also needs to point out the importance of reinforcing skills through dialogue or making joint decisions, as well as by taking notes on the results obtained. In this case, the child must choose for himself exactly how he should visualize the experiment.

Many psychologists point out that conducting experimental activities in the family circle, which includes not only parents, but also all relatives and friends, is not only the acquisition of important knowledge, but also bright, positive emotions and experiences for a preschooler from senior group.