Synopsis of nodes for experimental activities in the middle group "experiments with air". Abstract of nodes in the middle group with elements of experimentation Nod game of experimentation in the middle group

Direct educational activities in middle group experimentation "Properties of water"

Educational area « cognitive development».
Target:
To consolidate children's ideas about the properties of water.
To develop coherent speech in children, create the prerequisites for the ability to draw conclusions, develop spatial thinking, fantasy, and cognitive interest.
Raise in children an interest in creativity, in the world around them.
Tasks:
Educational:
- Activate and systematize the ideas that children have about the properties of water and objects (sinks-does not sink, dissolves - does not dissolve, transparent - stains.)
Developing:
- To develop the speed of thinking, creative imagination, the ability to reason logically.
- Develop cognitive interest in the environment in the process of experimentation.
Educators:
- To cultivate observation and interest in experiments, the ability to work in a team. Bringing the results of group work into the home. Education of respect for water.
Preliminary work:
Educator: 1. Definition of the topic, purpose, objectives of the lesson.
2. Determination of the volume of children's ideas about water, in accordance with the age of the children of the group, taking into account the requirements of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.
Methods and techniques:
Surprise moment (Malvina and the child - Pinocchio)
Verbal (talk about water)
Visual (various water posters, globe)
Practical (experiments, experiments)
Children: Conversations on the topics: “Where can you find water”, “Who and what needs water”, “What is water for”, “Who lives in water”. Reading nursery rhymes, fairy tales of an educational nature about water. Conducting experiments in which children could learn that water is transparent and tasteless, that it flows, that water has no smell, that water is liquid and can take any shape of the vessel in which it is located.
After which the guys came to the conclusion that the water is transparent, pours, takes the form of any vessel, odorless and tasteless).
Family collaboration:
Educate parents about the need for experimentation.
Familiarize parents with the memo when organizing joint activities.
Materials and equipment: multimedia for demonstrating presentations on the properties of water and conducting physical education.
For experience: disposable cups of water, straws for juice, disposable plastic spoons, gouache of different colors according to the number of children, liquid soap in small disposable cups, white A5 paper, oilcloth tablecloth, paper towels, iron and wooden key, large transparent jar with water.
Areas of action:
- on the carpet (the chairs around the perimeter of the carpet are located so that the light beam from the projector does not interfere with the children),
- working area for experiment (tables with necessary materials and chairs).
Integration of educational areas: cognitive development, socio-communicative development ( labor education), speech development, artistic and aesthetic development.
Fairy tale characters - Surprise moment:
Malvina is a teacher.
Pinocchio is a pre-prepared child from the group.

move educational activities:

The teacher and the children stand on the carpet in a circle.
The teacher reads a poem by S. Pshenichnykh
Educator: In the early morning someone strange
Looked into my window
Appeared in the palm of your hand
Bright red spot.
(Who is this guys?).
Children: Sun.
This sun has peeked
As if a ray stretched out
Thin ray of gold.
And as with the first best friend
Greeted me.
Educator: And let's say hello to each other.
Educator. Today is not an ordinary day for us. Guests came to us, and guests are usually welcome, and you definitely need what to do with them? Right…. say hello!
Children: Hello!
Guests: Hello!
caregiver: Guys, sit on the chairs. (Stools around the perimeter of the carpet).
There is a knock on the door.
Educator: Oh, we still have guests coming, we need to meet them.
(The teacher goes to the waiting room, puts on a blue wig, and enters the group in the form of Malvina, leads Pinocchio by the hand).
Educator: Hello my friends,
you recognized us
I am beautiful Malvina,
With blue hair.
I do exercises in the morning
I live by schedule
Pinocchio I teach
And I'll teach you guys!
Pinocchio: I am a wooden boy
In a striped cap.
I was created on joy to people,
Happiness is the key in my hand.
caregiver: Oh, but there is no key !!!?
Again Pinocchio stuck his nose where it didn't belong and dropped the key.
Pinocchio: Yes, I wanted to see what was in that big jar, and I leaned over and dropped my key. Now I do not know how to get it from there? Or maybe it's dangerous for me?
Educator: Guys, let's help Pinocchio get the key. Please look at the jar! What do you think is in this bank?
Children: Water!
Educator: And what is this - water? Let's tell Pinocchio!
A presentation on the properties of water is included:
1 slide:
Water is a liquid that flows.
2 slide:
Water takes any shape of the container it is in.
3 slide:
The water is clear, you can see everything through it.
4 slide:
Water is tasteless and odorless.
5 slide:
Water can take on the color of the substance dissolved in it.
6 slide:
We conclude that water is a liquid, transparent, colorless, odorless, and is a solvent.
Educator: Here, Pinocchio, the guys told you in detail what water is. Now you can calmly, without fear, get your key out of it.
Pinocchio: Thanks guys, now I will know what water is too.
Educator: Guys, look, please, did the key drown in the water?
Children: No, he didn't drown!
Educator: Why do you think?
Children: Because it's made of wood.
Educator: So what is the key?
Children: Wooden key.
Educator: I'll take another key now, look what happened?
Children: The key has sunk.
Educator: Why do you think?
Children: Because it's made of iron!
Educator: Well done! The key is iron, so what is it made of?
Children: From iron.
caregiver: Guys, if I stir it with a spoon, will it dissolve in water?
Children: No, it won't dissolve.
Educator: Why do you think?
Children: Because iron does not dissolve in water.
Educator: And let's find out what substances dissolve in water?
Children: Let's find out!
caregiver: You and I will go to my fabulous school, which is located in a flower meadow. Will we take guests with us?
Children: Yes! Let's take it!
Educator: And so that we would not be bored to go, I will call my cheerful friends, and they will accompany us to the school itself!
(the presentation of a physical education minute is included + the song is the anthem of the barbarians)
Children, together with the heroes, perform a physical education session, which is shown on the screen, to a cheerful song.
Educator: So we came to my fabulous school. Come in and sit down at the table. And before we start experimenting, I want to remind you how to behave during experiments:
- be careful;
- listen to what they say;
- mix the preparations carefully;
- do not take anything into the mouth;
- we do not swing our arms;
- do not touch too much;
- clearly carry out the stages of the experiment;
- we don't scream.
Malvina invites children to conduct a series of experiments:
Experience number 1. An experiment with water on the solubility of liquid soap in it.
The teacher invites the children to take transparent cups of water and once again make sure that the water is clear. It takes the form of the vessel in which it is located, without color and smell.
Use a straw to blow up a bubble and see what happens.
Conclusion: A bubble will not work out of water.

2. The teacher shows how to prepare a soap solution: using liquid soap.
Conclusion: the soap is dissolved in water, there is no color and smell.
3. Then, with the help of a tube and exhaled air, it forms soap suds.
Conclusion: It turns out foam.
4. The game "Blow soap bubbles." Tasks: show children one of the ways to inflate soap bubbles from the solution they have prepared.
Experience number 2. Production of colored soap solution.
1. The teacher adds a little gouache to the soap solution and uses a tube to make airy foam.
Conclusion: Water dissolved gouache and took on its color.
2. Independent activity children for the production of colored foam (if necessary with the help of a teacher).
3. Drawing with colored soap foam.
The teacher invites the children to draw with colored soap suds. And he explains the method of drawing: and with the help of a tube we begin to whip the foam, the jar is covered on top with a sheet of paper (not very tightly), as a result, interesting colored prints of air bubbles are obtained.
4. Independent activity of children in making drawings.
Educator: Guys, take these drawings with you, they will remind you of our meeting. And also, Pinocchio and I have prepared gifts for you. Here is such a beautiful soap that you will take home and once again try to make soap bubbles yourself.
While Pinocchio is giving gifts to children, the teacher recites a poem:
Bubbles to get
You have to perform a miracle
Take a simple bar of soap
And wet with water.
All blur, stir
And wait a bit!
Bubbles flew
Light as moths
You can play with them
Catch and fly.
Educator: Did you guys like it at my fairy school?
Children: Yes
Educator: And what did you like the most?
Children A: Ask 2-3 children at will.
caregiver: And what did you learn interesting about water today?
Children: Children's answers are optional.
Educator: What have you learned today?
Children:(presumed answers of children) make soap bubbles,
And draw on paper with soap bubbles.
Educator: Guys, you were great today. Well behaved in a fabulous school. I really liked soap bubbles ... (specific names of children). And the drawings turned out wonderful for ... (I give the specific names of the children). You did a good job, and now we are going back to kindergarten with our friends.
(the presentation of a physical education minute is included + the song is the anthem of the barbarians).
Educator: Here we are back in our group. And it's time to say goodbye to our guests. Say goodbye to guests!
Guests: Goodbye!
The children leave the resulting drawings to dry, and we will organize an exhibition of drawings from soap bubbles.

Summary of GCD on experimentation in the middle groupTopic: "Find out what kind of water"

Target: repeat some properties of water with children, draw their attention to the fact that even such a familiar object as water is fraught with many unknowns; to give children an idea of ​​the role of water in human life, plants and animals; teach children to use water sparingly and conserve it.

Material: cups of water, milk, orange juice, pieces of ice, teaspoons, napkins, a thermos of hot water, a mirror, an audio recording of the sound of water.

Dictionary: enrich children's vocabulary.

Preliminary work:reading the book by M. D. Perin “ living water»; guessing riddles about water; listening to the audio recording of "The Sound of Rain".

STUDY PROCEDURE:

Educator: Have you heard of water?

They say it's everywhere!

In a puddle, sea, ocean

And a faucet.

Like an icicle, it freezes

Creeps into the forest with mist,

It's called a glacier in the mountains,

Ribbon silver curls

Among the tall, slender firs

Collapsed by a stream of mudflows,

Boiling on the stove

The steam of the kettle hisses,

Dissolves sugar in tea.

We don't notice it

We are used to the fact that water -

Our companion always!

We can't wash without water

Don't eat, don't drink!

I dare to tell you:

We can't live without water!

Is water always the same in nature?

Tell me, guys, what is water? Maybe water, like a sorceress, can transform. And our friend Droplet will help us figure it out.

droplet: Hello guys, do you recognize me?

Water, folks, isn't always the same. She knows how to transform and be different. Here are my riddles.

1. The tablecloth is white

She covered the whole earth.(snow)

2. They are waiting for me - they will not wait,

And when they see it, they run away.(rain)

3. It grows upside down

It does not grow in summer - but in winter

A little sun will bake it -

She grows up and dies.(icicle)

You see, guys, the water is different.

Educator: Guys, what kind of water? Let's take a look at it.

1. Experience "CLEAR WATER".

(There are two glasses in front of the children: one with water, the other with milk. Put teaspoons in both glasses.)

Educator: Which of the glasses shows a spoon, and which does not? Why?

Children: Where water is poured, a spoon is visible there, because the water is transparent, but not in milk, because it is opaque.

CONCLUSION: water is clear, but milk is not.

1. AN EXPERIENCE. CONSIDER WATER FOR FLOWNESS.

Educator: Look guys, I tilt the glass, the water pours out and overflows into another glass.

What does water do?(Pours, flows, overflows.)

Why? (Because it's liquid.)

And the water can make noise, listen.

(Listen to the audio recording "The sound of water").

1. EXPERIENCE "WATER DOES NOT SMELL".

Educator: Guys, smell the water and tell me what it smells like.(For comparison, suggest smelling water to which aromatic substances (perfume, bath salt) are added).

Children: No smell.

CONCLUSION: Water has no smell.

1. AN EXPERIENCE. "WATER HAS NO TASTE."

Invite the children to taste the water.

Educator: Does she have taste?(Not.)

(Try orange juice from another glass.)

Does it have taste?(Yes, there is, the juice is sweet, tasty, healthy, a lot of vitamins.)

When a person is very thirsty, he drinks water with pleasure and, in order to express his pleasure, says “What delicious water”, although in fact he does not feel its taste.

CONCLUSION: Water has no taste.

1. EXPERIENCE "ICE - SOLID WATER".

Educator: Which ice is warm or cold? What is ice formed from?(Out of the water.)

If you take ice in your hand, what will happen to it?(He will start to melt.)

Why? (Because the hand is warm and the ice is cold.)

CONCLUSION: ice is also water.

1. EXPERIENCE "STEAM IS ALSO WATER".

(Take a thermos with boiling water. Open it so that the children can see the steam. Place a glass or mirror over the steam.)

Educator: What do we see on the glass?(Water.)

CONCLUSION: steam is also water.

1. EXPERIENCE "WATER IS COLD, WARM, HOT".

(Two glasses of water. One is cold water, the other is hot. Try with your finger and say where the water is.)

Educator: Guys how to get warm water?

In rivers, lakes, seas, there is also water with different temperatures: both warm and cold. Some fish, animals, plants can only live in warm water, others only in cold water. If you were a fish, would you choose warm water or cold water?(Answers of children).

Where do you think there are more different plants and animals - in warm seas or in cold ones?(Answers of children).

In the cold seas and rivers, fewer different animals live. But in nature there are such unusual places where very hot water comes out of the ground to the surface. These are geysers. From them, as from a thermos with hot water, steam also comes out. Can anyone live in such a hot "house"? There are very few residents there, but they are, for example, special algae.

droplet: Guys, what do you know about water, what is it like?

CONCLUSION: list together with the children all the properties of water that they learned about as a result of the experiments(water is a liquid that has no color, smell, taste, water can be in the form of steam or solid in the form of ice, be warm and cold).

Educator: The water that we use in everyday life should be treated with care, economically, and the tap should not be left unnecessarily open.

Synopsis of continuous educational activities for implementation educational field"Cognitive development" (formation of a holistic picture of the world) in the middle group of preschool age.

author: Rogachkova Tatyana Nikolaevna, educator MBDOU " Kindergarten combined type No. 15”, the city of Snezhinsk, Chelyabinsk region.
Description of the material: I offer you a summary of continuous educational activities for the implementation of the educational area "Cognitive Development" on the topic "Little Explorers". This material is suitable for kindergarten teachers, teachers of additional education for joint activities with children of the age category of 4-5 years. During this educational activity, children consolidate knowledge about the various properties of objects, explore the world around them.

Synopsis "Journey to the Science Lab"

Target: study of the properties of various objects
Tasks:
1. Educational:
Help children find out the properties of various substances: sand, water, starch, etc.
2. Developing:
Develop logical thinking the ability to draw conclusions.
3. Educational:
To educate in children the ability to wait for the end of the experiment, to achieve the desired result, perseverance and endurance.
4. Speech:
Connected speech: develop the skills of explanatory coherent speech in the process of performing experiments.
Dictionary:
subject - laboratory, scientist, flask, microscope, pipette, grains of sand.
quality - scientific, sticky, wet.
verbal - to study, explore, pour, stick together.
Grammar: continue to teach children to correctly coordinate nouns with adjectives in gender, number and case, without violating the rules of declension of each component of the phrase.
Sound culture of speech: develop a clear pronunciation of words, sentences, a calm pace and a measured rhythm of speech.
Methods and techniques:
Practical: a surprise moment - a trip to a scientific laboratory, conducting experiments with sand, water, potatoes, conducting the “Sinking, not sinking” experiment.
Visual: examining laboratory instruments, pictures with enlarged grains of sand.
Verbal: answers to questions, conversation.
Individual work: continue to develop children's interest in experimental activities, the world around them.
Materials: flasks, pipettes, microscope, sand, water, potatoes, toothpicks, iodine, stones, napkins, matches, cardboard, disposable cups plastic container for the game “Sink-does not sink”, related pictures.
Preliminary work: looking at pictures of scientists, research laboratories, microscopes.
The course of educational activities
The educator prepares attributes for experiments in the "scientific laboratory" in advance.
An audio recording of the announcer is heard in the group: “Attention, attention !!! Everyone - everyone - everyone! Only today and only one day in our kindergarten will take a fascinating journey to the scientific laboratory. Hurry and you will see only the most interesting!!!”
Educator: boys and girls, did you hear? We are invited to the scientific laboratory! And what is it, you know?
Children's answers (yes, this is a place where scientists research something).
Educator: right! A lot of people work in scientific laboratories, there are scientists and laboratory assistants - assistants to scientists, and there are even robots that perform various studies. And just like that, we will go to such a laboratory. You are ready?
Children's answers (yes, we are ready!).
caregiver: but know that such a place cannot be entered in ordinary clothes or without protection, because the experiment may not take place due to bacteria that a person can bring with him from the street. Therefore, I offer you protective attributes for experiments. These are masks and gloves.
The teacher asks the children to wear medical masks and gloves. After that, the children are seated around the table, where the "Science Laboratory" is located.
caregiver: boys and girls, look, we've come. There are so many interesting and unusual things here! There is a microscope, various cones, pipettes, tweezers, beakers. And who among you knows what a microscope is for?
Children's answers (in order to consider small details).
Educator: Yes you are right. Through a microscope, research scientists manage to see many different things that we do not see in ordinary life. These are various particles of very small size. And at the end of our excursion we will look through a microscope. But first, I suggest you a few experiments. Do you agree?
Children's answers (yes, we agree!).
Educator: I have sand in the box. Look, please, what is it?
Children's answers (it is yellow, dry, crumbling).
Educator: right. Let's try to pour it from one box to another. It turns out?
Children try to pour dry sand from one container to another, they note that it pours well.
caregiver: exactly! It sleeps very well when dry. And if we wet it, what will happen to it? Let's check!
The teacher, together with the children, pours water into dry sand. Children note that the wet sand does not crumble and, moreover, has become darker.
caregiver: yes, guys, sand has such a special property - when it is dry, it can be easily poured from one box or cup to another, and if it gets wet, it will not be possible to pour it, it will crumple. This is due to the fact that sand is made up of very small grains of sand. When they are dry, they do not stick to each other, but as soon as the sand is moistened with water, the grains of sand immediately stick to each other, and the sand becomes a lump.
During the story, the teacher shows enlarged grains of sand in the dry and wet state in the picture.
Educator: boys and girls, what do you think, which sand is lighter - dry or wet?
Children's answers (dry sand is lighter).
caregiver: yes, that's right. How can we be sure of this?
Answers of children (can be weighed on the scales).
caregiver: right.
The teacher weighs sand on a bowl balance - raw sand is placed on one bowl, dry sand on the other. Children are convinced that dry sand is lighter.
Educator: Guys, we have a few items in our lab and we can also experiment with them. This is a napkin, stone, paper and a match. What's harder?
Answers of children (the stone is the heaviest).
Educator: Yes exactly. But let's check if this is true. It is known that heavy objects sink in water, but light ones do not. Let's try to lower all these objects into a basin of water.
The teacher with the children take turns putting all the objects into the basin of water. They find out that the stone sinks, since it is very heavy, but thick paper, a match and a napkin do not, because they are light. But if you wet the napkin, it will sink quickly. This is due to the fact that the napkin has taken on water and has become heavier. Also, paper will sink over time. A match absorbs water for a very long time and stays on the surface for the longest time.
Educator: guys, did you like our experiments?
Children's answers (yes, they liked it very much!).
Educator: A lot of experiments can be carried out in this scientific laboratory. And scientists get very tired during various experiments. And in order for them to rest, they conduct various exercises for relaxation. Would you like to know one such exercise?
Children's answers (yes, we want!)
Educator: Well then repeat with me. Get in the circle!
Fizminutka
Up hand and down hand
Up hand and down hand.
Pulled them up a little.
Quickly changed hands!
We are not bored today.
(One straight arm up, the other down, jerk to change hands.)
Clap Squats:
Down - cotton and up - cotton.
Legs, hands stretch,
We know for sure - it will be good.
(Squats, overhead clapping)
We turn our heads,
Stretching the neck. Stop!
(Rotation of the head to the right and left)

Educator: Well, boys and girls, played, rested? Now let's go back to our science lab! We are waiting for the next experiment. We have found out that heavy objects sink in water, but light ones do not. Do you think an egg will sink in water?
Answers of children (yes, because it is difficult).
Educator: Well then let's go and check it out!
The teacher lowers the raw egg into a glass of water. Children are convinced that it is sinking.
Educator: Do you want to know what will be an egg if you salt the water?
Answers of children (yes, of course we want to know).
Educator: then I suggest you find yourself a couple, take glasses of water, pour salt into them and mix with a spoon. And then dip the egg into salt water.
Children (work in pairs) salt the water, stir it, lower the egg.
caregiver: drowned an egg in salt water?
Children's answers (no, they didn't drown).
Educator: Guys, this is due to this special property of salt water. Salt water helps objects stay on the surface and not sink. Well, one more experience in our laboratory is in store for you. It's called "Change the Color of an Object". How do you think you can change the color of any object?
Answers of children (paint with paint).
Educator: Indeed, you can use paint. Or you can take a special solution and find out if the product contains useful or, on the contrary, harmful substances. And now we will make sure of it! Have you ever been smeared with iodine on wounds or abrasions?
Children's answers (yes, smeared).
caregiver: and now we will not smear wounds with iodine, but we will spread it on a cut potato, and see what happens!
The teacher cuts the potato in half, asks the children what color it is on the cut. The children answer that she is white. The teacher puts small (pre-prepared) pieces of potatoes in front of the children on saucers and invites them to wet the toothpick with iodine and pass it over a piece of potato.
caregiver: Guys, what was the potato?
Children's answers (she turned blue).
caregiver: yes, that's right. This all happened due to the fact that potatoes contain a substance called starch, and when iodine gets on this starch, the starch turns blue. This is how they find out in laboratories whether there is starch in the products. Boys and girls, did you enjoy experimenting? What did you like the most?
Children tell what they learned today and what they liked most in the science laboratory. Then the teacher invites the children to take turns looking at various particles on laboratory glasses through a microscope.

GCD with elements of experimentation in the middle group

"Visiting Caprice".

Tasks: Educational:Continue to show different ways of examining objects. Continue to acquaint children with objects of the immediate environment (household items), their functions and purpose. Define the terms "cold" and "hot". To acquaint with the properties of water: it pours, heats up, freezes, splashes. To consolidate knowledge of the colors blue, red, their designations on taps. Fix safety rules: do not light matches, candles. Do not turn on electrical appliances without adults. Raise the desire to help the character.

Developing: Develop memory, speech, imagination, thinking.

Educational: Cultivate the ability to listen carefully to an adult and his comrades.

Material:
Kaprizulka (character), 2 candles, matches, ice, disposable cups, 2 pcs. for each child, cold water in a bottle, napkins, two tables, ice, a bowl, a spray bottle with water, delivery, a kettle with cold and hot water, sweets, boxes with a red and a blue emblem, a bag with chips in two colors, whatman paper 2 pcs. ., pencils, markers.

GCD:

Vos-l invites children to go to the group. (They enter. All things are scattered on the floor.)

Sun: -Ouch! What it is? (children's answers). Someone has been here!

Capriculka: Hello guys! Come on! I'm glad to see you! My name is Kaprizulka! I'm your girlfriend! All the children know me!

Sun: "So you're the one who made us such a mess?"

Capriculka: Yes, I accidentally! I brought you a surprise, I stumbled and lo! Everything crumbled. Now I don't understand anything. Where and what should be? I just know that in the blue box there were cold objects and in the red one - hot ..

Sun: - Guys, how can we help Kaprizulka? (children's answers) takes objects in turn (Ice) what is it? Ice. What is he? Touch (cold, wet). In which box do we put ice? (children's answers)

Sun: See what I have? (candles). What is she like? (cold) Is she hot? When? (when we ignite) we ignite. What has become? Is it possible to light without adults? Why? (children's answers) In which box will we put the candles?

Vos-l: takes a bottle of water, what is it? What is she? Touch! Let's experiment. We are now going to move water from one vessel to another, what am I doing? what conclusion can be drawn? (water pours)

Experiment "Does it pour?"

Vos-l: distributes cups to children and pours water for each child in one of them. Let's pour water from one glass to another. It turns out? What happens to the water (it pours)

Now pour it into my bowl. What are we doing? (pouring out) so what does the water do? (pouring) can we pour water? Not! just pour. What else can you pour? (children's answers) in which box will we put it? (children's answers)

Capriculka: -Ouch! See what I have? (spray gun) (answers). And what to do with it?

Sun: - This is a spray gun with the help of which they take care of plants in the heat.

Put your hand over the table. What am I doing? (splashing) So the water is splashing.

What water - cold. What box do we put in?

Capriculka: - Ouch! Something I from these splashes absolutely froze. How can I keep warm now? (TRIZ game "What to do?")

Sun: - I also know you need to warm the kettle (turns on the kettle) Is it possible to turn on the kettle without an adult? Why? What will happen? And now we will boil water with you .. He distributes a glass and a straw.Experiment "Water boils"(children blow into a tube). Let's touch our kettle, what has it become? What box do we put in? well done!

Sun : (Takes a picture with a water tap.) Children name which water is from blue, which is from red. What box do we put in?

capriculka (stomps his feet) - oh ..! that I'm completely confused .. which objects are cold which are hot ..

Sun: - Guys! Can we help Kaprizulka figure it out? (answers)

Now we will be divided into teams and we will carry out the task. We take one chip from the bag. And now the Red team to this table, and the blue team to another table.

Sun: - There are papers and pencils on the tables. Let's draw which objects are cold and which are hot. The blue team draws cold objects, and the red team draws hot ones. Guys, call your moms for help, let them help you ..

To summarize:

When the teams are ready Capriculka asks: - What objects did they draw and why?

Capriculka: Thanks guys for helping me put everything back together. Now I know that water pours, heats up, freezes and splashes. I want to give you candy.

Municipal budgetary preschool educational

institution "Kindergarten "Bell"".

Abstract GCD with elements of experimentation

in the middle group.

Prepared and conducted by the educator: Elkina T.B.

G.Gagarin

2016

Theme: Air is invisible.

Purpose: to develop the cognitive abilities of children in the process of experimentation.

Tasks: to expand the horizons of children about the air and its properties, using experiments and experiments;

develop observation, curiosity, thinking, memory, speech, cognitive activity; develop free communication with adults and peers in the process of conducting experiments.

develop a positive attitude towards the environment.

Preliminary work: watching the wind, making fans;

experiments with water and objects made of metal, stone, plastic.

Materials and equipment: plastic bags for all children, cups of water, straws according to the number of children, fans, pinwheels, balloons.

V. Guys, today the Surprised Duckling came to visit us, he wants us to help him figure something out.

Duckling. Hello guys, I want to ask you a riddle:

We need it to breathe

To inflate the balloon

With us every hour

But we do not see it for us!

Children: It's air.

U. Guys, what is air? I have never seen him, have you?

Q. Guys, are you interested to know what air is and where does it live?

D. Yes

Q. Then I suggest we go in search of air. Today we will conduct experiments like real scientists

Guys, have you seen the air around you?

D. No

Q. And since we do not see him, then what is he like?

D. Invisible

U. Here is invisible, which means it does not exist at all

V. Wait a minute, duckling, I didn’t see the air either, but I know that it is around us

W. And how is it? Prove that he is around us.

Q. I agree. You have to catch him to see him! Do you want me to teach you how to catch air?

D. Yes

Q. Take the bag, what's in it? (children's answers) now we catch air with a bag and spin it! The bag is full of air, what does it look like? Now let's let the air out of the bag, what has the bag become? (answers)

V. Duckling, you understood the transparent air, and in order to see it, you need to catch it

Guys, what do you think, where is the air hidden (answers)

U. Is there air inside a person?

Q. What do you guys think? Let's check blow into the tube lowered into the glass, what's going on? (children's answers)

So there is air inside us, we blow into the tubes and it comes out

U. And how does he get there?

D. Through the nose and mouth

B. Of course everyone breathes, but let's show the duckling how you can breathe through your nose

B. Air consists of gaseous little men that move in different directions, in different directions. Air moving quickly creates wind. Let's make a wind with the help of a fan and wave at our butterflies. What happened to them?

Everyone on earth needs air, both plants and animals. Without air they would die

U. Thank you, how much I learned about air today! Let's repeat together:

That the air is colorless, we do not see it

To see you have to catch

Without air, nothing living can live.

And I finally learned what the wind is. Wind is the movement of air!

Thank you guys for interesting experiments, but can I come to visit you? See you soon!