OOD for the development of cognitive and research activities in the preparatory group "Properties and qualities of snow and ice." Summary of cognitive and experimental activities in the senior group on the topic "Properties of snow and ice Properties of snow and ice prepared
Abstract of a lesson on cognitive development
in the preparatory group on the topic "Ice and its properties"
Target: creation of conditions for cognitive and research activities of children in the process of studying the properties of ice.
Tasks:
- to form the ability of children in the course of experimentation to determine the properties of ice;
- developthe ability of children to answer search questions, put forward hypotheses and test them empirically;
Develop observation, ability to analyze, draw conclusions;
- enrich the vocabulary of children;
- to cultivate interest in experimental activities and the desire to engage in it; autonomy, discretion.
Equipment: snowflakes with riddles, ice floes, a glowing ball, an audio recording of sounds of nature, a laptop, pictures of animals, drawing paper, pictures of the properties of ice, a ball, salt, foil, gloves, mittens, a handkerchief, glasses of water, napkins.
Lesson progress
Greetings.
Hello guys! Hello dear guests!
Game with children "Let's get to know each other"
Let's stand in a circle, hold hands. The teacher calls the children his name, the game continues in a circle.
Guys, do you like cartoons?
I suggest you watch a short cartoon.
Viewing a fragment from the cartoon "Ice Age"
Introduction to the situation.
Do you know the name of this cartoon? (Ice Age)
What is the name of this animal? (saber-toothed squirrel)
What's the problem with squirrels? (can't get to the nut)
What happened? (ice on the neck stuck)
Let's help her get rid of the ice.
To help her, we need to be in this ice age and find out what properties ice has.
Game exercise.
We sit comfortably, close our eyes and imagine that there is only ice around us. It shimmers beautifully in the sun with different colors of the rainbow, it gets cold, the wind blows.
(music sounds, a luminous ball works, animal figurines appear on the tables).
Guys, open your eyes. Look, we ended up in the world of our heroes. It's beautiful here.
And they are waiting for us with interesting tasks.
- Let's go to the mammoth, his name is Mani. He invites us to get acquainted with the properties of ice.
Observation of the properties of ice.
Take one piece of ice in your hands.
Touch it, describe what it is (smooth, rough, cold, wet, slippery, transparent, colorless, brittle)
Can you see through the ice?
What happens to the ice in your hands? (he starts to melt because his hands are warm)
What is ice made from? (out of the water). Ice is frozen water.
Conclusion: ice is frozen water, ice is smooth, cold, shiny, brittle, colorless-transparent, strong)
Let's use drawings to show what properties ice has (mind map)
Experience "Does ice sink in water"
Guys, the next character is a tiger named Diego.
He had difficulties. He needs to jump from one piece of ice to another. But he does not know whether ice sinks in water or not. Moreover, tigers do not like to swim in the water.
Let's check it out. Take an ice floe and lower it into the water.
What do we see (ice does not sink, because it is lighter than water, water pushes it to the surface)
Conclusion: ice does not sink, because it is lighter than water, water pushes it to the surface. Attach an image to the card.
Physical education game "Water is not water"
A sloth named Sid invites us to play, that's why he's a sloth, he doesn't want to come up with any tasks!
If the word is associated with water, we raise both hands up, if not, we squat down.
Words: puddle, stone, compote, snow, table, tea, paper, ice, watch, soup, pencil, ear.
Well done! You were attentive!
Experience "How to melt the ice faster"
And now let's come to our saber-toothed squirrel, which is called Scrat.
He's been trying to get that nut for a very long time. But nothing comes out.
Let's help him by experience.
There are various objects in front of you, look at them. Let's say them out loud (mittens, gloves, paper, foil, salt, handkerchief, glasses of cold and warm water)
Take the ice. Look closely at her. You don’t notice anything strange, she has a secret.
Yes, it has a walnut inside.
We need to find a way to melt the ice faster.
Choose for yourself what you like.
While the ice is melting, let's go to the snow wall.
Guessing the riddles "Snow Wall". Snowflakes hang on the wall, a number is indicated on each snowflake, the child calls the number, the teacher reads the riddle.
Pictures related to ice, glue on the card.
They drink me, they pour me.Everyone needs me
Who am I? (Water)
White as chalk
Came from the sky.
The winter lay
Fled to the ground. (snow)
An asterisk circled
A little in the air
Sat and melted
On my palm. (Snowflake)
A cloud in the sky, it's raining
Ice began to fall suddenly from the sky,
Big like a grape
It is called ... .. (grad)
Slowly flowing from the roof
Little trickle
Apparently she was cold.
Increased ……
(icicle)
Frost fell on the puddle
And the world around changed.
Where everything used to flow
Everything turned to glass.
(Ice on a puddle)
To the delight of local children
It is flooded in the winter in the yard.
I will call my friends heels,
Let's take the skates, we are waiting for ...
(Rink)
White block of ice
In the ocean stood up as a wall,
Every captain knows
How dangerous is the giant
(iceberg)
Snow on the fields
Ice on the rivers
The blizzard is walking
When does it happen?
(winter)
Fish live warmly in winter,
Is the roof thick glass?
(ice on the river)
Oh, it hurts, my leg hurts,
Give it a chill here
Put ice on the wound
For me to get up early
(ice on the wound)
Not candy, not cookies
Put in your mouth - pleasure
Melting frozen
Yummy ice-cream)
We attach picture answers to riddles on a map.
Well done boys!
Now let's get back to our ice cubes.
What changed? Where did the ice melt?
You can put unmelted ice in warm water or sprinkle with salt.
When the nuts are completely thawed, put them in a squirrel plate. So we helped the squirrels find a way to melt the ice.
Conclusion: ice melts quickly in warm water and with the help of salt, salt corrodes it.
We attach to the mind map: a picture with salt, a glass of warm water.
Freezing berries
- Guys. We helped the squirrel.
Let's make gifts for our heroes.
Look, we have a berry. What is it called? (strawberry)
What should be done with it so that it retains its properties for a long time and remains fresh?
(to freeze)
Take one berry at a time and lower it to the bottom of the mold and fill it with water.
What needs to be done to freeze water? (remove in the cold)
Do you have a refrigerator in your group? (No)
For now, we will put it on the windowsill, and then you and the teacher will put it in the freezer in the kitchen. By the evening they will freeze, and you will present them to our heroes.
Working with a mind map.
Let's go to our mind map and see if we glued everything correctly.
Look at our diagram. Let's talk about the properties of ice using it.
With the help of this map, you can easily understand what properties ice has.
Guys, ask your parents at home where else ice is found and used, and tomorrow you will tell and paste the picture on the diagram.
RMBDOU "Znamensky kindergarten "Romashka" branch No. 3 "Star"
"Secrets of Snow and Ice"
OOD with elements of experimentation
preparatory group
Educator: Shlykova G.V.
2015-2016 academic year G.
Target:
familiarization with the qualities and properties of ice, based on the ideas received, formulate safety rules.
Tasks:
Educational:
Expand children's ideas about the properties of snow and ice;
To teach to establish elementary cause-and-effect relationships: snow and ice melt in warmth and turn into water; in the cold water freezes and turns into ice;
Learn to put forward hypotheses and test them empirically;
Exercise in the ability to conduct simple experiments with snow and ice;
Learn to negotiate with each other when working in a subgroup;
Enrich children's vocabulary: experience, experiment, snowfall, thaw, transparent, colorless;
Repeat the rules of behavior for a walk, on ice;
Continue to activate the skills and abilities of children to avoid dangerous situations and, if possible, act correctly;
Consolidate knowledge about the rules of safety in nature (reservoirs, in winter);
To form the ability to provide elementary first aid.
Developing:
To develop the cognitive interests of children in the process of research activities;
Develop thinking, memory, the ability to listen to a friend without interrupting
Develop coherent speech;
Develop fine motor skills;
Promote caution.
Educational:
Raise interest in experimental activities and the desire to engage in it; independence; accuracy, desire to achieve a positive result in the process of work;
Cultivate attention, concentration, sensitivity, responsiveness.
Equipment and materials: snow, ice, water containers, paper napkins, molds with ice, water, gouache, molds, plates.
Preliminary work: observation on a walk of snow, ice; reading poems about winter; viewing illustrations on a winter theme.
Mother Voditsa lives on earth. She has a large family: sons - Fog,
Rain, Snow, Ice; daughters - Rosa, Snowflakes. Everyone has different personalities
they love different seasons (some spring and summer, some autumn and winter).
I want to give you a riddle.
Snow on the fields
Ice on the rivers
The blizzard is walking.
When does it happen?
Which of the children of Mother Voditsa do we meet in winter? (snow, ice, snowflakes)
Today we will learn what snow and ice are. Various experiments and observations will help us in this. To conduct them, I propose to open my own research laboratory and become its laboratory assistants, and I, with your permission, will be a research assistant. (Attach badge badge.)
- What was said at the beginning of the riddle?
(Introduction of snow, its study.)
- Listen to another riddle: "The white blanket covered the earth." Why do they say so?
What do you know about snow? What is he? (White, opaque, cold, wet, sticky, loose, etc.)
– Where does it come from? (The teacher listens to the story of one of the children.)
It's time for another riddle. Listen carefully: "Clear as glass, you can't put it in a window." What's this? (Ice.)
(Introduction of ice, its study.)
– What is ice? How does it work?
- What is he? (Transparent, cold, hard, etc.)
- What do you think, colleagues, what will happen to snow and ice if you bring them into the room?
What will melt faster? Why? Let's check.
(Division of children into three subgroups.)
- To study the properties of snow and ice, I propose to divide into 3 groups: three senior laboratory assistants are recruiting a team.
Experience "What melts faster?"
(Equipment and materials: plates, snow, ice.)
Each group has loose snow, a lump of snow, ice on the table.
- Where is it better to put the plates so that the experiment goes faster? (Offer children options: at an open window, near a battery, in a room where the sun's rays fall.)
Experience "Determination of gravity"
(Equipment: water containers, paper napkins on tables.)
- Let's set the time: 3 minutes (Set the hourglass.) As time goes by, we need to find out which is harder: snow or ice?
The first group, your task is to lower loose snow into the water. The second group lowers a lump of snow into the water, and the third - ice. We need to check what will happen, whether it will sink or not, and explain why?
(Explanations by senior laboratory assistants after observation and discussion with the team.)
Output:
The first group - loose snow immediately dissolved, it is very light.
The second group - a snowball floated on the water, gradually drowned, it is heavier than loose snow.
The third group - ice does not sink, it is even heavier.
(Checking the time spent on the first experience.)
What melted faster? What has become of the snow?
Output: Snow and ice are water. The ice is denser, stronger, so it does not melt longer.
Good-bad game
- Dear colleagues, let's find out if snow is good or bad?
What good is snow? (Winter fun, covers everything and warms.)
- For whom and when is snow bad? (The snow is cold: you need to dress warmly, you can get sick if you take it in your mouth; animals and birds have nothing to eat in the forest because of the snow.)
When is ice beneficial? (Rink, ice paths, covers rivers and ponds - protects the underwater world, people use ice on rivers and lakes as a road.)
Why should ice be handled with care? (The ice is slippery: you can fall; you can’t walk under icicles.)
If you see ice - step on it carefully, but rather go around! (The ice is smooth, slippery. You can slip and fall).
You can't walk on ice on the rivers! (The ice can melt and then it loses its strength. You can fall into the water).
How to determine the strength of ice?
(Ice can be considered strong if its thickness is at least 7 centimeters - it is ice of a greenish tint. And dull white or with a yellowish tint is unreliable. Thin ice is near bushes, reeds, where algae have frozen into it, near water drains from factories and factories, as well as at the confluence of streams or where springs beat.You should avoid areas covered with a thick layer of snow: under the snow the ice is always thinner.You should be very careful in places where the ice adjoins the shore - cracks are possible, under the ice there may be air (ice is especially dangerous during a thaw.)
What to do if you fell through the ice, and there is nowhere to wait for help?
(Firstly, in no case do not panic and do not lose self-control. It is necessary to refrain from diving headlong into the water. getting out of the gap, you need to roll away, and then crawl in the direction from which you came, where the strength of the ice is tested.Despite the fact that dampness and cold push you to speed up, climb, run, be careful to the very shore Well, don't stop there until you find yourself warm.)
What to do if someone else fell through the ice before your eyes?
(Call adults for help. An adult needs to remember that you can only approach a hole by crawling, spreading your arms wide. It would be better to put skis, a board, plywood under you. In no case should you crawl to the edge of the hole. Therefore, you need to stretch out a sinking ski, ski a stick, a board, a rope or a belt, tied scarves. It is better if there are several rescuers. They can, taking one another by the legs, lie down on the ice in a chain and crawl to the hole. Having pulled a friend onto the ice, you should crawl with him from the danger zone and get to a warm place faster to rub it, drink hot tea and change into dry clothes.)
Physical education "Fluffy snow"
The snow is spinning above us -
All white street.
We gathered in a circle
They swirled like snow.
(Children depict winter figures.)
Experience "Do snow and ice have a shape?"
– Today we have to find out if snow and ice have a shape?
- Look at the snow. Does it have a form?
Let's put the snow in the molds and take it out carefully. (Children try it.)
Did you get them the same shape? And why? (Various molds.)
Output: Snow has no form, it is formless. Takes the form of the object in which it is placed.
- What do you think will happen if you press hard on the made snow figures?
Output: The snow is fragile, loose.
Is ice stronger than snow? Why? (He is solid.)
Does ice have a shape? Is it possible to make figured ice? How?
(The teacher brings in a colored piece of ice.)
Why do you think it's colored?
- I suggest you make colored figures yourself.
(Equipment and materials: water, gouache, molds 
- Where should our molds be placed to make ice?
(Teacher sums up.)
“That’s the end of our research in the laboratory. We all did a great job together, let's sum it up.
General properties of snow and ice:
Cold to the touch;
They are preserved at low temperatures, in heat they turn into water;
They do not have a form, they take the form of the object into which they fall.
Differences between snow and ice:
Snow white and loose:
The ice is transparent and brittle.
List the safety rules on the ice. I want to give you snowflakes. You can make a wish and hang it on the Christmas tree. May it come true in the New Year!
Topic: Snow and its properties
Educational tasks:clarify and expand children's ideas about snow; help children understand why snow changes its properties when the temperature changes; cause joy from the discoveries obtained from the experiments; teach children to analyze, draw conclusions; teach children to draw a pattern on paper in the form of a rose; arrange the pattern in accordance with the given shape and invent a pattern as you wish.
Development tasks:develop thinking, observation, interest in winter phenomena of inanimate nature; learn to correctly formulate your answer; develop fine motor skills.
Educational tasks:instill in children a love of nature, aesthetic feelings.
Preliminary work:snow monitoring; looking at snowflakes snow games; snow experience.
Demo material:Bunny; illustrations depicting snowflakes; cards depicting various states of water: river, ice, snowfall, cloud, steam, snowflake; The howl of a blizzard.
Handout:dark paper in the form of a rosette, brushes, non-spill, napkin (for each child); white gouache.
Vocabulary work:snow - silver, crisp, cold, sparkling, sparkling, airy, soft, fluffy; Snowflake - light, airy, openwork, beautiful, carved, transparent, white; frost, blizzard, blizzard.
Lesson progress
- Organizing time
Educator: Oh, someone is knocking at the door there ... Look who came to visit us? Bunny brought an envelope. And a riddle envelope. Guess guys? Then, listen carefully and guess:
It's soft, not a pillow.
He is white, not fluff,
He's cold as a frog
And warm up - a stream. (snow)
An asterisk circled
A little in the air
Sat and melted
On my palm. (Snowflake)
Bunny wants to see how the children of the older group are doing. His name is Snowball.
Conversation "What is snow?"
Educator: Guys, what time of year is it?
Children: - (children's answers).
Educator: - Can you tell me what is snow? Why is it snowing?
Children: - (children's answers)
Educator: “Now, listen, I’ll tell you about the appearance of snow. From all reservoirs of rivers and lakes - water evaporates, the steam rises high into the sky, cools, transforms into small ice crystals that connect with each other, forming hexagonal snowflakes. Then falls out of the dark snow clouds. Guys, the bunny whispered in my ear that he brought a surprise. What's this? What is snow like?
Snow experiments:
Snow can be: white, cold, shiny, fluffy, sparkling, sparkling, silvery, crispy, soft, etc.
Educator - Look what is it? Touch it, take it in the palm of your hand and you can hold it. What does snow feel like?
Children - cold and wet.
caregiver - How do you think,what is snow made of?
Children - (children's answers)
Educator - Snow is made up of snowflakes. What snowflake?
Snowflake : light, airy, openwork, transparent, carved, beautiful, white, etc.
caregiver - In shape, all snowflakes are similar to six-pointed stars, but no two snowflakes are the same. And when a lot of snow falls from the sky, this phenomenon is called snowfall. In severe frost, the snow crunches underfoot - this is the hard rays of snowflakes breaking. Snowflakes can fly, spin, fall, melt. And the snowflakes are spinning, the wind carries them, this phenomenon is called a blizzard and a snowstorm. Have you heard how the blizzard howls?
Children - Wow, wow...
Listening to blizzards and snowstorms:
caregiver - A blizzard is a snow storm. A strong wind lifts up individual, grain-like snowflakes. Sometimes the blizzard is so strong that nothing is visible around. And what is frost?
Children - (children's answers)
caregiver - Frost, is the appearance of an ice crust on trees, on a fence, on the ground, ice crystals form on wires. Sometimes the frost is so white that it can be mistaken for snow.
In severe frost, beautiful patterns often form on the windows. These patterns are different: some look like fern leaves, they are sometimes called Santa Claus drawings, others look like a forest fairy tale. Now let's play a game"Say a word"
Quiet, quiet, as in a dream
Falls to the ground ... (snow).
Fluffs are all sliding from the sky -
Silvery ... (snowflakes).
Here's some fun for the kids
Everything is stronger ... (snowfall).
Everyone is racing
Everyone wants to play ... (snowballs).
Like a white down jacket
Dressed up ... (snowman).
Like in a fairy tale, like in a dream
Decorated the whole earth ... (snow).
- Artistic creativity Drawing" Snowflake"
And now, we will draw beautiful, openwork snowflakes. Snowflake, what color? So, we will draw a snowflake with white paint. Correctly took the brush in the right hand, above the metal tip, with three fingers.We first moisten the brush in water, then we pick up white paint, and draw a snowflake with the end of the brush. We draw a straight line from top to bottom, then from the upper left corner we draw to the lower right corner, then from the upper right corner we draw to the lower left corner. Since there are no two identical snowflakes, we will come up with a beautiful pattern ourselves.
- And now we will play the game "We are snowflakes"
We are snowflakes, we are snowflakes
We are snowflakes
We were spinning, we were spinning
And they sat quietly on the ground.
But suddenly a breeze blew
He raised all the snowflakes
We are snowflakes, we are babies
We were spinning, we were spinning
And they sat down on the ground again.
- Summary of the lesson
caregiver Why do we love winter? What does the earth look like in winter?
And what a wonderful holiday we celebrate in winter?
Children - (children's answers)
caregiver — Winter is a wonderful time of the year, it brought us snow and joy.
IN what games do we play in winter?
Children - (children's answers).
caregiver Did you enjoy drawing snowflakes? Was it difficult to draw?
Well done! In the lesson, everyone answered well, the bunny really liked your drawings - snowflakes. Thanks! The lesson is over.
Target: to form the skill of observation.
Tasks:to acquaint children with the physical properties of snow - white, cold; develop tactile perception, the ability to briefly exhale air for a long time; to cultivate a cognitive interest in inanimate nature.
Equipment:cotton wool, snow in a bucket, a scoop, a piece of black cardboard.
Course progress.
I.Emotional mood "Winter" card number 2.
II.Breathing exercises "Snowflake"
The weather is wonderful outside today. Snow is falling! Masha went for a walk. A large and beautiful snowflake fell on the Machine's mitten (I show the children a piece of cotton wool). Masha blew on her ( I blow on a piece of cotton), and the snowflake flew. Do you want to blow on a snowflake? (I give each child a piece of cotton wool and show how to blow. The game is repeated 2-3 times).
III.Experimenting with snow.
I bring a bucket of snow from the street. I invite children to the table.
This is snow. I brought it from the street. It's cold outside, and the snow is cold too. I touch the snow - it is cold, my hands are cold. Want to touch the snow? ( children touch) What kind of snow? ( cold) Let's warm up the hands ( rub them against each other, blow on them). Are your hands cold now? ( warm) Let's take some snow from the bucket with a scoop and put it on a piece of black cardboard, let's see what color the snow is? ( White) Let's repeat everything together: the snow is white. You have already taken snow in your hands more than once when walking on the street. What is he? ( cold).
I put a little snow on the palm of each child and we all observe what happens .
Where did the snow from your palms go? ( the snow has melted). Why did the snow melt? ( warm palms, cold snow) Conclusion: snow melts in warm weather.
The snow melted and turned into water. Your hands are wet. Conclusion: snow is water.
IV.Fizkultminutka.
A white snow fell
We all gathered in a circle.
We are sinking, we are sinking.
Little hands won't freeze
We'll clap a little.
We clap, we clap.
v.Summary of the lesson.
I draw the attention of the children to the bucket in which there was snow.
See what happened to the snow? ( melted). Why did the snow melt? (because it's warm). What is left of the snow? ( water). That's right, the snow melted in the heat and turned into water. Snow is frozen water.
GCD on modeling using a verbal didactic game
Theme: "Snowman"
Target:learn to divide a lump of plasticine into two parts; roll each part in a circular motion between the palms, giving it a rounded shape; connect two balls together, complete the finished item with details, name the finished product. Continue to develop the ability to pronounce the text with the appropriate movements.
Equipment and materials: plasticine, boards, napkins, snowman hats, beads for the eyes and nose, a screen depicting a winter landscape, a car, a snowman toy.
Lesson progress:
I.Emotional mood
I will give you my smile.
You will give me yours in return.
You smiled and it's wonderful.
So, we will wait for the guests not in vain .
II.Organizing time
For the rope I start a car in the group. In the back of the car, a toy is a snowman. Addressing children: “Who came to us? Yes, indeed a snowman. Look how funny he is. He came to play with us, to stay with us.” We consider a snowman, what it consists of. Two balls, a bucket on top of his head, a broom in his hands. There are eyes and a mouth. Is the snowman smiling? (I ask the children). The corners of the snowman's mouth are lowered, the snowman is sad.
Our snowman probably misses his friends, but let's make friends for him. Children are invited to tables prepared in advance.
III.Main part. Modeling balls for snowmen.
I ask:what will we make snowmen from? Yes, plasticine. I explain the order of work and show: “The snowman is made of balls. I will divide the plasticine into two parts. Like this. From one part of the roll: what guys? (ball, ball - children's answers). Palms look at each other, hands on a shelf. A lump rolled over the palms, and so the ball turned out. Now Karina will roll out another ball for us (I call a child with good skills). Thanks Karina, that's what a good ball you got. Now let's connect the balls. That's how they pressed. What does it look like (children's answers). What is missing from the snowman? (children's answers). Well, where can we get a bucket for him? Our snowman guest says what, does he have hats for our snowmen? That's great, thank you snowman. I put one of the hats on the snowman's head. What a snowman!
Let's tell you how we will sculpt a snowman.
IV.Physical education "Snowman"
Children pronounce the text with me and perform the corresponding movements.
Come on, my friend, dare my friend,
Roll your snowball in the snow -
He turned into a thick lump,
And it will become a snowman.
His smile is so bright!
Two eyes...hat...nose...broom
But the sun will bake a little -
Alas! - and no snowman.
I ask the children what we did to make a snowman, at the very beginning (children's answers). I clarify: “They made a lump, rolled a lump.”
I ask the children to repeat in chorus and 2 children individually. And now guys, roll up lumps of plasticine and make friends for our snowman. The children start to work. I follow the progress of the work. I praise the children for their efforts, the ability to bring things to the end: “These are the guys, well done, they roll lumps well, they try.” As the work is completed, I suggest that the kids take “hats” for snowmen, complement the image with them.
V. Summary of the lesson.
When all the kids have completed the task, arrange the snowmen around the guest, examine them, and praise the guys. Inconspicuously fix the snowman's face, smiling. The snowman says thank you, rejoices at new friends, takes off the “bucket”, and there are sweets for the kids. The lesson ends.
GCDApplication - the game "Friends for the snowman"
Target:Generate interest in the image of a snowman. Give a visual representation of the "part and the whole" (Snowman - whole, snowballs - parts). Develop a sense of form. To cultivate accuracy, independence, interest in joint productive activities. Develop articulatory apparatus, imagination.
Material: a snowman toy, half a blue sheet, glue, brushes, details for decorating a snowman.
Course progress.
I.Organizing time.
The teacher shows a toy snowman.
Teacher: “Look who came to us.
snowman, snowman
Appeared in the yard
Nose - carrot,
And a bucket on my head.
A very sad snowman came to visit us, I suggest making friends for the snowman so that he is not bored.
II.Main part.
ü What are the parts of a snowman? (from circles, buckets)
ü How many white circles do we need? (Three).
ü What is the size of the bottom circle? (big).
ü And on it? (smaller, this is the torso).
ü What is the size of the top circle? (small, this is the head.).
ü What's on the snowman's head? (bucket).
I will give you the parts from which we will make snowmen. Lay out the snowman on a piece of paper.
Having considered what the snowman consists of (from 3 lumps - large, smaller and small), what color (white), the teacher explains how to spread the details and stick them on paper, coordinates the actions of the children.
The children get to work.
III.Fizkultminutka.
.Finger game "What we did"
One, two, three, four, five (Bend fingers one at a time)
We came to the yard for a walk. (“Go” on the table with pointing and middle fingers)
They blinded a snow woman, (To mold a lump with two palms)
The birds were fed with crumbs, (Crumbling movements with all fingers)
Then we rode down the hill, (Run the index finger of the right hand along the palm of the left)
And they were also lying in the snow. (Put your palms on the table with one or the other side)
Everyone came home in the snow. (shake palms)
We ate soup and went to bed. (Movement with an imaginary spoon, hands under the cheek).
(N.Nishcheva)
IV.Speech therapy game "Let's warm up the hands"
Teacher: “While we were walking and making snowmen, your hands were completely frozen. Let's warm them up. "X-x-x" The teacher shows how to properly blow on hands clenched into fists. Children repeat the sound and movements after the teacher.
Teacher: in order to completely warm up, we will eat such hot thick pies. (puffs out her cheeks). Oh, how hot, they even burned their hands. Let's blow on the handles: "Fu-u-u." The teacher and children blow on their hands, holding them with their palms up.
v.Summary of the lesson.
Teacher: “Look what wonderful friends our snowman has made. Now he will not be sad, but will have fun with his snowman friends.
Application number 2.
Mobile game "White snow fell"
Target: Development of motor activity, the ability to move in accordance with the words of the song.
Game progress
The adult sings, and the children imitate the words of the song.
A little white snow fell, (Children, standing in a circle, raise
Let's gather in a circle. wave your hands up and slowly
Snow, snow, white snow lower them, imitating falling
Sleeps everyone. current snow)
We sit on the sled (They stand one after another and
And we quickly rush down the hill. and run in a circle, hands behind)
Snow, snow, white snow -
We run the fastest .
The children all got up on skis, (They walk slowly in a circle
They ran after each other. arms bent at the elbows and
Snow, snow, white snow - clenched into fists, as if
Spins, falls on everyone. holding ski poles.)
We blinded a lump of snow, (Children bend down and show
We made a snowman. they call how they make snow
Snow, snow, white snow - vetch)
Our snowman is the best!
The children are tired by the evening (Squat down,
And they fell asleep in their beds. hands under the cheek, "sleep")
Snow, snow, white snow
The boys are sleeping the best!
Mobile game "Snow is spinning"
Target:teach children to correlate their own actions with the actions of the participants in the game.
Material:headbands with snowflake emblems.
Game progress:
The teacher reminds the children that the snow is light, it slowly falls to the ground, spins when the breeze blows.
Then he offers all the participants in the game headbands-emblems.
The teacher invites the children to spin, saying: “Snow, snow is spinning, the whole street is white!”
Then, with a gesture, he invites the children to come closer, says: “We all gathered in a circle, spun like a snowball!”
Children perform actions arbitrarily, and at the end slowly squat. The teacher says: “A cold wind blew. How? V-v-v-v!” (V-v-v-v - children pronounce).
Scattered, scattered snowflakes in different directions.
The children run around the playground.
Application number 3.
Experience number 1. "Snow and its properties"
Target: Introduce children to the physical properties of snow - it is white, cold, fluffy, crumbles. When it is wet, it can be molded.
Material: snow in a bowl.
Progress, content of experience : bring snow to the group. Offer to touch it with your hand - is the snow cold or warm? Invite the children to make a lump - do not mold, crumble. Leave for a few minutes, the snow becomes soft and wet and you can already make lumps out of it .. Conclude that snow is molded only when it is wet.
An experience № 2. "What is snow?"
Target:form ideas about the physical properties of snow. Bring the children to the understanding that in the heat the snow melts, turns into water.
Material: snow, bowl, carrot, pebbles.
Progress, content of experience: Bring snow from a walk and build a snowman. Leave him at a party, in a group.
In the evening, after sleeping, the children decide to play with the snowman. But he is gone, after him there was water, a nose-carrot and eyes-pebbles. Examine the water, draw the children's attention to the dirt at the bottom of the tub. To conclude that snow melts from heat and turns into water, that snow is also water, but in a different capacity, to help children conclude why snow should not be taken into their mouths.
Offer to take the water outside and see what happens to it tomorrow.
Experience No. 3 "Ice and its properties"
Target:Continue to form ideas in children about the physical properties of water. Bring to the understanding that water tends to freeze, turning into ice (hard, brittle, cold, transparent).
Material:frozen water in a container (left over from a melted snowman).
Progress, content of experience: bring in a container of frozen water. Children see that the water has turned into ice, frozen into ice: a nose-carrot and eyes-pebbles. (Remind the children about the snowman that has melted.). Why? The children are trying to answer the question - because it's cold outside, it's cold and the water is frozen. Invite the children to look at the ice floe, touch it. The ice is cold, hard, but when you drop it, it can break, which means it is fragile. Conclude that ice is water.
Annex No. 4.
(didactic games)
Didactic game "Fold the snowman ».
Target:to develop the ability to perform actions with objects of different sizes, to train fine motor skills of the hands.
Game progress.
Show the finished snowman. Pay attention to the fact that the snowman consists of circles of different sizes: at the bottom - large, then - smaller, at the top - small, on the head - a bucket, two small circles - these are hands.
Offer to fold such a snowman from circles.
Didactic game "Collect a snowman."
Target:
Game progress.
Show the children a picture of a snowman. Arrange the cut pictures face up. Take one detail and ask what is drawn on it. Invite the child to find the missing half. Put the details together - they must be combined into a single whole image.
Didactic game "Snowflakes".
Target:learn to assemble a whole image from parts, develop thinking, visual perception.
Game progress.
Show the children a picture of a snowflake. Arrange the cut pictures face up. Take one detail and ask what is drawn on it. Invite the child to find the missing half. Put the details together - they must be combined into a single whole image.
Appendix No. 5 (breathing exercises).
"Snowflakes »
There are cotton balls on the table.
Educator: The weather is wonderful today. Snow is falling! The breeze gently blows on the snowflakes, and they swirl beautifully in the air. Do you want to blow on snowflakes?
The teacher distributes small loose pieces of cotton wool to the children and shows how to blow. Cotton wool can be put on the palm of your hand, on the table - and blow off light, tender lumps, first inhaling the air deeply, and then exhaling: “Fu-u, fu-u!”
The exercise is performed 2-3 times.
Target:
- Introduce children to the physical properties of snow and ice.
- Teach children to solve cognitive problems and draw conclusions.
- Dictionary activation: experience, ice, snowfall, thaw.
Equipment: two glasses (one with ice, one with snow), pictures of snow and ice, pictures (gray, white, blue), pictures of winter fun.
Lesson progress
Guys, what season is this riddle talking about:
Snow on the fields
Ice on the rivers
Blizzard walks -
When does it happen? (in winter)
To the music (“if there was no winter ...”) Winter comes out: “Hello guys! Do you like winter? (Answers of children). We love winter because we can play snowballs, ski and skate (Showing pictures of winter fun). All this can only be done in winter. Why? (Because there is both snow and ice in winter). Now guess my riddles. What phenomenon in inanimate nature is mentioned in these riddles?
In the yard - a mountain,
And in the hut - water. (Snow)
Transparent as glass
Don't put it in the window. (Ice)
I am small as a grain of sand, but I cover the earth. (Snow)
He is fluffy, silver,
But don't touch him with your hand
Become a little clean
How to catch in the palm of your hand. (Snow)
Conversation "What is snow?"
Why is it snowing? Water evaporates from all terrestrial bodies of water, the steam rises high into the sky, cools, transforms into small ice crystals that combine with each other to form hexagonal snowflakes; snow falls from dark snow clouds.
Snow can be: white, cold, fluffy, sparkling, sparkling, silvery, crispy, soft, etc.
Today we will conduct experiments and find out how snow and ice are similar and how they differ.
Experience is practical actions with objects to recognize their properties.
I have prepared two glasses for you: I put snow in one and ice in the other.
Experience number 1. "Color Definition".
What color is the snow? (White)
What color is ice? (colorless)
If children call: white, blue, gray, show them these colors and compare them with ice.
Experience number 2. "The Definition of Transparency".
Now I will put a colored picture under a piece of ice and a ball of snow. Let's compare where the picture is visible, and where it is not. (It is not visible under the snow. This means that the ice is transparent, and the snow is opaque.
Experience number 3. "Definition of strength".
Take a handful of snow and pour it out. What is the name of this property of snow? (loose). What about ice? I accidentally dropped the ice, what happened to it? (It's cracked, it's fragile).
Physical minute: Children imitate the movements of skiing and playing snowballs.
From the hill I
I'm skiing
Today
Learning to be brave!
And tomorrow
I will be brave!
Well, then -
Skilful!
Experience number 4. "Sinking, not sinking."
Guys, what do you think, does snow and ice sink? (Children express their assumptions) And now we will check by putting a lump of snow in a glass of water, a piece of ice in another glass. Conclusion: ice and snow do not sink
Experience number 5. "The effect of temperature".
Let's look at the snow and ice that were in the glasses. What happened to them while we were playing? (They melted) That's right, under the influence of heat, the snow and ice turned into water. This means that snow and ice are formed from water under the influence of frost.
Conclusions:
Guys, let's now combine everything we've learned about snow.
Snow - white, opaque, loose, free-flowing, turns into water under the influence of heat.
Ice is frozen water. Colourless, transparent, brittle, turns into water under the action of heat.
Guys, I am very glad that today you learned even more about the properties of snow and ice.
After class. On walks, children continue to observe snow and ice, to study their properties depending on weather conditions.
