Plan of educational and research activities in the preparatory group
Inna Mordik
Plan of educational and research activities in the preparatory group
September
Lesson No. 1: “Our Helpers”
Experience: “Listen with all your ears”
Purpose: To give children an idea of the organs of hearing - the ear (catches and distinguishes sounds, words, etc.)
.
To introduce the structure of the human and animal ear, to clarify that everyone’s ears are different, to teach, through experiments, to distinguish between the strength, pitch, and timbre of sounds.
To consolidate knowledge about the rules of ear care, to draw up collective recommendations for the prevention of hearing loss. Material: Diagram of the human ear, pictures of animals (elephant, hare, wolf, d/i “Identify by sound”
, a guitar, paper sheets for each child, jars with different items (paper clips, wooden sticks, foam rubber, sand, an audio recording with the sounds of a forest, river, birds, etc.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 55
Lesson No. 2: “Introduction to the properties of air”
Goal: To continue familiarizing children with the properties of air and the role of humans, plants, and animals in life. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivate interest in the life around you and curiosity.
Material: Inflatable rubber toys, a basin of water, pictures: a diver under water, air bubbles above him; calm sea; sea during a storm.
Goal: To discover that air is lighter than water, to identify how air displaces water; reveal that warm air is lighter than cold air and rises; Find that the air is compressed; Detect atmospheric pressure.
Material: Two thermometers, dishes with hot water. 2) A curved cocktail tube, transparent plastic glasses, a container of water. 3) Pipettes, syringe, colored water. 4) Two sheets of paper
Literature: Dybina O. V. The unknown next to. 43
Lesson No. 3: “Can a plant breathe?”
Goal: to identify the plant’s need for air and respiration. Understand how the respiration process occurs in plants.
Material: Transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass.
Experiments: Do roots need air? Do plants have respiratory organs?
Literature: Dybina O. V. “The unknown is nearby”
With. 28
Lesson No. 4: “Why do the leaves fall in the fall?”
Goal: Identify the plant’s need for water. Establish the dependence of plant growth and development on the supply of moisture to plant roots.
Material: Sponges, wooden blocks, containers of water, fallen leaves.
Experience: Up to the leaves, How to see the movement of water through the roots?
Literature: Dybina O. V. “The unknown is nearby”
With. 33-34
OCTOBER
Lesson No. 1: “Water in nature and in everyday life”
.
Goal: To clarify children’s knowledge about the location of water in nature and everyday life according to one of the properties of fluidity. To consolidate knowledge of the properties of water: transparency, fluidity, ability to dissolve. Develop the ability to determine the temperature of water (cold, hot, warm)
to the touch.
Continue to develop cognitive interest , observation, and mental activity .
Materials: A glass of milk, a kettle with cold water, a kettle with hot water, 2 basins, glasses, glasses and spoons according to the number of children, boxes of salt and sugar, butter.
Experience: “Water is a helper”
Literature: Dybina O. V. The unknown is nearby. – M, 2005, p. 41-42.
Lesson No. 2: “Water and temperature”
Goal: To learn to determine the temperature of air and water experimentally.
Reinforce your knowledge about temperature.
To develop children's observation skills, their ability to analyze, compare, generalize, establish cause-and-effect relationships and draw conclusions.
Material: Temperature
, cold, hot water, ice cubes. 3 liter jar of water,
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 22 lesson 2
Lesson No. 3: “Water is a solvent”
Goal: To clarify children’s knowledge about the importance of water in human life. Strengthen the properties of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Develop skills in laboratory experiments using diagrams - consolidate the ability to work with transparent glassware, observing safety rules with unfamiliar solutions.
Material: Transparent cylindrical vessels of different sections (narrow, wide, shaped vessels, glass funnels and glass rods, filtered paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil.
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p. 41-42.
Lesson No. 4: “The Journey of a Droplet”
Goal: to introduce children to the water cycle in nature, explain the cause of precipitation in the form of rain and snow, and expand their understanding of the importance of water for human life.
Material: el. teapot, cold glass, illustrations on the theme “water”
,diagram
“Water cycle in nature”
, globe.
Experience: “Where does water come from?”
Literature: Tugushesheva G. P. “Experimental activity ”
pp. 70-73
NOVEMBER
Lesson No. 1: “Magnet – magician”
Goal: To introduce children to magnets . Identify its properties, interactions of a magnet with different materials and substances.
Material: Magnet, sensor, small pieces of paper, plastic, fabric, glass of water, container of sand, paper clips, small wires,
Experiments: “Magnetic forces”
,
“We are magicians”
,
“They are attracted - they are not attracted”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p. 48-49.,
Shutyaeva E. A. Naurasha in the country of Naurandia p. 42 lesson 1
Lesson No. 2: “The force of gravity”
Purpose: to give children an idea of the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.
Material: sensor, globe, unbreakable objects of different weights: sheets of paper, cones, parts from the designer (plastic, wooden, metal, balls.
Experience: “Why everything falls to the ground”
Dybina O. V.
“The unknown is nearby”
, p. 51
Shutyaeva E. A. Naurasha in the country of Naurandia p. 42 lesson 2
Lesson No. 3 “What do we know about sound”
Purpose: To provide primary knowledge about sound as a physical phenomenon; introduce children to the organ of hearing; introduce the concepts of “sound”
,
“sound wave”
,
“high and low, loud and quiet sounds”
.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 57 lesson 1
Lesson No. 4: “What do we know about time”
Purpose: To give the concept of “time”
, explain the change of day and night, the change of seasons;
talk about the measurement of time, types of clocks (from antiquity to the present day)
.
Reinforce the concept of “saving time”
.
Material: globe, tellurium, candle, vessel with water, model of a sundial, different types of clocks, pictures depicting the seasons, diagram “Measuring time by deeds”
(Tugusheva, p. 80)
.
Literature: electronic presentation “Children about time”
.
N. V. Nishcheva “Experimental activities in preschool educational institutions ”
.
Topic “We are researchers”
p. 244
DECEMBER
Lesson No. 1: “Acquaintance with stones. What kind of stones are there?
Goal: To develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful)
. To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Learn to classify stones according to different characteristics. Maintain interest in experimental work. Development of tactile sensations, the ability to draw conclusions, defend one’s point of view.
Material: Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child.
Literature: O. A. Zykova “Experimenting with living and inanimate nature.”
With. 47.
Lesson No. 2: “Living stones”
Purpose: To introduce stones , the origin of which is connected with living organisms, with ancient fossils.
Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.
Literature: Ryzhova N. Sand, stone, clay. //Preschool education, 2003, No. 10.
Experience: “What is in the soil?”
Dybina O. V. Unknown near. 38
Lesson No. 3: “How do mountains appear?”
"Eruption"
.
Goal: Show the diversity of inanimate objects. Introduce children to the reason for the formation of mountains: the movement of the earth's crust, the volcanic origin of mountains. Teach children to draw conclusions and observe safety precautions when conducting experiments.
Materials: illustration of a volcano, model of a volcano, soda, vinegar, dry paint, pipette.
Literature: O. A. Zykova “Experimenting with living and inanimate nature.”
With. 50.
Lesson No. 4: “In the Desert”
Goal: To introduce children to the sandy desert, the features of the living and inanimate nature of the desert. Introduce children to the properties of sand. Develop the ability to draw conclusions, analyze, compare, classify.
Materials: Large test tubes, water in a measuring cup, Illustration of the desert and its inhabitants, hair dryer and dry sand.
Literature: O. A. Zykova “Experimenting with living and inanimate nature.”
With. 56, 60.
JANUARY
Lesson No. 1: “If winter has come, it brings a lot of snow”
Goal: To consolidate children's knowledge about winter as a season. Form an idea of the aggregate states of water (ice, liquid, steam)
. Compare the properties of water, ice, snow, identify the features of their interaction. Give the concept of changes in the state of aggregation of a substance depending on heat.
Material: containers with snow, water, ice; plasticine, candle, jar for extinguishing candles, metal plate.
Experiments: “What properties”
,
“Solid - Liquid”
Literature: Dybina O. V. “The unknown is nearby”
pp. 42, 54.
Lesson No. 2: “Fire – friend or foe”
Goal: To expand children’s knowledge about the life of ancient man, about man’s discovery of fire. How fire has reached our days, how it helps people. Form the idea that during combustion the composition of the air changes (there is less oxygen, that oxygen is needed for combustion. Introduce fire extinguishing methods. During combustion, ash, ash, carbon monoxide are formed. Compliance with safety rules when conducting experiments.
Materials: Stones, candle, jar, bottle with the bottom cut off, matches, lighter.
Experiments: 1. How did primitive people make fire?
2. Man subjugated fire.
3. How to put out a fire? Candle in the tank.
Literature: N. E. Veraksa “ Cognitive and research activities of preschool children ” p. 70.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p. 145.
Lesson No. 3: “Who sees what”
Goal: Through experimentation, establish how humans and some animals see, trace the dependence of the visual characteristics of animals on their habitat and lifestyle.
Material: eye patch, transparent jar of water containing small items; mirror, photographs of animals.
Experiment: 1. Do both eyes see the same?
2. How the hare and the bird see.
3.Which eyes see better: big or small?
4. How does a mole see?
Literature: A. I. Ivanova “Naturally - scientific experiments in preschool educational institutions”
Lesson No. 42, p. 169.
FEBRUARY
Lesson No. 1: “How to see and hear electricity”
Goal: To introduce children to electricity as a special form of energy. To develop cognitive activity in the process of becoming familiar with the phenomena of electricity and its history. Introduce the concept of “electric current”
. Explain the nature of lightning. Form the basics of safety when interacting with electricity.
Materials: Balloon, scissors, napkins, ruler, combs, plasticine, large metal clip, woolen cloth, transparent plastic napkin, mirror, water, antistatic. Experiments: “Miracle hairstyle”
,
“Magic Balls”
,
“Spinner”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p. 98 - 100.
Shutyaeva E. A. Naurasha in the country of Naurandia p. 33 lesson 1
Lesson No. 2: “Why is the flashlight on?”
Purpose: To clarify children’s ideas about the importance of electricity for people; introduce the battery - the keeper of electricity - and the way to use a lemon as a battery.
Material: Light sensor, flashlight, batteries, battery pack, light bulb on a stand, 6-8 lemons.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 33 lesson 1
Lesson No. 3: “Electrical appliances”
Goal: To develop the child’s ability to handle basic electrical appliances. Form an idea of materials that conduct electricity (metals, water)
and insulators - materials that do not conduct electricity at all
(wood, glass, etc.)
.
Introduce the structure of some electrical appliances (hair dryer, table lamp)
. Improve the experience of safe use of electrical appliances (do not touch exposed wires, insert metal objects with electrical wires into the socket, you can only interact with dry hands). Develop curiosity.
Material: Wood, glass, rubber, plastic, metal objects, water, electrical appliances. Battery, battery pack with three batteries, dynamo.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 34 lesson 2
Lesson No. 4: “The light is around us
Goal: To introduce children to the properties of light. To form elementary ideas about what “light”
,
"photons"
. Learn to compare the illumination of different objects.
Develop curiosity and attention.
Material: Light sensor, flashlight, batteries, battery pack, light bulb on stand.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 26 lesson 1
MARCH
Lesson No. 1: “Primroses. How do plants grow?
Purpose: To generalize ideas about the growth and development of plants, to establish a connection between plant growth and their needs in various environmental conditions; teach to be attentive and caring towards plants.
Experience: “What’s inside?”
;
“Up to the leaves”
Purpose: to establish why the stem can conduct water to the leaves.
Materials: carrot stem, parsley, wooden blocks, magnifying glass, container with water, cut tree branches.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - With. 34.
Lesson #2: “Where do plants like to live?”
Goal: to deepen the understanding of plants, their existence in different ecosystems - in the desert, oceans, mountains, tundra, to facilitate the establishment of cause and effect relationships based on an understanding of the dependence of life on environmental conditions.
Materials: pots with plants, funnels, glass rods, transparent container, water, cotton wool, magnifying glass.
Experience: “Where plants get water faster”
,
“Is there enough light?”
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - With. 38.
Lesson No. 3: “What do birds sing about in spring?”
Goal: to clarify and expand ideas about migratory birds, about their life in the spring, to consider the structure of a bird’s feather. Establish a connection between the structure and lifestyle of birds in the ecosystem.
Material: chicken feathers, goose feathers, magnifying glass, zipper, candle, hair, tweezers; email presentation.
Experiment: “How are birds’ feathers tripled?”
,
“Water off a duck’s back”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - With. 40
Lesson No. 4: “Who builds a nest?”
Goal: to develop interest in the life of birds, expand ideas about the habitat of birds, expand knowledge about the types of nests and their placement, determine the connection between the structure and lifestyle of birds in the ecosystem. Establish a relationship between the nature of nutrition and some features of the appearance of birds.
Material: a dense lump of earth or clay, dummies of beaks made of different materials, containers with water, small light pebbles, tree bark, grains, crumbs.
Straws, twigs, lumps of clay, sugar syrup.
Experience: “Who has what beaks”
,
“Without hands, without an ax, a hut was built”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - With. 32, 40
APRIL
Lesson No. 1: “Sun, Earth and other planets ”
Goal: To give children an initial understanding of the structure of the Solar System and that the Earth is a unique planet . Develop curiosity. Based on experiments, give an idea of the coldness of the planets . The farther the planets are from the Sun , the colder they are and the closer they are, the hotter they are.
Material: Table lamp, balls, diagram of the solar system.
Literature: N.V. Nishcheva “Experimental activities in preschool educational institutions ”
page 208
Grizik T.I. Exploring the world . – M., 2001, p. 136.
Lesson No. 2: “This mysterious space”
Goal: To introduce children to the symbolism of constellations. Arouse interest in outer space. Expand your understanding of the astronaut profession. Activate your vocabulary: space, astronaut, space weightlessness.
Material: Photographs of space, the solar system, Yu. Gagarin, spaceships.
Experience: "Dark Space"
,
“In orbit”
Material: flashlight, table, ruler; bucket, ball, rope.
Literature: Grizik T.I. Exploring the world . – M., 2001, p. 112.
Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. - With. 55-56
Lesson No. 3: “Man-made world”
Goal: to teach children to distinguish between natural objects and objects made by human hands, to introduce them to the properties of paper, glass, fabric, plastic, and metal.
Material: objects made of various materials, el. presentation.
Experience: "Relatives of Glass"
,
"World of Things"
.
Literature: Grizik T.I. Exploring the world . - With.
Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. - With. 59.
Lesson No. 4: “Who are insects”
Goal: To expand children’s understanding of insects, the main features that distinguish them from animals of other classes; develop children's knowledge in the process of observing animals.
Material: Curious Eye
, mini laboratory.
Literature: O. A. Zykova “Experimenting with living and inanimate nature.”
With. 71.
MAY
Lesson No. 1: “Light and color”
Activity: “Where do rainbows come from?”
.
Goal: To develop children's analytical abilities. Introduce them to solar energy and the features of its manifestation. Cultivate an interest in understanding the patterns that exist in inanimate nature.
Material: Spray bottle, flashlight, sheet of white paper, crystal glass, triangular prism.
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p. 150.
Lesson No. 2: “Strength”
Goal: To introduce children to the concept of strength. Learn to measure and compare force using a device. To promote children's interest in research and experimentation.
Material: Pressure sensor, rubber bulb, plastic plate, piston, balloons.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 52 lesson 1
Lesson No. 3: “Sound”
Purpose: To introduce children to the organ of hearing. To provide primary knowledge about sound as a physical phenomenon. Explain to children the dangers of loud sounds. To promote children's interest in research and experimentation.
Materials: Sound sensor, xylophone, whistles, flute, card with a diagram of the structure of the hearing organs.
Literature: Shutyaeva E. A. Naurasha in the country of Naurandia p. 57 lesson 1
Cognitive and research project in the preparatory group of a preschool educational institution
Cognitive and research project “Sorceress-Salt” with children of the preparatory group.
Goal:
developing an idea of salt as a necessary product for humans through observation and experimentation.
Objectives:
Find out whether it is possible to do without salt?
What is it for? Investigate the properties of salt experimentally. Conduct experiments on growing salt crystals. Project defense:
After reading the fairy tale “Gold and Salt” to the children, the children had a question: “Where does salt come from?”
The children began to argue that we eat salt every day, and it comes in different forms: coarse, fine, sea, colored, rock, table salt. One of the guys said that salt is mined on land and water. The children were very interested in this and we decided to explore salt and learn everything about it. A little history: Salt appeared in human life in ancient times. How exactly people learned that food seasoned with white grains tastes better and lasts longer is no longer known. But as soon as people learned the taste of salt, they began to value it extremely. The area, rich in its deposits, was quickly populated and became the property of a tribe. Salt is found in common foods such as cottage cheese, cheese, bread, cookies or cornflakes. There is enough salt in dairy products, vegetables and meat for a person not to lack it. Salt is found in vegetables and some fruits. Salt is an important seasoning, without which food is bland. Vegetables are prepared with it for the winter (cucumbers, tomatoes, cabbage are pickled). Salt is also a symbol of hospitality and friendship. “Sharing bread and salt” meant maintaining a long-term relationship. Hence the popular sign - spilling salt means quarrel, failure. Salt has always been treated with respect and sparingly. There are also many sayings associated with salt. We learned some of them: Under-salting on the table, over-salting on the back. Without bread you are not full, and without salt you are not sweet. Salt was brought to Kievan Rus from salt lakes on the Black and Azov Seas. Here it was bought and taken to the North. Salt was so expensive that at ceremonial feasts it was served on the tables of noble guests, while others dispersed “without salt.” After talking with my mother, we learned some tricks related to salt. For example, to prevent hot vegetable oil from splashing in different directions in a frying pan, you need to sprinkle the hot oil with salt. To easily peel boiled chicken eggs, add a little salt to the water in which they will be boiled. How to determine the freshness of a chicken egg? Add a teaspoon of salt to a cup of water. Place an egg into the solution. If it floats up, it’s better not to use it, but if it drowns in such water, it’s most likely fresh. Adding a pinch of salt to a jug of fresh milk will help it last longer. We developed and discussed a detailed plan for studying salt. We set ourselves goals and objectives: to study the properties of salt, grow salt crystals, study and compare salt and fresh water. We recorded all our observations and experiences in an observation diary. This is how much interesting we learned about salt. But she really is magical. No wonder people say: if there is no salt, there is no word! Diary of observations and experiments in the project “Salt is a magician”. How did our research begin? First we studied the properties and qualities of salt. We found out that the salt tastes salty, is white, odorless, and free-flowing. 1. Salt dissolves in water. We took a container with water, immersed a spoon with salt in it - the salt disappeared from it. Conclusion: salt dissolves in water.
2.Salt in water of different temperatures. We took two glasses of cold and hot water. And they put one heaped tablespoon of salt in each of them. The water in the glasses became cloudy. But in a glass of hot water, the salt dissolved faster, and the water was almost clear. And in a glass of cold water, the salt fell to the bottom, but the water itself remained cloudy for a long time. Conclusion: salt dissolves faster in hot water.
3.Floating egg. Let's conduct an experiment and check how salt water will push objects to the surface! To conduct the experiment we will need: 2 raw eggs, 2 glass containers with water, several tablespoons of salt. Place one raw egg in a container with clean tap water. What happened to him? The egg sank to the bottom. Dissolve the salt in a second vessel with water and lower the egg into the salt water. The egg was left floating on the surface of the water! Conclusion: Salt really does push things out of water. The more salt there is in the water, the more difficult it is to drown in it.
4. Obtaining crystals. We took a small saucer, poured water into it, added salt, stirred it and left it on the radiator overnight. In the morning, the water in the saucer evaporated, leaving large salt crystals at the bottom. We learned that when salt water evaporates, crystals form. 5.Salt is a cleaning agent. We took a dirty glass, poured a little salt on a sponge and washed the glass. It became clean, even shiny. Conclusion: You can use salt to wash dishes.
It was very interesting for us to work on this topic. We asked our parents what they know about the beneficial properties of salt for people’s lives. It turns out that parents know a lot and they were happy to share their knowledge with us. And we talked about what we had learned ourselves when we carried out observations and experiments, and read the encyclopedia. We also became convinced that the simplest and most familiar things can be unusual. After finishing the project, we learned: Salt is a white crystalline substance with a pungent, salty taste. It dissolves well in water. Salt is a mineral that is used by humans in everyday life and in production. Salt is a helper in the household. Salt is a food and seasoning, a preservative. Salt is essential for human life and health. When salt water evaporates, white crystals appear that taste salty.
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Summary of the block of joint activities of the teacher with older preschoolers of a search and research nature “Strange Letter”
Goal: through search and research activities, support and develop in the child an interest in research, gaining experience in successful own research activities. Objectives: 1. To develop cognitive abilities and voluntary attention of children through experimental activities. 2. Help children identify the possibility of using various substances instead of ink and methods of their manifestation: heating, iodine tincture. 3. Teach children to independently draw conclusions based on the results of the experiment, based on previously obtained ideas and their own assumptions. 4. To develop independence in children and the ability to carry out search activities. Materials: Projector, fragment of the cartoon “Masha and the Bear”, bag “A Thousand Little Things”, books “Fairy Tales”, “Young Explorer”, “Encyclopedia”, instructions for making an iodine solution, oilcloth for tables, a bowl for the solution, worksheet for each child, brushes for each child, watercolor paints, hair dryer, apple, lemon, milk, iodine, bowls, aprons, parcel post, invisible pens for each child, notepads for each child. Progress Educator:
Hello, guys.
My name is Irina Sergeevna. Tell me, do you like cartoons? Do you have your favorites? Children's answers. My favorite is “Masha and the Bear”. I also really love this fidgety Masha, who is always looking for adventure. Do you know what email is? Today I received an email from Masha and a video of her adventure. I'll show it to you now. The teacher shows a fragment of the cartoon “Masha and the Bear” called “Focus” ( a fragment where Masha grows a long nose
), then an email asking for help (a screenshot of a page from an email:
“Hello, guys! I really need your help. Help me put my nose back in place. I'm sending a note that Mishka wrote to me. I can't read it." and instructions from Mishka ( the instructions are a blank white sheet of paper on which magic words are written in invisible ink. ) The teacher prints out the letter and tries to read it . Educator: Guys, I don’t see anything here. Maybe you can read it? The children are trying to understand what is written there. Educator : What should we do? How can we read the instructions? Children’s answers. Maybe we should look in some book? Children's answers. And what kind of book should this be? Children's answers. Now we will look in my bag “A Thousand Little Things”, maybe there we will find the right book that will have the answer. The teacher looks for a book in the bag and takes out “Fairy Tales” ", "Young Researcher", "Encyclopedia". Children conclude that they need the book “Young Explorer”. They begin to leaf through it and find an attached page in the book “Young Researcher”, which shows how and from what to make a solution for developing the text (a glass half filled with water, a syringe and iodine is drawn on a piece of paper) Educator : In which book did we find instructions? (Book “Young Explorer”) Today we ourselves will turn into researchers. Do you know who they are? Children's answers. Our group today will be the laboratory where we will conduct our research. But before we get to work, let's put on aprons so as not to get dirty. I will remind you of the rules of behavior in the laboratory. Rule No. 1. You can’t taste anything, you can get poisoned.
Rule No. 2. You can’t bring anything close to your nose and smell it, it can have a pungent and unpleasant odor. Rule No. 3. No running, jumping or pushing in the laboratory. Rule No. 4. Work together and do not disturb your friend. Now let's all join hands and wish each other good luck.
Let’s say together: Good luck!” Educator: Now we are ready to get to work. Let's start preparing the developing solution? Look at the instructions, what do we need? Children watch the instructions for preparing the solution. Children : We need water, iodine and a syringe. You need to mix water and iodine to obtain the desired solution. Educator : What is a solution? Children's answers. Of course, there is iodine and a syringe in my bag. Do you use iodine? Children's answers. The teacher takes out iodine and a syringe. Children make the solution according to the instructions. Educator: Now let's see what we got? Let me try to develop the text. The teacher shows the note. Text of the note: “Focus - pocus - tru-la-la Nose, return to your place!” Educator : Guys, we were able to read the note, but we don’t know the secret of the ink. Let's try to find out the secret of Mishka's ink. What do you think this ink is made of? Children's answers. Let's think about what Mishka could have used? Let's speculate: he lives in the forest. He has an orchard. What do you get from fruits? (Juice). Mishka also often cooks porridge for Masha. What do you need for porridge? (Milk). Let's also use white paint as you suggested and see what happens. I'll look for all this in my big bag now. The teacher takes out bottles of apple and lemon juice, milk and watercolors. Educator : Guys, I found apple and lemon juice, milk and watercolors. Now let’s do some research and find out what liquid the Bear used to write the secret letter. I invite you to the tables. Listen carefully to what you will do now. On your tables there are cups with pictures (examine and pour liquids), a blue bowl for iodine solution, napkins for blotting brushes, a cloth to wipe the table if something spills, and a worksheet. Let's take a closer look at it. The sheet is divided into 4 parts. Each part has its own picture, which indicates what substance you should use to record. And you write the first letter of your name. Where the paints are drawn, what will you use to write the letter? Where is the apple drawn, what will you write with? What will you write? Each time after writing a letter, the brush must be rinsed in clean water and blotted with a dry cloth. This is very important for our experiment to work! When you write in all 4 parts, you will come to me and I will dry your letters with a hairdryer. After this, you will return to the tables and apply our magical developing iodine solution to all the letters in turn with a brush. Let's see what happens, maybe we'll find out Mishka's secret. Do you understand the task? Independent work of children.
Children complete the task .
Educator : So, what did Misha write his note with? Children : Lemon juice. Educator : Well done, guys! So we learned the secret of Mishka's ink. Do you know what SMS is? Let's send Masha an SMS with the answer so that next time she can read or write such a note herself. The teacher sends SMS from the children and receives a response from Masha.
An email from Masha: a video where Masha has her previous appearance again + an email (screenshot of a page from the email:
“Thank you, guys, for your help! Without you, I wouldn’t be able to unfocus! I’m sending you a parcel with gifts.” Educator: Who knows? , what is a “parcel"? Children’s answers. Educator : I received an SMS on my phone that the parcel has already been delivered to us. I’ll go and have a look. The teacher takes out a parcel from behind the door, which contains spy pens. Educator : But before we find out , what did Masha send, I want to ask you. Did you like what we did today? What new did you learn? Thank you guys for your help, without you Masha would not have become unfocused and would not have put her nose back in place. You did not leave Masha in trouble and helped her. The teacher hands out invisible pens and notepads. The children try to write or draw something with them, and come to the conclusion that nothing is visible.
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