Cognitive research project "Sorceress-salt" with children of the preparatory group.

Target: formation of the idea of ​​​​salt as a product necessary for a person, through observations and
experimentation.
Tasks: Find out if you can do without salt? What is it for? Explore the properties of salt empirically. Conduct experiments on growing salt crystals.
Project protection:
After reading the fairy tale "Gold and Salt" to the children, the children had a question: "Where does the salt come from?" The children began to argue that we eat salt every day, and it can be different: large, small, sea, colored, stone, cooking. 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 the salt, to learn everything about it.
A bit of history:
Salt appeared in human life in ancient times. How exactly people learned that food seasoned with white grains becomes tastier, lasts longer, is already unknown. But as soon as people got to know the taste of salt, they began to cherish it extremely. The area, rich in its deposits, quickly settled and became the property of any 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 so that he does not lack it. Salt is found in vegetables and some fruits.
Salt is an important seasoning, without which food is insipid. Vegetables are harvested with it for the winter (cucumbers, tomatoes, cabbage are salted).
Salt is also a symbol of hospitality and friendship. "Sharing bread and salt" meant maintaining a long-term relationship. Hence the popular sign - sprinkled salt, to a quarrel, failure. Salt has always been treated with respect and sparingly.
And there are many sayings associated with salt. We learned some of them: Under-salted on the table, over-salted on the back. Without bread it is not full, but without salt it is 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 solemn feasts it was served on the tables of distinguished guests, while the rest dispersed "without salt."
After talking with mom, we learned some tricks related to salt. For example, so that hot vegetable oil in a pan does not splash in different directions, hot oil should be sprinkled with salt. To easily peel boiled chicken eggs from the shell, add a little salt to the water in which they will be boiled. How to determine the freshness of an egg? Add a teaspoon of salt to a cup of water. Put the egg into the solution. If it floats, it is better not to use it, but drowning in such water is most likely fresh. If you add a pinch of salt to a jug of fresh milk, it will keep longer.
We developed and discussed a detailed plan for the study of salt. We set ourselves goals and objectives: to study the properties of salt, to grow salt crystals, to study and compare salt and fresh water.
We recorded all our observations and experiences in the diary of observations. Here are some interesting things we learned about salt. But she really is magical. No wonder people say: there is no salt, so there is no word!
Diary of observations and experiments in the project "Salt is a sorceress".
Where did our research begin? First, we studied the properties and qualities of salt. We found out that the salt tastes salty, white, odorless, free-flowing.

1. Salt dissolves in water.
We took a container with water, immersed a spoonful of 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 in each of them one heaping tablespoon of salt.
The water in the glasses turned cloudy. But in a glass of hot water, the salt dissolved faster, and the water was almost transparent. And in a glass of cold water, salt fell to the bottom, while the water itself remained cloudy for a long time. Conclusion: salt dissolves faster in hot water.

3. Waterfowl egg.
And let's conduct an experiment and check how salt water will push objects to the surface! For the experiment, we need: 2 raw eggs, 2 glass containers with water, a few tablespoons of salt. Put one raw egg in a container with clean tap water. What happened to him? The egg sank to the bottom. Dissolve salt in the second vessel with water and dip the egg into salt water. The egg is left floating on the surface of the water!
Conclusion: Salt really pushes things out of the water. The more salt 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 battery 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 - cleaning agent
We took a dirty glass, poured some salt on the sponge and washed the glass. He became clean, even shone.
Conclusion: With the help of salt you can wash dishes.

It was very interesting for us to work on this topic. We asked parents what they know about the beneficial properties of salt for people's lives. It turns out that parents know a lot and they are happy to share their knowledge with us. And we talked about what we learned ourselves when we made observations and experiments, read the encyclopedia. They also made sure that the most simple and familiar things can be unusual.
After completing the project, we learned:
Salt is a white crystalline substance with a sharp, salty taste. It dissolves well in water.
Salt is a mineral that is used by man in everyday life and at work.
Salt is an assistant in the household.
Salt is food and seasoning, preservative.
Salt is essential for human life and health.
When salt water evaporates, white crystals appear and taste salty.

Project participants: children of the preparatory group, educators.

Implementation period: October - December 2016.

Project type: educational - research.

Relevance.

Paper- affordable and versatile material that both adults and children encounter every day. They use this object without thinking about its properties, about its significance for the life and activities of people. Experiments independently conducted by children on the study of the properties of paper contribute to the acquaintance of pupils with the starting materials for its production, with its physical properties, etc. They also create conditions for independent conclusions about the value significance of the subject under study for all mankind.

Target:

• paper- wrinkled, torn, soaked,
• expand knowledge children about the world around through experimental activities;
• develop interest, curiosity, activity.

Tasks:

Educational:

• to form the ability to investigate the subject and establish cause-and-effect relationships and draw conclusions based on the experiment;
• learn about different types of paper;
• introduce children to the properties paper;
• form skill compliance with safety regulations during experiments.

Developing:

- develop cognitive activity, interest in the process of research activities;

• form at children have different ways of learning, needed to solve cognitive tasks;
• develop coordination of movements, fine motor skills of the hand;
• develop research skills, mental processes: attention, imagination, visual and auditory sensitivity.

Educational:

• to cultivate interest in the knowledge of the world, curiosity;
• encourage the development of independence and responsibility.

Recently, the children, together with their parents and teachers, visited the Prospekt regional library on a tour, where they were told about the origin of paper.

We tried to investigate the properties of paper and for this we conducted the following experiments:

Experience 1. Folded paper. It is easiest to fold a napkin, it is thin. Harder to fold cardboard. He is thick and dense.

Experience 2. Torn paper. We made more effort when we ripped the cardboard, and the napkin was torn very easily.

Experience 3. Lowered paper in water. The napkin got wet faster. The cardboard took longer to get wet. Any paper gets wet.

Experience 4. Planted paper up. The cardboard fell quickly and the napkin fell slowly, because it is light.

Experience 6. « Paper makes a sound» Take paper and make a move "laundry". Paper rustles, creaks.

Experience 7. "Making paper"

After the appliqué class, we had paper scraps left, the used sheets of paper were torn into small pieces. It was a great pleasure for the children.

We placed small pieces in a container and poured hot water, left to soak for a day. A day later, the whole mass was whipped with a blender. It turned out something like a porridge.

Then this mixture was spread over the plate in a thin layer, giving it the shape of the future paper, gently smoothed and dried. In a few days the paper is dry. We have an unusual paper.

The children noticed that the color of the obtained samples differed from the color of the raw materials: part of the paint dissolved in water, the color turned out to be paler. Of course, you don’t use such paper for writing and drawing, but it is quite suitable for crafts. Having turned the idea into reality, we achieved the goal not only from an environmental point of view, but also the children realized that making paper is a very laborious process.

Experience 8. "Production of marbled paper."

Thus, the children learned that there is a huge variety of types of paper and each type of paper has its own purpose, and, having mastered the technology of making marbled paper, we will look for ways to use it.

Project passport
Relevance:
In the educational process of a preschool institution, experimentation is the teaching method that allows the child to model in his mind a picture of the world based on his own observations, experiences, establishment, interdependence, patterns. Experimental work arouses the child's interest in the study of nature, develops mental operations, stimulates the cognitive activity and curiosity of the child, activates the perception of educational material for familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society. Topic: "Miracles from Experimental"
Purpose: Development in children of senior preschool age of a stable cognitive interest in search and research activities, the desire for independent thinking and speech accompaniment when conducting unusual experiments.
Tasks:
Enrichment and refinement of children's ideas about inanimate nature through elementary experimentation and experiments.
Formation in children of the ability to use assistive devices when conducting experiments and experiments.
The development of cognitive abilities in children (thinking abilities - analysis, classification, comparison, generalization);
Development of the child in the social and personal direction:
development of communication;
improvement of independence, observation;
development of elementary self-control and self-regulation of their actions.
Project participants: children of the preparatory group, educators
Implementation period: 1 month (November)
Type of project: cognitive - speech
Educational field: communication (the world around us)
Expected results:
The child's ability to independently solve available cognitive problems.
Ability to use different methods and techniques of knowledge.
Interest in experimentation in children.
Readiness for logical knowledge.
Replenishment of speech stock and development of coherent speech.
Stages of project implementation:
I. Preparatory stage
Questioning of parents in order to identify the attitude to the research activity of children (Appendix 1)
Analysis of scientific and methodological literature
Creating conditions for children's experimentation: a place for experiments, a place to store materials
Preparation of materials for experiments
Selection of didactic games (Appendix 2)
Selection of fiction
Advice for Parents: (Appendix 3)

"What is impossible and what should be done to maintain children's interest in cognitive experimentation"
“How to organize a mini-laboratory at home?”
II. main stage
Experiments: (Appendix 4)
How to pierce a balloon without harm to it?
Egg submarine
Where did the ink go?
Submarine from grapes
How to get a coin out of the water without getting your hands wet?
lotus flowers
natural magnifier
How to get drinking water?
Making a cloud
Obedient and naughty egg
magic mirrors
Where did the smell go?
The concept of electric charges
dancing foil
Secret letter
live fish
broken pencil
vanishing coin
Lemon inflates a balloon
Scattering toothpicks
"Bait" for ice
dancing flakes
Reading Fiction: "Secrets of Familiar Objects"
- Shapiro A.
Thread, rope, rope
air bubble
Paper
Puddle
Egg
Candle
Wheel
Carnation
Matches. Cubes
Pipe
Mirror
Didactic games:
What changed?
Memorize and write down the numbers
What's added?
What has become different?
Remember - name
name the shape of the object
Spread as I say
What's in the left hand, what's in the right hand
Twelve months
Find the treasure on the map
sea ​​battle
math coloring
Who will reach the goal faster
Rock Paper Scissors
Enumeration of items
III. The final stage:
Final event: demonstration by children of experiments for the guests of the group.
Summing up the results of the project at the teachers' council.
Appendix 1
Questionnaire for parents: "CHILD EXPERIMENT IN THE FAMILY"
Name of the child _____________________________________________________
2. What is the research activity of your child? (Underline whatever applicable)
a) likes to learn new things from different sources (watching TV programs, reading children's encyclopedias, adult stories)
b) tries to create something new from ordinary objects, things.
3. What objects and materials does your child like to experiment with? (with water, detergents, glasses, paper, cloth)
4. Does it happen that the experimentation started in kindergarten continues at home?
If yes, how often? (often, rarely, always, never)
5. How do you support the child's interest in experimentation (underline as appropriate):
- show interest, ask questions;
- provide emotional support, approve;
- I cooperate, i.e. get involved in activities;
- other methods (what exactly?)

6. Which of the most striking discoveries for themselves, in your opinion, has your child made?
______________________________________________________
7. What pleases and surprises you with your child
(curiosity, cognitive activity, something else)
____________________________________________________________________________________________________________
8. What do you like more: when the child learns the world around on his own or in close interaction with his parents?
______________________________________________________
Appendix 2
Didactic games
1. Game "What has changed?"
Purpose: development of attention span.
Task: to develop children's visual memory and attention, to teach them to memorize a sequence of pictures or details of a plot picture.
Equipment:
Option I: a row of 3-4 pictures or toys familiar to the child.
Option II: one plot picture with a small number of characters and details characterizing them, the other - similar to it, but with slight differences.
Description:
I option. An adult shows the child pictures or toys, names them, then puts (lays out) on the table and asks him to remember how they lie one after another. Then the child closes his eyes, the pictures (toys) are mixed, after which he needs to arrange them in a given sequence and name them in order.
II option. The child carefully examines the first plot picture, trying to remember in detail the objects on it. Then this picture is removed, and the second one is presented to the child. After examining it, the child must answer the question "What has changed?" compared with the first and describe these differences in detail.
For example: “In the first picture, the bunny has a bow, and in the second, a tie. First, the hedgehog was in a red blouse and carried an apple on his back, and then the blouse turned blue, and there was a mushroom on his back.
2. The game "Remember and write down the numbers"
Purpose: development of memory, attention,
Task: to teach to recognize and name numbers within the first ten, to correctly fill in the gaps in the number row within the first ten, to develop visual and motor memory, fine motor skills of children.
Equipment: a card with 2-3 numbers written on it.
Description: An adult shows the child a card with numbers and offers to carefully consider them for 5-10 seconds, trying to remember how they go in order. Then the card is removed, and the child must name or write the numbers he sees in the given order.
3. Game "What's added?"
Purpose: development of voluntary attention.
Task: to develop arbitrary visual memory, the ability to remember the number and location of given objects.
Equipment: 3 pictures with objects familiar to the child or 3 toys.
Description: After looking at the pictures (toys), the adult lays them out on the table and asks to remember their sequence. Then the child closes his eyes, and the adult quietly adds some picture (or toy) that does not attract much attention. The child must name the original pictures (toys) and determine the extra one.
4. Game "What's different?"
Purpose: development of visual attention.
Task: to develop arbitrary visual attention, to teach to memorize a given sequence of objects.
Equipment: 3-4 pictures with objects familiar to the child or 3-4 toys.
Description: After looking at the pictures (toys), the adult lays them out on the table and asks to remember how they lie. Then the child closes his eyes, and the adult swaps any pictures (toys). The child must restore the original sequence of pictures (toys). By the age of 5, the child should accompany his actions with suggestions for the location of pictures (or toys). For example: "The picture with the ball lay first, followed by a doll, a pyramid," etc. or "They swapped the typewriter and the book."
5. Game "Remember - name"
Purpose: development of attention, memory.
Task: develop the visual memory of children, teach them to remember the number of given objects or pictures.
Equipment:
Option I: children are presented with 4-5 pictures or well-known objects; for children 7 years old, the number of pictures or objects increases to 6-7 pieces.
Option II: paired cards, one of which shows a certain (depending on the age of the child) number of items (see Option I), on the other - several new ones are added to the number of items from the first card.
Description:
I option. The child examines a number of objects or pictures, counts them, and then names those that he remembers from memory.
II option. First, the first card is presented to the child, the child examines and names the objects depicted on it, counts them. Then
this card changes to the second, and the child must remember and name the items that were on the first card.
6. "Name the shape of the object"
Objectives: to consolidate the ability to visually correlate the shape of an object with a standard.
How to play: The children are divided into two teams. One team calls objects rectangular, and the other square. For each item named, the children receive a token. At the end of the game, it turns out how many chips each team has earned.
7. "Spread it out as I say"
Purpose: to develop visual memory, differentiation of flat geometric shapes, visual attention, orientation in microspace.
Game progress: Different geometric shapes lie in front of the children. The teacher makes sure that the children know their names
niya. Then the teacher invites the children to lay out these figures in a certain order. The order can be very different: from left to right, from top to bottom, according to the model, from memory, in a certain sequence, according to the account (lay out so that the second is a trapezoid, the fourth is a rhombus, etc.).
8. “What is in the left, what is in the right hand” Purpose: to fix orientation in directions, on a sheet of paper, visual attention, vision. memory.
Game progress: The teacher shows the children two pictures, the same in plot, but different in the arrangement of objects. Children must name the location of the objects in both pictures. For example: in the picture on the right, the sun is in the upper left corner, and in the picture on the left, it is in the upper right corner. Pictures can be made on any topic. The older the children, the more objects can be in the pictures and the more differences.
9. "Twelve months"
Purpose: to develop orientation in time (names of months), seasons, auditory attention.
Game progress: the teacher lays out cards with numbers from 1 to 12 on the table and shuffles them. The players take cards and line them up in order according to the number indicated on the card. They turned into 12 months. The teacher asks questions: “The first month, what is your name?”. "Twelfth month - what's your name?" "Sixth month, what's your name?" etc. You can make a hint - write the first letter of the month on the reverse side.
10. "Find the treasure on the map"
Purpose: To develop logic, spatial orientation, the ability to act according to a certain pattern.
11. Sea battle
Purpose: To develop the ability to navigate on a sheet of paper in a box, spatial thinking.
12. "Math coloring"
Purpose: To develop the ability to solve simple examples.
13. "Who will reach the goal faster"
Purpose: To develop logical and spatial thinking.
14. "Rock - scissors - paper"
Purpose: To develop fine motor skills, interhemispheric connections.
15. "Listing of items"
Goal: Develop attention, visual memory, enrich vocabulary.
Annex 3
Advice for parents
"Organization of children's experimentation at home"
Children's experimentation is one of the leading activities of a preschooler. Obviously, there is no more inquisitive researcher than a child. The little man is seized with a thirst for knowledge and exploration of a vast new world. But among parents, a mistake is often common - restrictions on the path of children's cognition. Do you answer all the questions of the young why? Do you readily show objects that attract a curious eye and talk about them? Do you regularly visit a puppet theater, a museum, a circus with your child? These are not idle questions, from which it is easy to laugh off: "he will know a lot, he will grow old soon." Unfortunately, "mother's mistakes" will make themselves felt very soon - in the very first grades of school, when your child turns out to be a passive being, indifferent to any innovations. The research activity of children can become one of the conditions for the development of children's curiosity, and ultimately the cognitive interests of the child. In kindergarten, a lot of attention is paid to children's experimentation. Research activities of children are organized, special problem situations are created, classes are held. The groups have created conditions for the development of children's cognitive activity6 in all activity centers and corners there are materials for experimentation: paper of various types, fabric, special devices (scales, watches, etc.), unstructured materials (sand, water), maps, diagrams, etc. .P.
How to organize a mini-laboratory at home?
Simple experiments and experiments can be organized at home. This does not require much effort, only desire, a little imagination and, of course, some scientific knowledge.
Any place in the apartment can be a place for experiment. For example, a bathroom. While washing, a child can learn a lot of interesting things about the properties of water, soap, and the solubility of substances.
For example: what will dissolve faster: sea salt, bath foam, pine extract, soap bars, etc.
The kitchen is the place where the child interferes with the parents, especially the mother, when she is preparing food. If you have two or three children, you can arrange competitions between young physicists. Place several identical containers on the table, a low bowl of water and foam rubber sponges of different sizes and colors. Pour about 1.5 cm of water into the bowl. Let the children put the sponges in the water and guess which one will take in more water. Squeeze water into prepared jars. Who has more? Why? Can you fill a sponge with as much water as you want? And if you give the sponge complete freedom? Let the children answer these questions themselves. It is only important that the child's questions are not left unanswered. If you do not know the exact (scientific) answer, you should refer to the reference literature.
The experiment can be carried out during any activity.
For example, a child draws, He has run out of green paint. Suggest that he try to make this paint himself. See how he will act, what he will do. Don't interfere or suggest. Will he guess that it is necessary to mix blue and yellow paint? If he doesn’t succeed, tell me that you need to mix two paints. Through trial and error, the child will find the right solution. The child learns to determine the best way to solve the problems facing him and find answers to the questions that arise.
"What is impossible and what should be done to maintain children's interest in cognitive experimentation?"
You should not dismiss the desires of the child, even if they seem impulsive to you. After all, these desires can be based on such an important quality as curiosity.
If an act is accompanied by positive emotions of the child, initiative and ingenuity, and at the same time the goal is not to harm anyone, then this is not a misdemeanor, but a prank.
Need! Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration.
Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with inner desires to learn new things, because it is interesting and pleasant, to help him in this with his participation.
If you need to ban something, be sure to explain why you are banning it and help determine what is or how is possible. From early childhood, encourage the baby to complete the work he has begun, emotionally evaluate his strong-willed efforts and activity. Your positive evaluation is the most important thing for him.
Showing interest in the child's activities, talk with him about his intentions, goals, how to achieve the desired result (this will help to understand the process of activity).
Appendix 4
Experiments
1. How to pierce a balloon without harm to it?
Equipment: balloon, adhesive tape, knitting needle
Experiment: The child knows that if the balloon is pierced, it will burst. Stick on the ball on both sides of a piece of adhesive tape. And now you can safely pierce the ball through the tape without any harm to it.
2 Egg Submarine
Equipment: two liter jars, water, salt, two eggs
Experiment: Take 3 cans: two half-liter and one liter. Fill one jar with clean water and dip a raw egg into it. It will drown. Pour a strong solution of table salt into the second jar (2 tablespoons per 0.5 l of water). Dip the second egg there - it will float. This is because salt water is heavier, so it is easier to swim in the sea than in a river.
When the experiment is done, you can show the trick. By adding salt water, you will ensure that the egg will float. Adding fresh water - that the egg will sink. Outwardly, salt and fresh water do not differ from each other, and it will look amazing.
3. Where did the ink go?
Equipment: glass, ink, activated carbon
Experiment: Drop ink or ink into a bottle of water to make the solution a pale blue. Put a tablet of crushed activated charcoal there. Close the mouth with your finger and shake the mixture. It will brighten before your eyes. The fact is that coal absorbs dye molecules with its surface and it is no longer visible.
4. Submarine from grapes
Equipment: glass, sparkling water or lemonade, grape
Experiment: Take a glass of fresh sparkling water or lemonade and drop a grape into it. It is slightly heavier than water and will sink to the bottom. But gas bubbles, similar to small balloons, will immediately begin to sit on it. Soon there will be so many of them that the grape will pop up.
But on the surface, the bubbles will burst and the gas will escape. The heavy grape will again sink to the bottom. Here it will again be covered with gas bubbles and rise again. This will continue several times until the water "exhales". And the fish have a swim bladder. When she needs to dive, the muscles contract, squeezing the bladder. Its volume decreases, the fish goes down. And you need to get up - the muscles relax, dissolve the bubble. It increases and the fish floats up.
5. How to get a coin out of the water without getting your hands wet?
Equipment: coin, plate, water, newspaper, matches
Experiment: Place a coin on the bottom of a plate and fill it with water. How to take it out without getting your hands wet? The plate must not be tilted. Fold a small piece of newspaper into a ball, set fire to it, throw it into a half-liter jar and immediately put it down with the hole in the water next to the coin. The fire will go out. The heated air will come out of the can, and due to the atmospheric pressure difference inside the can, the water will be drawn into the can. Now you can take the coin without getting your hands wet.
6. Lotus flowers
Equipment: colored paper, scissors, pencil, basin, water
Experiment: Cut out flowers with long petals from colored paper. Using a pencil, twist the petals towards the center. And now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, the flower petals will begin to bloom. This is because the paper gets wet, becomes gradually heavier and the petals open.
7. Natural magnifier
Equipment: insect, three-liter jar, cling film
Experiment: Place an insect in a three-liter jar. From above, tighten the neck with cling film, but do not pull it, but, on the contrary, push it so that a small container forms. Now tie the film with a rope or elastic band, and pour water into the recess. You will get a wonderful magnifying glass through which you can perfectly see the smallest details. The same effect will be obtained if you look at an object through a jar of water, fixing it on the back of the jar with transparent tape.
8. How to get water for drinking?
Equipment: empty plastic container, film, stone, grass, leaves
Experiment: Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, put fresh green grass and leaves around it. Cover the hole with clean plastic wrap and cover the edges with earth to prevent air from escaping from the hole. Place a stone in the center of the film and lightly press the film over the empty container. The device for collecting water is ready. Leave your design until the evening. And now carefully shake the earth off the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did it come from? Explain to the child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on a cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you pushed the film a little and put a stone there.
9. Making a cloud
Equipment: three-liter jar, baking sheet, hot water
The course of the experiment: Pour hot water into a three-liter jar (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud. This experiment simulates how clouds form when warm air cools. And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.
10. Obedient and naughty egg
Equipment: two raw eggs, sand, a candle, small pellets
The course of the experiment: Poke two holes the size of a match head at the ends of the egg and blow out the contents. Rinse the inside thoroughly. Let the shell dry well from the inside for one to two days. After that, close up the hole with plaster, glue with chalk or whitewash so that it becomes invisible.
Fill the shell with clean and dry sand about one quarter. Seal the second hole in the same way as the first. Obedient egg is ready. Now, in order to put it in any position, just shake the egg slightly, holding it in the position that it should take. The grains of sand will move and the placed egg will keep its balance.
To make a “roly-poly” (roly-poly), you need to throw 30-40 pieces of the smallest pellets and pieces of stearin from a candle into the egg instead of sand. Then put the egg on one end and heat it up. The stearin will melt, and when it hardens, it will stick the pellets together and stick them to the shell. Cover the holes in the shell.
The tumbler will be impossible to put down. An obedient egg will stand on the table, and on the edge of the glass, and on the knife handle.
11. Magic Mirrors
Equipment: two mirrors, an apple
Experiment: Place two mirrors at an angle greater than 90°. Put one apple in the corner.
This is where it begins, but only begins, a real miracle. There are three apples. And if you gradually reduce the angle between the mirrors, then the number of apples begins to increase.
In other words, the smaller the angle of approach of the mirrors, the more objects will be reflected.
Ask your child if it is possible to make 3, 5, 7 out of one apple without using cutting objects. What will he answer you? Now put the above experience.
12. Where did the smell go?
Equipment: corn sticks, jar, cologne
The course of the experiment: Take corn sticks, put them in a jar in which cologne was dropped in advance, and close it with a tight lid. After 10 minutes, when you open the lid, you will not feel the smell: it was absorbed by the porous substance of the corn sticks. This absorption of color or odor is called adsorption.
13. The concept of electric charges
Equipment: balloon,
Experiment: Inflate a small balloon. Rub the ball on wool or fur, and even better on your hair, and you will see how the ball will begin to stick to literally all objects in the room: to the closet, to the wall, and most importantly, to the child.
This is because all objects have a certain electrical charge. As a result of contact between two different materials, electrical discharges are separated.
14. Dancing foil
Equipment: aluminum foil, comb
Experiment progress:
Cut aluminum foil (shiny chocolate or candy wrappers) into very narrow, long strips. Run the comb through your hair, and then bring it close to the sections. The strips will begin to “dance”. This attracts to each other positive and negative electric charges.
15. Secret letter
Equipment: sheet of paper, milk or lemon juice, table lamp
Experiment: Let the child make a drawing or inscription with milk or lemon juice on a blank sheet of white paper. Then heat up a sheet of paper (preferably over a device without open flame) and you will see how the invisible turns into the visible. The improvised ink letters will darken and the secret letter can be read.
16. Live fish
Equipment: thick paper fish, basin, water, fork, oil, pipette
Experiment: Cut out a fish from thick paper. In the middle of the fish there is a round hole A, which is connected to the tail by a narrow channel AB. Pour water into a basin and place the fish on the water so that the bottom side of it is completely moistened, and the top remains completely dry. It is convenient to do this with a fork: putting the fish on the fork, carefully lower it into the water, and sink the fork deeper and pull it out. Now you need to drop a large drop of oil into hole A. In an effort to spill over the surface of the water, the oil will flow through channel AB. The fish will not let him spread in other directions. What do you think the fish will do under the action of the oil flowing back? It is clear: she will swim forward!
17. Broken pencil
Equipment: glass, tap water, pencil
Experiment: Fill the glass approximately 2/3 with tap water. Place a glass of water and a pencil on the table. Let's start the science magic: Hold a pencil in front of you. Announce to the audience: "Now I will break a pencil just by putting it in a glass of water." Dip the pencil vertically into the water so that its tip is approximately halfway between the bottom of the glass and the surface of the water. Hold your pencil at the back of the glass, away from the audience. Move the pencil back and forth in the water, holding it vertically. Ask the audience what they see. Take the pencil out of the water.
Result: Viewers will think that the pencil is broken. From their point of view, the part of the pencil that is under water is slightly offset from the part that is under water. This effect is due to refraction. Light travels in a straight line, but when a beam of light passes from one transparent substance to another, its direction changes. This is refraction. When light passes from a denser substance, such as water, to a less dense one, such as air, refraction occurs, or a visible change in the angle of incidence of the beam. Light in substances of different densities propagates at different speeds. Light reflected from a pencil, passing through air, seems to viewers to be in one place, and through water - in another.
18. Disappearing coin
Equipment: 1 liter glass jar with a lid, tap water, coin
Experiment: Pour water into a jar and close the lid. Give your assistant a coin so that he can make sure that this is really the most common coin and there is no catch in it. Have him put the coin on the table. Ask him: "Do you see the coin?" (Of course, he will answer yes.) Put a jar of water on the coin. Say magic words, for example: "Here is a magic coin, here it was, but now it's gone." Have your assistant look through the water on the side of the jar and say if he sees the coin now? What will he answer? You can make this trick even more effective. After your helper can't see the coin, you can make it reappear. Say other magic words, for example: "As the coin fell, so it appeared." Now remove the jar and the coin will be back in place.
Result:
When you place a jar of water on a coin, the coin seems to have disappeared. Your assistant will not see it.
This focus is achieved due to the reflection of light from the wall of the jar. Reflection is the bouncing of light from a surface back.
19. Lemon inflates a balloon Equipment: 1 tsp. baking soda, lemon juice, 3 tbsp. vinegar, balloon, electrical tape, glass and bottle, funnel. Experiment: Pour water into a bottle and dissolve a teaspoon of baking soda in it. In a separate bowl, mix lemon juice and 3 tablespoons of vinegar and pour into a bottle through a funnel. We quickly put the ball on the neck of the bottle and secure it tightly with tape. See what's happening! The baking soda and lemon juice mixed with vinegar react chemically, releasing carbon dioxide and creating pressure that inflates the balloon.
20. Scattering toothpicks
Equipment: a bowl of water, 8 wooden toothpicks, a pipette, a piece of refined sugar (not instant), dishwashing liquid.
The course of the experiment: We have toothpicks with rays in a bowl of water. Gently lower a piece of sugar into the center of the bowl - the toothpicks will begin to gather towards the center. We remove the sugar with a teaspoon and drop a few drops of dishwashing liquid into the center of the bowl with a pipette - the toothpicks will "scatter"! What is going on? The sugar sucks up the water, creating a movement that moves the toothpicks toward the center. Soap, spreading over the water, drags particles of water with it, and they cause the toothpicks to scatter. Explain to the children that you showed them a trick, and all tricks are based on certain natural physical phenomena that they will study in school.
21. "Bait" for ice
Equipment: thread, ice cube, a glass of water, a pinch of salt.
Experiment: How to use a thread to pull an ice cube out of a glass of water without getting your hands wet. Let's put ice in the water. We put the thread on the edge of the glass so that it lies at one end on an ice cube floating on the surface of the water. Pour a little salt on the ice and wait 5-10 minutes. Take the free end of the thread and pull the ice cube out of the glass. Salt, hitting the ice, slightly melts a small area of ​​it. Within 5-10 minutes, the salt dissolves in water, and pure water on the surface of the ice freezes along with the thread.
22. Dancing cereal
Equipment: paper towel, 1 teaspoon (5 ml) crispy rice cereal, balloon, wool sweater, paper towel
Experiment: Some cereals can make a lot of noise. Now we will find out if it is possible to teach rice flakes to jump and dance. Spread a paper towel on the table. Sprinkle cereal on a towel. Let's start the science magic! Address the audience like this: "All of you, of course, know how rice flakes can crackle, crunch and rustle. And now I'll show you how they can jump and dance." Inflate the balloon and tie it up. Rub the ball on the wool sweater. Bring the ball to the cereal and see what happens.
Result: The flakes will bounce and be attracted to the ball. Static electricity helps you in this experiment. Electricity is called static when there is no current, that is, the movement of charge. If you wait longer, the electrons will begin to move from the ball to the flakes. Gradually, the ball will become neutral again, and will no longer attract flakes. They will fall back onto the table.

The main equipment of the experimentation center:
devices - "helpers": laboratory glassware, scales, objects of living and inanimate nature, containers for playing with water of various sizes and shapes;
natural material: pebbles, clay, sand, shells, bird feathers, saw cut and tree leaves, moss, seeds, etc.; recycled material: wire, pieces of leather, fur, fabric, cork;
different types of paper;
dyes: gouache, watercolors;
medical materials: pipettes, flasks, measuring spoons, rubber bulbs, syringes (without needles); other materials: mirrors, balloons, flour, salt, sugar, colored and transparent glasses, sieve, candles. Additional equipment:
children's bathrobes, aprons, towels, containers for storing loose and small items.
cards-schemes for conducting experiments and experiments, drawn up on thick paper (the course of the experiment is described on the back of the card).
Bibliography:
Dybina O.V. , Poddyakov N.N., Rakhmanova N.P., Shchetinina V.V., “Child in the world of search: search activity of preschool children” / Ed. O.V. Dybina. - M .: TC Sphere, 2005. - 64 p., - (Development Program).
Dybina O.V. Rakhmanova N.P., Shchetina V.V. "Unexplored nearby: entertaining experiences and experiments for preschoolers" / Ed. O.V. Dybina. - M.: TC Sphere, 2004. - 64 p.
Korotkova N.A. "Cognitive and research activities of older preschoolers" / / J. Child in kindergarten. 2003. No. 3, 4, 5. 2002. No. 1
Nikolaeva S.N. “Introduction of preschoolers to inanimate nature. Environmental management in kindergarten. Toolkit. - M .: Pedagogical Society of Russia, 2005. - 80 p.
Novikovskaya O.A. Collection of developing games with water and sand for preschoolers. - St. Petersburg: "CHILDHOOD - PRESS", 2006. - 64 p.
Solovieva E. "How to organize the search activity of children" // Preschool education. 2005. No. 1.
Dybina O.V. Game technologies for familiarizing preschoolers with the objective world. M: Pedagogical Society of Russia, 2007.
Doronova T.N., Korotkova N.A. Cognitive - research activities of older preschoolers // Child in kindergarten, 2003 No. 3.
Zubkov "Experiments with children from 3 to 7"

Sections: Working with preschoolers

Relevance:

Today, in preschool education, the problem of organizing the main leading type of activity in the knowledge of the world around us during preschool childhood is especially acute - experimentation. This activity equally affects the development of the child's personality as well as play. Ideally, the presence of these two truly childish activities is a favorable condition for the development of preschoolers.

Objective of the project:

To promote the development in children of cognitive activity, curiosity, the need for mental impressions of children, the desire for independent knowledge and reflection, which in turn will lead to intellectual, emotional development.

Tasks of experimental activity:

1. Expanding children's ideas about the world around them through acquaintance with elementary knowledge from various fields of science:

• development in children of ideas about the chemical properties of substances;
• development in children of elementary ideas about the basic physical properties and phenomena;
• development of elementary mathematical concepts;
• introduce the main features of the planet's relief: volcanoes, mountains, lakes.

2. The development in children of the ability to use devices - assistants when conducting games-experiments.

3. Development of mental abilities in children:

• development of mental abilities: analysis, classification, comparison, generalization;
• formation of ways of cognition through sensory analysis.

4. Social and personal development of each child: the development of communication, independence, observation, elementary self-control and self-regulation of their actions.

Project timeline: one month.

Work form:

1. Small subgroups, taking into account the level of development and cognitive interests of children.
2. Front work.
3. Individual work.

Expected results:

1. Assimilation by children of knowledge, ideas about the world around.
2. Creation of a single innovation space.
3. Accurate completion of the task.
4. Increasing the level of motivation for classes.

Approximate plan of experimental activities in the preparatory group for a month.

Experience number 1 - "The benefits and harms of Coca-Cola."
Experience number 2 - "How kind and harmful words affect the plant."
Experience number 3 - "Secrets of the volcano."
Experience number 4 - "How to see the movement of water through the roots?".
Experience number 5 - Entertaining experiments: "Detectives", "Where did the jam go?".

"The benefits and harms of Coca-Cola."

Objective:

Study of the harmful effects of "Coca-Cola" on the human body.

Research objectives:

• analyze the interaction of Coca-Cola and rust;
• to study the effect of "Coca-Cola" on the teeth;
• explore the compatibility of Coca-Cola with other products.

Research stages:

• A survey of the children of the group and parents on the topics “My favorite drink” and “Do you know about the dangers of Cola”.
• Putting forward a hypothesis.
• Direct experimentation.
• Observation of the interaction of Coca-Cola with substances and objects.

Materials for the experiment (observation during the week): five transparent cups; rusty and new nail; a piece of sausage; milk tooth (can be replaced with a chicken shell).

1. Before the start of the experiment, one of the children accidentally lost a milk tooth and we decided to use it in our experiment. The children took a transparent glass, poured Coca-Cola into it and lowered their teeth. On the 2nd day, the tooth turned black, from which the children concluded that Coca-Cola contains a lot of dyes that penetrate even into hard tooth enamel. On the 3rd day, a crack appeared on the tooth, and on the 5th day, the tooth broke into 2 halves. Conclusion: Coca-Cola destroys teeth. Lemonade dyes are very persistent and darken your teeth.
2. They took 2 bolts: rusty and new. One was placed in a glass of water, the other - with lemonade. On the fourth day, a new bolt in the water was covered with a layer of rust, and the bolt in Kolya was cleared of it. Conclusion: "Coca-Cola" corrodes even rust!
3. For the experiment, a piece of sausage was cut into 2 halves. One half was placed in water, the other half in Cola. On the 2nd day, the sausage placed in water did not lose its appearance, and the sausage in “Kola” turned into a mushy puree. Conclusion: “Cola” has destructive properties for meat.

Thus, after a series of experiments, we saw that Coca-Cola destroys teeth and meat, it contains a lot of dyes. There are substances in Coca-Cola that corrode rust. It can not be drunk with all products. And in Coca-Cola there is a lot of sugar, which harms our body. So we were right: "COCA-COLA" IS NOT SAFE FOR HEALTH!

At the end of the experiment, we experience with children of other groups.

"How kind and harmful words affect the plant."

Purpose: To give children an idea of ​​​​how important air, water and light are for all life on earth. And that good and bad words also affect plants.

Materials for the experiment:

• Three transparent not deep glasses;
• Oats (or other grain)

Progress: pour grain in equal parts in a container and pour a little water. On the first glass, a circle with a smiling face, on the second - with an evil face, and the third - a clean circle. Suggest to the children during the week: for a glass with a smile, say good words, with an angry face, offensive words, and do not pay attention to the third. Watch the cups for a week. By the end of the week, we noticed changes: green sprouts appeared in the glass “with a smile”, dark and weak sprouts appeared in the glass with an “evil” face, grain became moldy in a glass with an empty circle. Conclusion:

"Secrets of the Volcano"

Preliminary work: slide show and teacher's story about the volcano.

Purpose: To expand children's knowledge about the world around them, to introduce them to the phenomenon of inanimate nature - a volcanic eruption. In the process of children's experimentation, meet the needs of children for knowledge, independence, joy and pleasure.

• to introduce children to the concept of “volcano”, to give an idea of ​​the origin and structure of volcanoes;
• to form children's ideas about a natural phenomenon - a volcanic eruption;
• to form the ability to properly handle chemicals (vinegar).

Equipment for experimentation:

Model of a mountain of volcanic origin, water, red gouache, dish detergent, soda, vinegar, coffee, tea and tablespoons.

Attention! Children make the experiment, the teacher pours in vinegar.

On the table, on a tray, there is a model of a volcano, overlaid with small pieces of pumice and pebbles. Children stand around the table. First, Znayka explains to the children what substances they will need to conduct the experiment. Draws the attention of the children to the fact that vinegar is used in the experiment and tells (based on the picture - the diagram, how dangerous it is. Then, invites the children to read the proposed diagrams - models with the sequence of the experiment. After that, the Know-It-All once again pronounces the sequence of the experiment.

The sequence of the experiment.

First child: pour two teaspoons of baking soda into the mouth of the volcano.

Second child: pour half a glass of water.

Third child: add a coffee spoon of red gouache to it and mix thoroughly until a uniform rich color.

Fourth child: add 5 drops of detergent to the resulting colored water, mix.

Znayka: add two tablespoons of vinegar to the colored water, then pour the resulting mixture into the mouth of the volcano (soda).

Attention! During the last operation, children are advised to take a step back.

Expected result: As a result of the reaction of baking soda with vinegar and detergent, red foam will begin to erupt from the mouth of the volcano.

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

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

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

Process. Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can roots take from the ground? Children's ideas are discussed. Consider food dry dye - “nutrition”, add it to water, stir. Find out what should happen if the roots can take not only water (the spine should turn a different color). After a few days, the children draw the results of the experiment in the form of a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

Results. The root of the plant absorbs, along with water, other substances in the soil.

Entertaining experiments.

• continue to develop cognitive activity in the process of experimentation;
• encourage hypotheses;
• develop friendships at work.

"Detectives"

Secret letter

Let the child make a drawing or inscription on a blank sheet of white paper with milk, lemon juice or table vinegar. Then heat up a sheet of paper (preferably over a device without open flame) and you will see how the invisible turns into the visible. The impromptu ink will boil, the letters will darken, and the secret letter will be readable.

The secret thief of jam. Or maybe it's Carlson?

Grind the pencil lead with a knife. Let the child rub his finger with the prepared powder. Now you need to press your finger to a piece of tape, and stick the tape to a white sheet of paper - it will show your baby's fingerprint pattern. Now we will find out whose prints were left on the jar of jam. Or maybe it was Carlson who flew in?

Target: To clarify and expand children's knowledge of air, to acquaint them with the properties of air and ways to detect it, to continue to acquaint them with the respiratory organs. Help children understand that air pollution affects human health. Expand and activate vocabulary. form
awareness of your health.

Material: a pebble, a glass of water, a plastic bag, a rubber pear, a piece of chalk, a straw, a mirror; a jar of water, a funnel, a glass, a piece of rubber, a rubber toy, scales, a panel with a tree.

Lesson progress:
Educator: Guess the riddle:
So big that I take over the world
So small that I can fit through any gap.
(air)
That's right, why did you decide that?
Children: Air is everywhere; around us, in heaven, all over the earth.
Educator: I suggest you become scientists and study the air. Do you know what research scientists are?
Children: People who do research.
Educator: We have a difficult task ahead of us: to know what air is, how it can be detected, what properties it has. (Puts business cards on the children's chests.)
You are ready? Dear colleagues! Go to the laboratory and start our research.

1 Experience:
Educator: Let's take a pebble in our hands, squeeze it in our hand. What does he feel like? (solid, hard, strong). A stone is a solid body. What solids can you name?
Children: ……………………
Educator: Is it possible to take air in your hand and compress it? No. We conclude: AIR IS NOT A SOLID BODY.
2 Experience:
Educator: Let's take a glass of water. Look, smell, try, what is it like?
Children: Transparent, colorless, odorless, tasteless.
Educator: What can water do? Water flows, runs, flows, murmurs. What is water? Water is a liquid. Name other liquids.
Children: Juice, kefir, milk, jelly, etc.
Educator: We conclude: AIR IS NOT A LIQUID BODY.
Educator: We know that air cannot be compressed in the hand. So it is not a solid body. The air does not flow, it cannot be drunk. So it is not a liquid.
We can conclude: Air is not a solid body and not a liquid. Air is a gas. It is invisible, colorless, transparent, tasteless, odorless. Here is our discovery. Let's continue research.

Educator: Air is invisible. How can we discover it?
Experience:
Educator: Take a plastic bag and start twisting it from the open edge. The package becomes convex. Why? ( children's answers)
Children: We conclude: It is filled with air, but we do not see it.
Experience:
Educator: And now let's wave our palm near the face, blow on the palm. What do we feel?
Children: Wind, air moves.
Educator: We conclude: AIR MOVEMENT WE CAN FEEL.

Physical education minute
(children imitate movements).
The wind gently shakes the maple.
Tilts to the right to the left.
One - slope
And two - tilt,
The maple rustled with leaves.
(I suggest to sit down)
Educator: Air is everywhere. Let's check it out.
Experience:
Educator: Take a rubber pear, squeeze it in your hand. What did you hear?
Children: Whistling, air noisily comes out of the pear.
Educator: And now we will close the hole of the rubber bulb and try to squeeze it. Doesn't she shrink? What prevents this?
Children: A finger that closes the hole and the air inside the pear.
Educator: We conclude: THE AIR IN THE PEAR Hinders It From Compressing.
Experience:
Educator: Now let's throw a piece of chalk into a glass of water. What's happening?
Children: Air bubbles come out of the chalk.
Educator: We conducted a series of experiments, figuring out where there is air. What conclusion did we come to? AIR IS EVERYWHERE: IN A PACKAGE, IN A PEAR, IN A CHALK.
And now, dear colleagues, I suggest you continue your research and find out what properties air has.
Educator: Does air take up space?
Experience:
Educator: Dip the upside down glass into a jar of water. What are you observing?
Children: Water does not pour into the glass.
Educator: Now carefully tilt the glass. What happened and why?
Children: Water poured into the glass, the air came out of it in the form of bubbles.
Experience:
Educator: Now close the tube with your finger and lower it into the water. What happened?
Children: Water does not enter the tube.
Educator: I will open the tube. Why did water enter the tube? The air came out of the tube, and water poured in. We conclude: AIR TAKES PLACE.
Educator: Now let's find out if air has weight?
Experience:
Educator: Let's take two balloons. Inside one is air, and the other is deflated, without air. We put them on the scales. What we observe: the scales with the inflated ball outweighed. Why? We conclude: THE BOWL HAS BEEN WEIGHTED BECAUSE THE BALL IS FILLED WITH AIR. THEN AIR HAS WEIGHT.
Experience:
Educator: Now let's take a piece of rubber and throw it into the water. He drowned. Dip a rubber toy into the water. She doesn't drown. Why? Is the toy heavier than a piece of rubber? What does she have inside?
Children: Air.
Educator: We conclude: AIR HAS WEIGHT BUT IT IS LIGHTER THAN WATER. We've done research. What do we know about the properties of air?
Children: Air takes up space and has weight.
Educator: Correct conclusion, colleagues. Why do we need air?
Children: For breathing.
Educator: Dear colleagues! We conducted experiments, learned how and where to detect air, what properties it has. We know the main purpose of air. Now I propose to make sure that we breathe air.
Experience:
Educator: Take a glass of water and a straw. Dip the straw into the water and gently blow into it. What are you observing?
Children: Air bubbles.
Educator: Yes, and this proves that we exhale air.
Experience:
Educator: Let's breathe on the mirror. It got sweaty. Why?
Children: children's guesses.
Educator: The surface of the mirror became wet, as we exhale tiny droplets of water together with the air.
Educator: Now go to the poster and tell how a person breathes and how air enters the body.
Children: Air is inhaled through the nose and mouth and enters the lungs. And there, through the tubules-vessels through which blood flows, it gives out substances necessary for human life, and takes away harmful, unnecessary ones, and exhales, pushing them out.
Educator: Correctly. Now put your hands on your chest. When breathing, it rises (expands) and falls (compresses). What happens to the lungs when you breathe?
Children: When you inhale, the lungs expand, and when you exhale, they contract.
Educator: Now try not to breathe. How long could you last without breathing? No. We conclude: WITHOUT BREATH THERE IS NO LIFE.
Educator: But human health depends not only on how he breathes, but also on what he breathes. What causes air pollution?
Children's answers: Smoke from the chimney, smoke from the cars.
Educator: (ecological game) And now I suggest you play the game. Consider the panel. What do you think, which pictures are superfluous here, why?
Educator: We must take care of our health. What can we do to keep the air clean?
Children: Plant more flowers and trees.
Educator: Let's plant a seed in the ground and after a while we will grow a beautiful plant. Now spring has come and if you and your parents plant at least one tree each, the air in our region will become much cleaner.
Educator: Are you in a good mood? Pass it on to your friends: touch each other with fists, palms.