Plan-program of work on experimental activities of the middle group. Synopsis of the organization of cognitive research activity Cognitive research lesson in the middle group

Average period preschool age in psychology is considered relatively calm: the crisis three years behind, the child listens to the opinion of an adult, listens carefully to instructions and tries to follow instructions. The level of development of logical thinking, the accumulated experience of sensory images, the ability to conduct simple observations and experiments are the basis for working with young researchers.

Organization of cognitive and research activities of middle preschoolers

The development of research skills and abilities is an important component of the educational process in kindergarten. The desire for experimental knowledge of the world around us is already manifested in toddlers. Younger preschoolers actively accumulate knowledge in the form of vivid images memorized during the research. By the age of 4–5, children become real “why”: they ask questions about everything that aroused interest, and they still lack the skills to get an answer on their own.

In order not to turn a child into a repository of knowledge, a pantry of truths, rules and formulas, it is necessary to teach him to think. The very nature of children's consciousness and children's memory requires that the bright the world with its rules.

V. A. Sukhomlinsky

"I give my heart to children"

Organizing classes on cognitive research activities, the teacher takes into account the level mental development and thinking of children. We list the age characteristics of middle preschoolers:

• An increased degree of curiosity. It is easy for a child of 4-5 years old to be carried away by any subject or process, which is why knowledge is offered not to be memorized, but encouraged to acquire it.
• Perception becomes meaningful, purposeful, analyzing. Middle preschoolers experiment consciously to find out the final result of the experimental action. At this age, children make their first attempts to independently analyze the study and formulate conclusions.
• communication needs. Children have a desire not only to ask questions, but also to express their own assumptions. By the period of senior preschool age, children develop the ability to put forward hypotheses. To develop this skill middle group it is important to improve the skills of oral speech, to conduct detailed conversations of a cognitive orientation.
• Good degree of development of fine motor skills. Middle preschoolers are great with cutlery, fasten buttons and zippers, play with small details of the designer and beads. To improve the work of the hands of both hands, a variety of materials (sand, clay) and tools (magnifying glasses, pipettes, spatulas, etc.) should be used in practical research.

Through experimentation, preschoolers learn to think logically and interact with each other.

Goals and objectives

The basis of cognitive research activity is a rich developmental base: children are given diverse ideas about objects (about their properties, structure, qualities), the connections that arise between objects are indicated, and factual information is always obtained by practical means. The purpose of organizing the research activities of middle preschoolers is to realize their increased curiosity, desire for experimental activity and independence. At the same time, topics are selected for experimentation in kindergarten in accordance with the approved educational program, classes are arranged taking into account the age characteristics of the pupils, and the safety of each study is ensured.

The research activity of middle preschoolers is carried out through the study of objects and phenomena outside of direct perception (as it was in junior groups). The system of ideas about the surrounding world is formed through the definition of relationships and dependencies between the objects of observation. The teacher creates a positive motivation for pupils to the realities of life and to subsequent research.

To organize experimentation in the middle group, the teacher faces a number of tasks:

• Expanding horizons through observations in the research process.
  

  As the Chinese proverb says, "Tell - and I will forget, show - and I will remember, let me try - and I will understand", - the information received during the personal experience that became clear during direct observation.

• The development of observation is the main feature of the research type of thinking. Children should not just fix the image of the object. It is important to teach them to notice the features of objects ( appearance or the nature of interaction with other objects and phenomena), which sometimes appear under certain conditions. The creation of such conditions in order to identify the properties of the object or their changes - this is experimental activity.
• Formation of the ability to independently identify a problem / question and put forward hypotheses for study in practical work. This task is common for the development of the child's research qualities and for the improvement of speech skills. In the middle group, pronunciation becomes an obligatory accompaniment of all stages of experimentation.
• Creating a positive and friendly atmosphere in the group, the formation of the ability to work in a team.

In the ecological corner, preschoolers observe the growth of plants and learn how to care for them.

Criteria for organizing cognitive research activities in the middle group

The teacher of the middle group, organizing the research activities of children, is guided by the following criteria:

• Cognitive-research classes are held weekly (in the room of the group, experimental laboratory, experimental corner, on the territory of the kindergarten during a walk). The activity of children 4–5 years old on experimentation should not exceed 20 minutes.
• The teacher controls the research activity of children at each stage of the lesson. He is responsible for the safety of the experiments, assesses the correctness of the actions of the pupils, stimulates independence, encourages initiative in work, and helps in formulating conclusions.
• During the lesson, each child should feel like a researcher, try their hand at posing a problematic issue, analyzing the results.

Water experiments are fun for kids of all ages

Table: types of cognitive research activities

In the course of a conversation on the subject of the object under study, preschoolers develop mental abilities

Types of classes in cognitive research activities

The formation of research abilities is carried out in the GCD classes (directly by educational activities), as a rule, on the topic "The world around us". The children expand their knowledge about the usual objects of reality, learn to identify their features by experimentation. Elements of research activity can be used in the structure of classes from the artistic, aesthetic, speech, and physical fields. The guys empirically (with the help of the organs of vision and hearing, in a kinetic way) study the features of the sound of voices and musical instruments, the quality of sports equipment - this is evidence that any object or phenomenon can become an object of study.

The general topics of an educational program can be explored in a variety of ways. The topic is revealed as much as possible when it is devoted to different types classes, creative leisure, walks. In order to comprehensively study any issue, integrated classes are held, in which a whole range of actions is involved.

For example, in the middle group, an integrated lesson on the topic "Vegetables" is a synthesis of cognitive, socio-communicative and artistic and aesthetic areas and research activities, which is implemented in the forms of work: cognitive conversation, situational conversation, experimentation, observation, productive activity.

To study the qualitative characteristics of vegetables in the middle group, you can conduct an integrated lesson

Table: forms of organization of research activities of middle preschoolers

Photo gallery: research project "Wonderful properties of water"

Experimental activity on the study of the properties of water introduces children to its physical features Finger gymnastics little fidgets will like it in the water As part of the project, the children play thematic outdoor games “Droplets”, “The sea is worried - once!”, “Stream” When studying the properties of soapy water, you can hold a competition for the largest soap bubble The result of the implementation of the project may be an exhibition of drawings on the topic. At the final lesson on the project, the guys perform a creative task

Photo gallery: educational research project "Public Insect"

At the initial stage of the project, children look at pictures with images of various types of ants The project includes observing ants on the territory of a kindergarten In the form of a play activity, preschoolers repeat the material they have learned The project includes and creative activity children - work with coloring pages In a group, you can organize an exhibition of children's crafts on the topic of the project. Parents of pupils can be involved in the work in the project, for example, help design a poster. A photo album about the project will be the final work on the topic

Lesson on cognitive research activities in the middle group of kindergarten

The age of 4–5 years is the time of transition to conscious experimentation. The role of the teacher is to control the actions of pupils - practical and mental. Children pronounce the components of each stage of the study:

• a problem is posed;
• options for its solution are put forward (goal-setting stage);
• hypotheses are voiced;
• hypotheses are tested empirically;
• the results of the experiment are analyzed;
• conclusions are formulated.

A hypothesis is a representation given by the imagination to fill the void created by this need.

Jean Piaget

https://tsitaty.com/%D0%B0%D0%B2%D1%82%D0%BE%D1%80/%D0%B6%D0%B0%D0%BD-%D0%BF%D0%B8 %D0%B0%D0%B6%D0%B5/

If pupils experience difficulties at any structural stage of the study, the educator directs them to the correct formulation/conclusion with the help of leading questions. However, the presence of a teacher should be felt by children not only in indirect or direct instruction. It is important for the child that his actions are evaluated, so the educator encourages a positive attitude, readiness for communication in conversations, and active manifestation of research abilities.

Directly practical research is carried out by children of 4-5 years old according to verbal instructions, they understand the instructions of an adult well. Gradually it is worth learning to work on simple circuits, which shows the experimentation algorithm (in pictures). In the middle group, independent recording of the results of the study by the pupils is included (filling out experience cards, keeping a diary of observations).

Motivating start to class

Middle preschoolers have a visual-figurative type of thinking. This means that children perceive better those instructions and explanations that they visually represent. The transition to verbal-logical thinking will take place by the age of 6–7 years, but visualization will remain the main method of attracting interest in educational activities. Productive work is also carried out with elements of the game, thematic or plot. How enthusiastic the child is at the beginning of the lesson with the question posed and the topic of research depends on his activity during the immediate experimental activity, the result of solving the problem and the degree of motivation for experimentation in the future. The teacher organizes the beginning of classes in various forms, predicts a positive attitude towards the methods used by children.

Studying samples of rock art will arouse the interest of preschoolers in the lesson "What do we know about a simple pencil?"

Table: examples of a motivating start to a session

Table: card file of topics on research activities in the middle group

Temporary lesson plan

A GCD lesson or an integrated lesson with elements of research activity in the middle group lasts no more than 20 minutes. The course of the educational process is built taking into account the age characteristics of children, different kinds work. Since the pursuit of cognitive research activities require increased attention and mental stress, the plan must include sports and dance breaks, exercises and games for motor activity.

Cognitive activity requires a lot of mental stress from preschoolers, therefore, in the middle of the lesson, a physical education session should be held.

An approximate time plan for a lesson in the middle group:

• Organizational moment - 1 minute.
• Motivating start of the lesson - 4 minutes.
• Building a plan, pronouncing the stages of the study - 2 minutes.
• Physical activity - 3 minutes.
• The practical part of the work - 9 minutes.
• Formulation of the results of the study, summing up - 1 minute.

Table: examples of a temporary lesson plan

Table: an example of a summary of a lesson in cognitive research activities in the middle group

The work of the research circle in kindergarten

Experimental research activity causes genuine delight among preschoolers. Through experimentation in early age in children, interest in acquiring knowledge is laid and develops, the desire for independent search for information intensifies. These qualities prepare a good motivational and experiential base for schooling. The functioning of the circle on research activities develops the cognitive abilities of children and expands their understanding of the objects of the material world.

The teacher develops a program in which he notes the goals and objectives of the work of the circle, highlights the studied methodological literature on the topic, and makes calendar and thematic planning. A separate room (experimental laboratory) or a corner of research activities can be allocated for conducting circle classes. The teacher draws up a stand with the rules for conducting experiments with various materials. Pupils should be familiar with safety precautions in the laboratory, pronounce the rules before performing research and follow them in the process.

Conducting any experiments requires compliance with the rules

The corner or laboratory should contain special materials and tools. They are in a place accessible to children, in signed boxes or boxes. Children can always take any item from the rack for self-study. In the material base of the mug can be:

• Natural materials: sand, stones, clay, soil, wood samples, leaves, grains.
• Devices: magnets, magnifier, spyglass, scales, microscope, thermometer, lamps.
• Vessels: jars, beakers, flasks, cups.
• Medical materials: rubber gloves, tweezers, syringe, cotton pads, gauze, pipettes.
• Substances: salt, potassium permanganate, food coloring, flour.
• Aprons, goggles, hats.
• Cards and journals for fixing research results.

During the experiments, the guys may need shoe covers, hats, aprons or gowns

Classes in the circle are held in the form of games-experiments. The results of the work of young researchers are made into thematic mini-exhibitions in the lobby of the kindergarten.

In the circle of cognitive research activities, children can get acquainted with the amazing microcosm

Examples of the organization of cognitive-search activities of middle preschoolers

We suggest that you familiarize yourself with the experience of conducting classes on research activities and experimentation with children 4-5 years old.

Video: experimental research activity "Magic Magnet"

Video: organization of cognitive and research activities of children on the topic "Number and number 7"

Video: lesson on experimental activities "Properties of sand"

The organization of children's activities within the framework of the cognitive-research orientation is an important mechanism for the versatile development of the individual. In the process of experimentation, preschoolers are in direct contact with the objects being studied, memory is replenished with sensory experience, traits of an exploratory type of thinking and analytical abilities are formed. By studying the features of natural phenomena and objects, children begin to better understand the complexity and beauty of the world around them.

Target:
Expansion of ideas about water, its properties.
Tasks:
To give children an idea of ​​​​water, its properties (smell, taste, color).
Develop the ability to compare and analyze.
Develop logical thinking.
Activate children's vocabulary.

Develop the ability to work in a team.
Preliminary work:
Making riddles about water, looking at illustrations depicting water, talking about water.
Equipment:
Disposable cups (two for each child), straws, gouache, tassels, illustrations depicting rain, waterfall, sea, river, sounds of nature, cartoon "Trip of a drop". For the teacher: a spoon and jam. Water coloring by the number of children.

Children stand in a circle.

— Good morning I tell you!

Good morning! I love you all!

I wish you good practice

Listen carefully, get smart!

(Greetings in 3 languages, sit on chairs in a semicircle)

Progress of experimental activities.

Children are asked a riddle about water:

From the mountain, escaping without difficulty,

She rumbles like thunder.

On a frosty day, she is firm -

Chop with an ax!

Heat it up - and to heaven

She will fly then.

Now anyone will answer us:

Her name is - ... (water)

Where can water be found in nature?

(in a river, lake, stream...)

- And now I want to show you a reduced model of our planet earth.

"Does anyone know what it's called?"

— And what do you think is painted in blue and blue on the globe?

(water, seas and oceans)

“Look how much space water takes up on our planet, but in fact we have very little water that can be drunk. It's called fresh. Let's repeat together: - water that can be drunk is called fresh.

Why can't you drink water from the sea? (because it's salty)

What will be the name of the water in the sea? (marine)

- And in the lake? (lake)

- In a river? (river)

— In a spring? (spring)

What about in the swamp? (marsh)

- Guys, tell me, why do people need water? (children's answers)

- And who else needs it? For what?

— You know, guys, water is like a sorceress from fairy tales. She can do different transformations. Would you like to visit wizards together with some water? (answers)

- And our laboratory will help us in this, and we, like real scientists, will do experiments. What are people who do experiments in the lab called? (lab assistants)

“We need to prepare properly for work in the laboratory.

(perform gymnastics for the eyes and finger)

- Even in the laboratory you need to follow the rules:

1. Listen carefully to me.

2. Do not talk loudly and do not disturb other guys.

3. Do not touch anything on the table without permission.

4. Some experiments can only be done with adults.

(children take places in the "laboratory")

1 .AT. shows the children clean water in a transparent glass.

Guys, what kind of water do we have in a glass? (children's answers)
Experience: Drop an object into a glass of water. Is he visible? Yes.

The output is clear water.
Educator:
Let's take a closer look at what water? What color is she? What colors do you know? (children's answers)

Water does not look like any color, water has no color, so it is colorless. Let's repeat the word in unison colorless".

2. But we told you that water is magical, it turns out that it can change its color.
Experience: Each of you has a brush and gouache. I propose to wet the brush, dip it in gouache and stir the clear water in your cups with the brush. What happened to the water? (answers)
The water has changed its color: for some it has become yellow, for others it has become green, red, blue.
We have learned that water can change its color.
Experience: Compare the color of clear water with the color of multi-colored stripes. The result is colorless water.

(we put the picture-symbol on the board).

3. Children are given new glasses with clear clean water.
AT:
Let's smell the water. What does she smell like? (answers)
Clean water, guys, doesn't smell like anything. Odorless water. What do you think, does water have a smell? (answers)
What do you think the water will smell like if I put currant jam in it? (answers)
The teacher puts jam in his glass of water, stirs it and gives each child a sniff. What does water smell like? (answers)

(we put the picture-symbol on the board).

4. The children have glasses of clean water on the tables.
AT:
Guys, do you think water has a taste? (answers)
Let's remember what tastes we know? Candy, what does it taste like? (answers) What does lemon taste like? (answers)
Now try some water. What does she taste like? (answers)
Pure water has no taste, it is tasteless. Let's repeat the word "tasteless" in chorus

(we put the picture-symbol on the board).

AT:
Here, guys, water is really magical! Let's remember pure water which? (answers)
1. Odorless.
2. No color (colorless)
3. No taste (tasteless)
But we have found out that water has the ability to change its color, smell and taste - therefore, water can be called magical.
Did you enjoy doing magic? (answers)

Fizminutka.

Are you tired?

Well, then everyone stood up together.

They stomped their feet,

They clapped their hands.

One, two, three, four, five-

We can also rest

Put your hands behind your back

Let's raise our heads higher
And easy - easy to breathe!

Well it's game over

It's time for us to get to work!

(go to chairs, sit down)

Q: Guys, what else can the sorceress water turn into?

(dew, ice, fog…)

Let's play with water.

You must listen carefully to the sounds, and guess what it is, and find the answer with your eyes.

(the sound of a waterfall, stream, sea, rain sounds, children should find with their eyes

pictures hanging from the ceiling, and then answer with words)

B: Children, oh, what happened in the morning,

I forgot to tell you!

A drop came to me

I just entered the garden.

The poor woman is crying, sad,

And then he says:

- Children forgot to close the tap,

And all the droplets floated away!

And I said in response:

- No, there are no such children here!

We save water.

The droplet smiled

And I left with a gift!

But first you must answer me,

What will happen without water?

(children's answers)

B: Do not wash, do not get drunk without water.

The leaf will not bloom without water.

Can't live without water

Bird, beast and man.

And so always

Everyone needs water everywhere.

There is a saying: “Where there is water, there is life!”

Let's do it all together.

(repeat)

Droplet gave us a cartoon called "Triplet's Journey". Let's see it.

(watch cartoon)

Q: Guys, I want to show you another gift from a droplet. She gave us two fairy tales with pictures. Look at the pictures, what are they? What's wrong with them? (they are black and white)

The droplet said that the sorceress - water will help us make them colored.

Let's try.

(children go to the tables in the “laboratory” and paint water coloring books, return to the chairs)

Q: What did we learn about water in our laboratory today?

(name properties of water)

Reflection:

Guys, if you were interested in the lesson, then give emoticons-droplets to the sun, and if it was difficult for you, then to the cloud.

Tatiana Berezina
Abstract of a lesson on cognitive research activities in the middle group "Wonderful Water"

Integration of educational regions: cognitive development, speech development, physical development.

View activities: Cognitive research.

Target: involve children in elementary research activity on the study of some properties of water.

Tasks:

educational:

introduce children with some properties of water (tasteless, odorless, colorless, liquid, dyed in any color);

Activate and enrich the vocabulary of children with nouns, adjectives, verbs on the topic lessons.

Educational:

Develop the skills of conducting the first experiments;

To develop thinking, speech, horizons and curiosity of children; talk about the importance of water for all living things;

develop in children cognitive interest, independence, observation, the ability to compare.

Educational:

To form the skills of cooperation, goodwill, the ability to work in group.

To cultivate a careful economical attitude to water.

Vocabulary Enrichment: colorless, transparent, odorless.

Materials and equipment: a tape recorder, a computer, cups by the number of children, pebbles by the number of children, plates, sponge-clouds, napkins, beads by the number of children, symbols indicating the properties of water.

Methods and techniques: game (introduction of a game character, surprise moments, visual (computer presentation, jars of water, practical (experiments, verbal (conversation).

Technologies used by the teacher in lesson:

1. Technologies of personality-oriented interaction of a teacher with children:

- pedagogical support, the provision of prompt assistance by the teacher in solving problem situations;

2. Gaming technologies:

- games and exercises.

3. Health saving technology:

- musical pause;

- mobile game.

4. Multimedia technologies:

- showing a presentation.

Lesson progress:

Children enter the hall, the teacher draws attention to the guests.

caregiver: Guys, today guests came to us. And we are with you we know:

“Invented by someone simply and wisely

At the meeting, say hello - good morning!

- We greeted the guests, and now let's greet each other. Make a circle.

"turned to face each other

And they smiled at each other.

The right hand was given

Shake the left hand

And we hugged each other.

Moved away. And they bowed.

And twirled around a bit.

Everyone is ready to work

We will try very hard!"

caregiver: And now, sit down comfortably,

Don't turn around, don't turn around.

Children, oh, what happened in the morning,

I forgot to tell you -

I just went to kindergarten

Droplet came to me (shows Droplet,

The poor woman is crying, sad,

And then he tells me:

droplet: “The children forgot to close the tap,

And all the droplets floated away!

caregiver: And I said to answer:

“No, there are no such children here!

We do not pour water in vain,

We save water!” (Really guys)

The droplet smiled

And we stayed in the garden.

He wants to play with you, tell you everything about the water.

caregiver: Guys, do any of you know where you can find water? (In the river, in the sea, ocean).

Look at the screen and you will know exactly where water.

I read a poem by N. Ryzhova

(The poem is accompanied by a presentation showing)

caregiver: What do we know about water?

They say it's everywhere!

In a puddle, in the sea, in the ocean

And at the faucet.

Like an icicle, it freezes

Creeps into the forest with mist,

Boiling on the stove

The steam of the kettle hisses.

We can't wash without her

Don't eat, don't drink!

I dare to report to you:

We can't live without her!

caregiver: Guys, tell me, please, why do you need water? (Children answer pictures on the screen).

Children: To bathe, drink, wash hands, dishes, cook food, wash, water plants; Why should plants be watered? (For them to grow, the fish need them; for what? (They live there - this is their home).

caregiver: What good fellows you are, you know so much about water. And the drop wishes introduce you with some of its properties. because water- this is one of the most amazing substances on the planet. Would you like to learn more about water. (Yes). Then we need to get into "Science Lab" But the question is how do we get there? (Answers children: by plane, train, bus, car, hot-air balloon). I suggest you go to the lab on the ship. Look, I have magic beads, they can turn into any shapes, we will make boats out of them and go (lay out the figure of the ship). Well, what are your boats ready for, then on the road, and so that we don’t get bored on the way, I propose to dance (dance "Good mood").

Well, here we are in the laboratory, come in, sit down at the tables.

2 part. Experimental.

Guys, what are the people who work in the laboratory called?

That's right, now we will also be scientists, and we will conduct experiments with water.

Experience 1. « Water is a liquid» .

caregiver: There are two cups in front of you. One is empty, and the other, what do you think? (With water). Pour the water carefully from one glass to another. Hold the empty glass with your hand and pour. Alina is with you water is pouring, but Timofey is pouring, Vika is pouring, everyone is pouring?

caregiver: Why do you think water pouring from one glass to another?

The children conclude: because it is liquid. And in order for you to remember it better, I have prepared such a sign (a sign is posted on the board, which means that water is a liquid). What does this sign mean? (Children answer).

caregiver: Insofar as liquid water, can flow, it is called a liquid. repeat guys water it's that - it's a liquid.

Experience 2. « Water has no odor» .

caregiver: Guys, now take a glass of water and bring it to your spouts, smell the water (children sniff water). Does anything smell water(children's answers).

Correctly, water doesn't smell so she doesn't have... (what) smell. And we have defined one more property (a sign is posted on the board, which means that water has no odor) what Zhenya, what Grisha. What does this sign Julia mean?

Experience 3. « Water has no taste» .

caregiver: Take a straw and taste the water. Which water? (Answers). Correctly. Water has no taste. What a tasteless Pasha she is. (A sign is posted indicating that tasteless water) . And now we have another property that water has nothing? (of taste).

Experience 4. « Colorless water» .

caregiver: Guys, we have already learned that water has no odor, has no taste, but what color do you think water? (children's answers).

caregiver: We'll check it out now. (the teacher has a glass of milk and a glass of water).

- What color is the milk? (White). Can you say that water is white?

(children's answers).

- Guys, close your eyes, I'll show you a trick! (Children close their eyes, at this time the teacher puts one pebble in a glass of milk and one in a glass of water). Open your eyes! Now guess what I put in the glass of milk? What did I put in a glass of water? (children's answers).

- Why do you think the object is not visible in a glass of milk, but it is visible in a glass of water? (children's answers).

And now you try to do this experiment yourself, put a pebble in water and milk, what did you see? (Children's answers, (a sign is posted on the board, which means that colorless water). What does this sign mean? (Water has no color, it is colorless).

Now we will have a little rest and play.

Fizminutka: a game "Cloud".

Imagine that I am a cloud mom, and you are my little drops, come out to me in a circle, let the cloud make us friends (join hands, and the breeze will spin us (circling).

Get up in a round dance and repeat after me.

We will walk happily (walking in place)

And smile (pointing to a smile).

Wave your hands to the sun (raise hands up and wave)

And bend over (incline).

To water the plants (show watering with one hand)

And water the animals (showing with 2 hands down on animals).

We will wash the earth with you (circular movements to the sides show washing)

And back to cloud mom (children run up to the teacher and hug her).

- Did you like the game?

- But the guys are interesting, but where does the rain pour on us? What do you think? (Drips from the sky, from the clouds).

- That's right, from the clouds. Do you know how he appears in a cloud? (Not.)

Do you want to know the secret of rain?

The teacher invites the children to the table, where there are plates of water and clouds of sponges.

- We have sponges on the table - these will be our clouds. Take them in your hand and feel, first what are the clouds? (Dry and light because there is not a drop of water in them.

- And in the plates we have rivers, seas, oceans from which a cloud is gaining droplets. We lower our cloud, fill it with water, the cloud fills up, and then rises up. See how many droplets of water have gathered in a cloud and what does it become? (Heavy and wet). And then the rain begins to fall from the clouds. And now we’ll collect droplets in a cloud, the cloud rises and it starts to rain again. - Yulia, please tell me what kind of rain you have turned out: strong or weak? (Strong).

That's right, strong. This kind of rain is called "pouring". That's how the guys, the droplets will gather together in a cloud, and when it becomes crowded, they run away from the cloud to the ground, fall like rain.

- That's how our Droplet came to us on the ground.

- Put the clouds on the table, wipe your hands with a napkin, please come closer to me.

Our work in the laboratory is over for today, I suggest you remember everything that we have learned about the properties of water, and this will help us with this. table: 1st - what are we learned: water liquid, it can be poured, poured; 2nd - it has no taste, smell; she is colorless.

Educator. Well, that's all guys, it's time for us to return, now I will say the magic words and we will find ourselves in kindergarten, close eyes: Eni, beni circled, booms (clap hands) back to kindergarten.

Well, here we are back in kindergarten. You liked playing with a drop, and I really liked it, thank you for being attentive and quick-witted, how real scientists conducted experiments, completed all the tasks. Droplet wants to praise you and give you juice as a gift.

Say goodbye to the guests. Goodbye.

And we go to group drinking juice.

Lesson on cognitive development on the topic: "Invisible - air" (experiments)

Tasks:

Educational:

Lead to the understanding that there is air around and inside us;

To give an idea that it takes up space and has properties (invisible, light, odorless), and also to give an idea that the wind is the movement of air;

Contribute to the mastery of some methods of detecting air;

To promote the formation of cognitive interest in children;

Summarize, clarify previously obtained knowledge about the properties of air;

Learn to work in a team and individually during experiments.

Developing:

Develop curiosity, observation, mental activity;

Educational:

Cultivate interest and desire to expand your horizons;

respect for the environment,

Vocabulary work: Enrich the children's vocabulary with words: laboratory, transparent, invisible, experiments.

Equipment: magnetic board, plastic bags, plastic cups with water, cocktail tubes, boats, a piece of plastic film, gouache, brushes, napkins, illustrations about the properties of air.

Org. moment:

The teacher invites the children to enter the group:

Come on, kids

Both girls and boys!

I ask everyone to stand in a circle,

Take each other's hands.

look at each other

And give smiles!

I didn't come to you alone

Brought guests to the group!

Educator: Children, let's say hello to the guests and warm them with our smiles.

(hello in Russian and Kazakh)

And what else warms us and improves our mood?
Children: Sunny.
Educator: That's right, honey. And let's imagine that our hands are the sun's rays, touch each other with our fingers and give warmth to our friends (children stand in a circle, stretch their arms up, touching each other).
Children:
Sunshine, sunshine
We are your rays!
To be good people
You teach us.

(sit on chairs)

Lesson progress:

Educator: Guys, to find out what we will talk about today, you need to guess the riddle:

We need it to breathe

To inflate the balloon.

With us every hour

But he is invisible to us!

Children: Air!

Educator: That's right, it's air!

Today we will talk about air, we will do experiments like real scientists. For this we have a laboratory. What is a laboratory? That's right, this is a room where various experiments are carried out. All employees of our laboratory must comply with a number of rules:
Rule number 1. Do not touch anything on the tables without permission.
Rule number 2. Keep quiet, do not disturb other guys.
Rule number 3. Do not taste the contents of the vessels.
Rule number 4. Handle equipment with care. Worked - put it in place.
Rule number 5. Remember - some experiments can only be carried out in the presence of adults.

Our laboratory is not simple, but a little magical, and in order to get into it, we need to say a spell. Repeat after me:

Clap, stomp, turn around

And become scientists!

Tell me guys, do you see the air around us?

Children: No, we don't.
Educator: If we do not see him, then what is he?
Children: The air is transparent, invisible, colorless.

Educator: I don’t see the air either, but I know that it is always around us!

And in order to see the air, it must be caught. Do you want me

teach you to catch air? Let's go to our laboratory.

Experience 1. With plastic bag.

Teacher: Take plastic bag. What's in it?

Children: It's empty.

Educator: It can be folded several times. Look how thin he is. Now we draw air into the bag and twist it. The bag is full of air, it is like a pillow. The air took up all the space in the bag. Now untie the bag and let the air out of it. The package is thin again. Why?

Children: There is no air in it.

Educator: Conclusion: the air is transparent, in order to see it, it must be caught. And we were able to do it! We caught the air and locked it in the bag and then let it out.

Guys, do you think there is air inside us? Let's check?

Experience 2. Blow into a tube lowered into a glass of water.

Educator: Blow into a tube lowered into a glass of water. What's happening?

Children: Bubbles come out.

Educator: Conclusion: it means that there is air inside us. We blow into the tube and it comes out. But in order to blow more, we first inhale new air, and then exhale through a tube and bubbles are obtained. Guys, what bubbles can you still blow?

Children: Soapy.

Parachute Mystery.

Do you know who skydivers are? (children answer). And what do they reveal above their heads when they jump from an airplane?
Children: Parachute.

Look how big I have a piece of plastic wrap.

What is she? Light airy, obedient to air.

Let's make a parachute too. And of course the air will help us in this (the teacher offers to stand in a circle and grab the edges of the film)

Air game "Parachute".

Together we all became in a circle (get up)
We will make a parachute (take on the film)
We follow each other
We carry a parachute in our hands (they walk in a circle)
We raise our hands up (raise our hands)
We inflate our parachute.
Here is our parachute
Inflated with light air (lowered to the floor).

Did you enjoy playing with air?

All people breathe through their nose. Guys, let's show how our noses breathe. When we simply inhale and exhale air, do we see it?

Experience 3. With a napkin.

Educator: Can you see with a napkin?

Educator: You noticed that when we inhale and exhale air, the napkin moves like leaves on trees in summer. And we said that the leaves sway in the wind. Where did the wind come from here, now?

You inhaled and exhaled, the air moved and you got a breeze. So when air moves, wind is produced. Do you want to make the wind?

Ship game.

There are boats in our laboratory, but how can we play with them?

Children: Let them float on the water.

How will they swim?

Children: You can blow on them.

Educator:

Let's have a quiet one. light wind.

And now the wind was blowing harder, even harder.

Yes, guys, when we inhale and exhale, the air moves - it turns out a breeze, and the boats float. Ships catch the air with sails. This means that air can move objects.

Experience 4. with orange and garlic.

Educator: Guys, what do you think, does the air itself smell? Smell. But how is it that when pies are baked, we smell? It turns out that the air moves and brings these smells to our noses, although the air itself has no smell. Teacher: Why do we need air?

(children's answers)

Experience 5. “I don’t breathe”

Educator: All living things on earth need air: people, animals, and plants! Without air, they will die.

You can also paint with air.

Experience 6. Inflate the drop ”(drawing with air).

Educator: We put a few drops of liquid paint (gouache) on a sheet of paper and take tubes for a cocktail. We direct the lower end of the tube to the center of the blot, and then with an effort we blow into the tube and inflate the blot from the center in different directions. See how the “legs” of the blot scatter in different directions. Guys, what does it look like? We can finish individual details with a regular brush or with felt-tip pens. You like?

Well, now it's time for us to turn from scientists back into guys. Repeat after me:

Slam, stomp, turn around

And turn into kids!

We examine the pictures and consolidate knowledge about the air:

Air is colorless, so we can't see it.

To see the air, it must be caught;

Air is even inside people;

Wind is the movement of air.

Without air, nothing living can live.

But sometimes it happens that the air is polluted and it becomes difficult for people to breathe. What can pollute the air? (answer, look at the illustrations).

What should be done to prevent air pollution?

Guys, what did you like and remember most about the lesson?

MBDOU No. 42 " Kindergarten compensating type "Kemerovo.

Summary of the organization of cognitive and research activities in the middle group: Topic: “Colored shreds”

Synopsis of the organization of cognitive - research activities in the middle group.

for students of RMO educators of primary and secondary DOW groups Central region.

Subject: Cognitive-research activity "Colored shreds" ( lexical topic"Clothing")

Target: To create conditions for the development of cognitive abilities of children with OHP in the process of research activities on the material of the topic "Clothes"

Tasks:

Speech Development: Formation elementary representations about the properties of the fabric. Enrichment and systematization of ideas on the topic "Clothes". Develop dialogue skills.

Social and communicative development: to cultivate confidence, initiative in the experimental development of new materials and ways of working with them.

Cognitive development: Development of the child's ability to interact with the objects under study in the laboratory as a means of understanding the world around. Stimulation of the process of cognition in children and their involvement in joint research activities. Development of thinking, cognitive abilities in games with fabric.

Artistic and aesthetic development: contribute to obtaining an emotional response to the proposed situations, exercises, games, conversations on the topic.

Physical development: development of general and fine manual motor skills, coordination, satisfaction of the need for motor activity.

Equipment: Handkerchief for the game 1 pc. Doll dressed in paper clothes. Matryoshka box. Different shreds of fabric 20/20 according to the number of children. 1 piece of transparent fabric. Warm iron, ironing board. Basins according to the number of children. Dryer 1 piece, clothespins according to the number of children.

Preliminary work:

— expansion and concretization of ideas about clothing, its name and purpose.

Forms of work: conversations, looking at illustrations, didactic games.

Organization of children's activities:

— communicative activity (communication of a child with an adult, with other children);

— gaming activity;

— motor activity

Dictionary activation:

clothes, shorts, shirt, dress, trousers, socks, T-shirt, skirt;

The course of educational activities