Calendar and thematic planning in the second junior group "Week of Experiments"

Calendar and thematic planning in the second junior group “Week of Experiments”

Morning

Job assignment: Washing toys.

Goal: To develop work skills, the ability to consistently perform simple actions. Cultivate accuracy in work.

Conversation: “Who is drawn in the picture.” Goal: continue to teach how to write descriptive stories about animals, remember with children how animals behave in winter, consolidate the names of animals and their young, and cultivate a caring attitude towards animals.

Morning exercises

Reading and reciting the nursery rhyme “Bunny, dance” - develop memory, enrich vocabulary, maintain interest in oral folk art.

KGN “Fluffy towel!” Goal: to reinforce the ability to wash your hands carefully, not to splash them on the floor or clothes, and to wipe yourself dry with a towel.

"We're at the table!" Goal: to train children in the ability to hold a spoon correctly, eat carefully, and not crumble bread on the table; cultivate table manners.

D/i “Which one?” - development of speech activity, thinking, speech, attention, to cultivate perseverance, respectful attitude towards peers

Printed board games: “Assemble a pyramid”, “lacing”, “Cut pictures”, “inserts”, “Collect beads” - development of perseverance, attention, thinking, memory, motor skills, to cultivate interest in printed board games.

Work before bed

Continue to teach how to dress and undress independently, and put your things in a locker. Get into the habit of washing your hands with soap, rinsing off the foam from your hands well, washing your face, and drying with a towel. During meals, teach the rules of cultural behavior at the table.

Evening

Gymnastics after sleep. Hardening procedures. Goal: to improve children's health, improve their mood and muscle tone.

Experimentation: items with the Bird's Joy secret. The goal is to introduce children to the property of a magnet to attract metal objects. Arouse interest in experimentation, development of the ability to observe experimental activities, development of speech, attention, thinking, development of the ability to draw conclusions. Cultivate a respectful attitude towards the teacher.

D/i “Find the same”

Goal: to develop the ability to find objects of a certain color, talk about them, comment on their actions, develop thinking, attention, and cultivate interest in the game.

D/I “Cut pictures”. Goal: to learn to complete a complete image according to its part, to develop perception, thinking, attention, to cultivate perseverance and independence.

Games with building materials - continue to develop the ability to experiment with details, create sustainable buildings, and play with them. Cultivate friendly relationships.

Blowing soap bubbles

Goal: to promote the creation of an environment of general joy and good mood.

CHHL Telling the Russian folk tale “The Snow Maiden and the Fox” Teach children to emotionally perceive the content of the fairy tale, imagine images of characters, express their impressions in words, facial expressions, gestures; enrich speech with fairy-tale vocabulary; to form intonational expressiveness of children’s speech. Cultivate a love of books through storytelling

Experiments for the second younger group

Experiments for the second younger group

Teacher of 1st qualification category

"Properties of dry and wet sand."

Goal: invite children to compare the properties of dry and wet sand, learn to name them correctly; use the simplest comparison constructions; enrich vocabulary, develop grammatical structure of speech.

Description of the experiment: The teacher pours sand into a mold and tries to build a Easter cake. The sand from the mold crumbles. The teacher invites 2-3 children so they can build Easter cakes. Next, the teacher wets the sand with water and tries to build a Easter cake. Easter cake turns out. The teacher invites the children to build their own Easter cakes from wet sand.

Next, the teacher, together with the children, draws a conclusion: dry sand, light in color, free-flowing. You can't build Easter cakes from it. When wet, the sand becomes dark in color. You can build Easter cakes from it

"Experiments with snow."

Goal: to help children identify the basic properties of snow (white, cold, melts from the warmth of the hand), learn to convey the results of experimentation, using qualitative adjectives in speech. Develop curiosity and imagination.

Experience No. 1. "Color determination".

— What color is the snow? (white)

Experience No. 2. "Defining Transparency."

Now I will put a color picture under a lump of snow. Let's see, can you see the picture under the snow? (No, that means the snow is opaque)

Experience No. 3.

Take a handful of snow and pour it out. What can we call this property of snow? (Loose).

Experience No. 4. "Impact of Temperature". Let's look at the snow that was in the glasses. What happened to him while we were playing? (It melted) That's right, under the influence of heat the snow turned into water. This means that snow is formed from water under the influence of frost.

"Colored Snowman"

Goal: to expand children’s understanding of the properties of snow, to show that snow absorbs paint and acquires color. Develop coherent speech, enrich vocabulary.

Description of the experience: I invite the children to remember what we know about snow. (White, cold, melts in warmth).

— Tell me, is it possible to paint on the snow? (children's assumptions). What to paint with, brushes? No, you can paint on the snow with colored water - dilute the paint with water and paint. (Showing it to the children). You can also dip snow in colored water and it will also become colored. (we lower the snow into the water).

Conclusion: snow is loose, so it absorbs paint and becomes colored.

Experiment “Where did the puddle go?”

Goal: show children how a sponge absorbs water, invite them to tell what happened, where the puddle disappeared. To actualize children's curiosity, to arouse the desire to experiment.

Description of the experience: Nyusha comes to visit and says that she decided to put flowers in a vase, but she couldn’t hold the vase and water spilled from it on the table. (Spill water on the table)

- Let's help Nyusha remove the water from the table. But how to do that. Can I remove it by hand? (no, our hands will be wet and we will wet our clothes, water may spill on the floor and there will also be a puddle there)

- Look, I have these sponges. What are they for? If I put them in water, we'll see what happens. (I soak the sponge in water.)

- Oh, but there’s no water on the table. Where did she go? Correctly it was absorbed into the sponge.

Conclusion: A puddle on the table can be removed with a sponge, because it absorbs water.

Experiment “Icicle Melting”.

Goal: to continue to introduce children to the properties of water, to show that in a warm room, ice turns into water. Pay attention to the fact that after the icicle melts, there are grains of sand and dirt in the resulting water, leading to the understanding that you cannot take snow and ice (icicles) into your mouth.

Procedure: Bring icicles in a glass jar from a walk. Bring to the group and place in a warm place. At room temperature they will melt and water will form. Please note that the water is dirty.

Conclusion: icicles melt under the influence of temperature, turning into water. The water in the glass is dirty, which means you can’t put the icicles in your mouth.

Experiment “Temperature of objects in the sun and in the shade.”

Goal: to teach children to compare the temperature of objects in the shade and in the bright sun, touching them with their palms, to establish a relationship between the temperature of objects and their location.

Invite children to touch the walls of the house on the sunny side and on the shady side. Ask the children why the wall is cold in the shade and warm in the sun. Invite the children to put their palms in the sun and feel how they warm up. Then invite the children to place several identical objects (a bucket, a cube, an iron machine) in the sun and in the shade and at the end of the walk see what happened to them.

Conclusion: objects heat up in the sun, but remain cold in the shade. The sun gives warmth.

Experience "Easy - Hard".

Goal: to teach children to determine the relative weight of objects (feather, stone, cotton wool, ball, metal spoon), to experimentally determine whether they will fall into the snow or drown in water.

Question: (I draw attention to the objects that the duckling brought - plastic, wooden, rubber balls, a rubber and plastic ball, cones, planks, pebbles, screws, nuts).

He asks to find out if all these objects can swim like him?

But first, let's try to guess which of them will not drown.

Let's check (children lower objects into the water and observe).

What floats? Do all objects float equally on water? Are they the same size? Why do they float? (lungs).

Conclusion:

Water puts pressure on an object, pushing it from bottom to top. If an object is light, the water keeps it on the surface, the object does not sink. If a heavy object presses on the water, and it cannot hold it, the object sinks.

Experiment “How do thawed patches “grow?”

Goal: invite children to find thawed patches and place flags next to them to determine whether they are growing. Discuss with the children how using flags you can find out whether the thawed patches have grown or not. Develop observation skills and cognitive interest.

Description of the experiment: see with children where thawed patches are visible. Why are they formed? That's right, because the sun is warming and the snow is melting.

- Let's see if thawed patches can grow. I suggest placing flags next to them and seeing what happens at the end of the walk.

Before the end of the walk, look again at the thawed patches and compare how it was and how it is - in relation to the flags.

Conclusion: thawed patches are increasing because the sun is melting the snow.

Experiment “Where do the streams run?”

Goal: invite children to launch boats, wood chips and determine the direction of water movement by the movement of objects. Explain to children that melt water collects in depressions and moves downhill - streams are formed.

Description of the experiment: we look at the streams on the site. I invite the children to find out where they are running. To do this, we lower boats or wood chips along the stream and see where they float.

Conclusion: all the boats are floating in a puddle, because melt water collects in depressions and moves downhill - streams are formed.

Experience "Coal and Chalk".

Goal: to continue to introduce children to various natural materials, to show that coal and chalk are hard materials, but they crumble easily, layers separate from pieces of coal and chalk, so they can draw. Chalk leaves a white mark, charcoal leaves a black mark.

Experiment No. 1 Comparison of the color of chalk and coal

Chalk is white and charcoal is black.

Experiment No. 2 – Let’s try to squeeze chalk and coal in our hands. What happened? (Chalk and coal are hard materials). What happens if you throw them on the ground? Let's look and check. (They are broken, which means chalk and coal crumble easily)

Experiment No. 3 - Let's run chalk and charcoal over the board or asphalt. What trace of them remains? (Chalk leaves a white mark, coal leaves a black mark).

Experience "Drowning - not drowning."

Goal: to continue to acquaint children with the properties of water and various objects; teach to form an assumption based on a model and test it with the help of experience, to draw a conclusion.

-Katya, why are you so grimy? Look at Katya guys. What do we need to do to make Katya clean? (I listen to the children’s answers).

- That's right, you need to wash it with water. Let's wash her. (the child takes the doll, the teacher pours water from the jug into the basin).

Water, water,

Wash my face

To make your eyes sparkle,

To make your cheeks red,

To make your mouth laugh,

So that the tooth bites!

- Guys, look how clean and beautiful Katya has become. Now we’ll take some towels and wipe your face.

EXPERIENCE WITH THE SUBJECT. I take the doll and throw the ball into a bowl of water.

-Oh, Katya, what are you doing? Guys, Katya had fun and started playing with the ball. The ball jumped and fell into a basin of water.

- Don’t cry Katya, the ball won’t sink. Look, you guys, the ball doesn’t sink, it floats.

— Guys, what does the ball do? (floats, does not sink).

- Right. The ball did not sink, it floats in the water. The ball is rubber, the rubber is light. Therefore, he does not sink, but floats.

“But now I’ll take a pebble and throw it into the water too.” What happened to the stone?

-Right. The stone lies at the bottom of the basin. It's heavy, that's why it drowned.

- What happened to the stone? What about the ball? (children's answers).

-Right. The ball is rubber and light; it does not sink, but floats. The stone is heavy. He drowned and lies at the bottom of the basin.

Next, this process is repeated with all the objects that lie in front of the children. After all the objects are lowered into the water, the teacher sums up the experience. He says that the cube and the ball do not sink, but float in the water, because they are light. But the shell and the pebble sank in the water because they were heavy.

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Experimental activity in 2 ml.g.

EXPERIMENTAL – EXPERIMENTAL ACTIVITY WITH CHILDREN.

2 JUNIOR GROUP.

Experiment 1. Properties of solar rays (on a walk)

Target:

familiarization with the properties of sunlight (water evaporates under the influence of sunlight).

Material:

rubber balls, watering can with water.

Description of the experience

On a sunny day, while out for a walk, wet the rubber balls, place them in the sun and watch them dry.

Conclusion.

Water evaporates when exposed to sunlight.

Experiment 2.
Why didn’t the pie turn out?
Target:

familiarization with the properties of sand (dry sand is free-flowing, Easter cakes cannot be made from it; wet sand, Easter cakes can be made from it).

Material:

sand, molds.

Description of the experience

The teacher pours sand into the mold. Trying to make a pie. The sand from the mold crumbles. Children pick up sand. Sand spills out of children's hands. The teacher wets the sand with water and tries again to make a pie. The pie turned out. The teacher gives the children the opportunity to touch the sand and determine that it is wet. A pie can only be made from wet sand.

Conclusion.

The sand is dry. It is light in color and free-flowing. You cannot make a pie out of dry sand. When wetted, the sand becomes wet and dark in color. You can make a pie from wet sand.

Experiment 3. Wind.

Target:

familiarization with the properties of air (movement, direction).

Material:

paper pinwheels, plumes.

Description of the experience

Children on a walk play with turntables. Together with the teacher, they discuss why they spin, determine the speed, strength and direction of the wind using the spinners. They also look at trees and determine the strength of the wind by the inclination of the branches.

Conclusion.

In the presence of wind, the blades of paper pinwheels and plumes rotate slowly or with acceleration. The direction of the wind can be determined by the rotation of the turntable blades. The speed, strength and direction of the wind can also be determined by the inclination of the branches on the tree.

Experiment 4.
Properties of ice.
Target:

familiarization with the properties of ice (thin, fragile).

Material:

ice.

Description of the experience

The teacher breaks the ice with a shovel. Children, under the guidance of a teacher, examine pieces of ice. Place a piece of ice on your palm and watch it melt.

Conclusion.

Summer melts from the heat just like snow.

Experiment 5. The snow in the room is melting.

Target:

familiarization with the properties of snow (it melts and turns into a liquid state when the air temperature rises).

Material:

snow, jar.

Description of the experience

During the walk, the teacher collects snow in a jar and places it in the group room. Children, under the guidance of a teacher, watch the snow.

Conclusion.

The room heat will melt the snow and form water. Draw children's attention to the fact that the water is dirty.

Experience 6. Melting snow. (see description of experiments 4, 5)

Target:

familiarization with the properties of ice (thin, fragile).

Material:

ice.

Description of the experience

The teacher breaks the ice with a shovel. Children, under the guidance of a teacher, examine pieces of ice. Place a piece of ice on your palm and watch it melt.

Conclusion.

Summer melts from the heat just like snow.

Target:

familiarization with the properties of snow (it melts and turns into a liquid state when the air temperature rises).

Material:

snow, jar.

Description of the experience

During the walk, the teacher collects snow in a jar and places it in the group room. Children, under the guidance of a teacher, watch the snow.

Conclusion.

The room heat will melt the snow and form water. Draw children's attention to the fact that the water is dirty.

Experiment 7. Properties of snow.

Target:

familiarization with the properties of snow (snow melts when the air temperature rises).

Material:

snow.

Description of the experience

During a walk, a teacher takes snow in his hands and shows the children how it slowly melts from the heat.

Conclusion.

The palm is warm, the snow melts from the heat.

Experiment 8. Wooden block.

Target:

familiarization with some properties of wood (hard, does not break, light, does not sink).

Material:

doll, wooden blocks, objects made of wood: spoon, pencil, matryoshka, chair; container with water.

Description of the experience

The teacher brings the Katya doll. The doll “holds” the box. The children find out that the box contains blocks of wood. The teacher and the doll Katya invite the children to take a block each and determine what they are.

Children, together with the teacher, perform different actions with the blocks: stroke them (smooth), try to break them (strong), lower them into the water (float, don’t sink), hold them in their hands (light). Then the teacher offers to find objects made of wood in the environment .

Conclusion. The tree is hard (does not break), light (when immersed in water it does not sink, it floats).

Experiment 9. Bow made of paper and fabric.

Target:

familiarization with the properties of paper (wrinkles, tears, gets wet in water) and fabric (wrinkles, it can be washed and ironed).

Material:

Doll, strips of paper and fabric, container with water.

Description of the experience

The teacher brings the Katya doll and says that she is sad because she cannot tie a bow for herself. Katya has many different bows, but they are all made of paper. The teacher pretends to explain to the doll that the paper bow will tear, but Katya is “stubborn” and wants to tie the paper bow. All children try to tie a bow and make sure it breaks. Then the doll “asks” to wash the paper bow. Children try to dip paper bows into water. Paper bows get wet and tear.

Experiments with fabric bows are carried out similarly.

Conclusions.

The paper tears and gets wet in water. The fabric is wrinkled, it can be washed and ironed.

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10. Properties of solar rays.
Target:

familiarization with the properties of sunlight (heating objects).

Description of the experience

The teacher invites the children to touch the walls of the house on the sunny side and on the shady side. Ask why the wall is cold in the shade and warm in the sun. Offer to expose your palms to the sun and feel how they warm up.

Conclusion.

Objects in the shade, without access to sunlight, are colder. Objects located on the side heated by the sun's rays are warmer.

Experiment 15. Properties of sunlight.

Target:

familiarization with the properties of sunlight (heating objects).

Description of the experience

Conclusion.

Objects in the shade, without access to sunlight, are colder. Objects located on the side heated by the sun's rays are warmer.

Experiment 11. Properties of water.

Target:

familiarization with one of the properties of water.

Material:

icicle (piece of ice).

Description of the experience

The teacher breaks the icicle. Children, under the guidance of a teacher, examine it and touch it. Ask what it is like (cold, transparent, smooth). Bring it into a warm room and watch how it melts and what it turns into.

Conclusion.

Ice (in the form of an icicle) is hard, smooth, cold, transparent. As the air temperature rises, the ice gradually melts, acquiring a liquid state and turning into water.

Experience 12. Fun boats.

Target:

familiarization with various properties of objects (buoyancy of objects).

Material:

basin with water; objects made from different materials.

Description of the experience

The teacher pours water into a basin and, together with the children, lowers objects made from different materials. Observe which objects sink and which remain floating.

Conclusion.

Not all objects float, it all depends on the material from which they are made.

Experiment 13. Why did streams run along the roads?

Target:

familiarization with the properties of snow (melts and turns into water).

Description of the experience

The teacher invites the children to look at the road in the shady side of the house. Note that there is snow on the road. Ask: “Why?” (There is no sun, there is snow on the road.)

The teacher invites the children to look at the road on the sunny side of the house. Note that streams run along the road. Ask: “Why?” (The sun heated the snow and turned it into water.)

Conclusion.

The sun heats the snow and it turns into water.

Experiment 14. Paper boats.

Target:

familiarization with the properties of paper gets wet in water.

Material:

paper boats.

Description of the experience

The teacher makes paper boats for the children, lets them touch them, asks what they are like (hard, paper). He takes the boats out for a walk and gives them to the children. Children launch boats into a puddle or stream. Watch them get wet. The teacher asks why the boats get wet.

Conclusion.

The paper gets wet in water and tears.

Experience 16. What's in the package?

Target:

detection of air in the surrounding space.

Material:

plastic bags.

Description of the experience

Children look at an empty plastic bag. The teacher asks what is in the package. Turning away from the children, the teacher fills the bag with air and twists the open end so that the bag becomes elastic. Then he shows a closed bag filled with air and again asks what is in the bag. He opens the package and shows that there is nothing in it. The teacher draws the children's attention to the fact that when they opened the package, it ceased to be elastic. He explains that there was air in it. He asks why it seems that the package is empty (the air is transparent, invisible, light).

Conclusion.

The air is transparent, invisible, light.

Experience17. Games with straws.

Target:

acquaintance with the fact that there is air inside a person.

Material:

cocktail tubes, container with water.

Description of the experience

Children blow into tubes onto the surface of the water, waves and bubbles appear. The teacher notes that waves and bubbles on the surface of the water appeared because there is air inside a person.

Conclusion.

There is air inside a person.

Experiment 18. Properties of wet sand.

Target:

familiarization with the properties of sand (dry sand crumbles, wet sand molds, it dries under the influence of sunlight).

Material:

sand, watering can with water, molds.

Description of the experience

Wet the sand and watch with the children how it dries. Try making a cake from dry and wet sand using molds. Compare, draw a conclusion.

Conclusion.

Wet sand molds, you can sculpt different shapes from it; dry sand crumbles. Wet sand dries in the sun.

Experiment 19. Making paths and patterns from sand.

Target:

familiarization with the properties of sand (any pattern can be made from dry sand, but not from wet sand).

Material:

sand, watering can with water, bottle.

Description of the experience

The teacher gives the children plastic bottles filled with dry and wet sand and shows how to draw patterns on the ground. Wet sand does not fall out of the bottle, while dry sand pours out freely.

Conclusion.

Dry sand is loose; By filling a bottle with it, you can make a path or other pattern. Wet sand is heavy and does not fall out of the bottle.

Experiment 20. Find out what kind of water it is.

Target:

consolidation of knowledge about the properties of water (transparency, odorless, flowing).

Summary of educational activities with elements of experimentation in the 2nd junior group

Summary of educational activities with elements of experimentation in the second junior group “Hello, Droplet!”
Author: Elena Aleksandrovna Volodina, teacher. Place of work: MBDOU TsRR kindergarten No. 10, Mtsensk, Oryol region. Description: the material will be of interest to educators, additional education teachers, and children of primary preschool age. Purpose: to introduce children to the properties of water. Objectives: -introduce children to the properties of water: transparency, liquid, odorless; -develop children's curiosity, thinking, and speech; -encourage children to take part in the experiment. Equipment: cups of water, milk, chicory, mugs of water, straws, soap, gouache, brushes, pictures of a stream, sea, river, rain.
OOD progress:

The teacher and the children enter the group and see a cloud.

Educator: Children, who is that hiding behind the cloud? (Rain). Educator: Come on, guest, come out to us, tell us about yourself! (The teacher takes the “Droplet” in his hands).

Droplet: I, Droplet - a little rain from a mischievous cloud. I came to you to have fun! Will you play with me? (Yes). Educator: Now we know who came to visit? (Yes, a drop of rain, water). The droplet wants to play with you! Droplet: Children, put out your hands and play with me! Game "Say hello to Droplet." (Children stand in a circle, pass the Droplet to each other and greet it: hello, good afternoon, hello).

Droplet: What good, kind children you are! I invite you to meet my “mother” - water. (Children sit at tables). Educator: Children, look what Droplet has prepared for us? (Glass with water, milk). Game "Find the toy". (Children close their eyes, Droplet puts a small ball in a glass of water for each person. Having opened their eyes, the children must name where the toy is hidden. The same with milk. They conclude: the water is clear). Educator: Why did we immediately find a ball in the water, but not in the milk? (The water is clear).

Droplet: Children, do you recognize me by my smell? Let's try! Game "Guess by smell". (We suggest that children first smell the chicory and water with their eyes open. Then ask them to guess where the water is with their eyes closed).

(They conclude: water does not smell). Educator: Look, children, does Droplet have legs? (No). How did Droplet come to us? (Children’s answers). Let's see how water moves! Experience “Water is flowing.” (children take mugs of water and pour it into glasses, watching how the water pours and flows).

Physical education lesson: Rain drip, rain drip (they tap on the palm with a finger). On the hands, on the legs. (I pretend rain is dripping on the arms and legs). We are not afraid of rain! (They shake a finger). Let's jump and have fun! (Jump). Droplet: Now you know a lot about me. Educator: What have we learned about water? (Transparent, does not smell, pours, flows, liquid). Droplet: What great fellows you are! For this I will show you magic... Experience “Coloring water”.

Soap Castles Experience.

Educator: What a sorceress Water is! (The drop says goodbye to the guys and floats away on a cloud). Educator: Children, where can you and I meet a drop of water? (In the tap, in the bath, in the cloud). Look at the pictures, where in nature can we find water? (Shows pictures depicting a river, sea, stream, lake)

We recommend watching:

Lesson notes for junior group 2. Properties and signs of water Summary of GCD on drawing with elements of experimentation with sugar in the junior group Summary of GCD on cognitive development using experimentation in the 1st junior group Organization of experimental activities with children of the junior group