Elena Panfilova
A promising plan for experimentation in the older group

september

1. "Sand cone"... Goal. Introducing children to the properties of sand and clay: color, structure. Teach children the possible examination actions, teach how to carry out simple experiments.

Material. Sand, sand strainer, clay, magnifying glass, water.

2. "Building sand castles"... Goal. Acquaintance with the properties of wet sand, the development of a cognitive interest in experimentation.

Material. Sandbox, sand, water.

3. "Desert Storm"... Goal. Formation of ideas about the formation of sand dunes in the desert.

Material. Plastic bottles, sand, cocktail tubes.

4. "Hourglass"... Goal. Ability to solve cognitive tasks, think logically. Introduce the hourglass.

Material. Plastic bottles, sand, glue moment, awl hourglass.

1. "Drowning, not sinking"... Goal. Revealing the ability of objects to swim.

Material. Basin of water, items from various materials: paper, plastic, wood, metal, polystyrene, etc.

2. "Water-water"... Goal. Development of children's cognitive interest through experimentation... Acquaintance with the properties of liquids using the example of water. Clarify children's ideas about properties water: transparent, tasteless, odorless, has weight, does not have its own shape; to acquaint with the principle of operation of the pipette.

Material. Water, test tubes by the number of children, cocktail tubes, colorful paints, brushes, salt, sugar, lemon, vegetable oil.

3. "Sea water"... Goal. Revealing the properties of sea water.

Material. Water, water container, salt, 2 eggs.

4. "Lotus flower"... Goal. Revealing the properties of paper to wet.

Material. Basin of water, paper lotus flower

1. "The jackdaw wanted to drink"... Goal. Formation of ideas about rising water levels to solve a cognitive task. Introduce the fact that the water level rises when objects are placed in the water.

Material. A glass of water, pebbles.

2. "Air detection, air has weight"... Goal. Formation of the concept of air as a gaseous substance. Acquaintance with the properties of air and methods of its detection, lead children to the understanding that air has weight.

Material. Plastic bags for each child, balloons for each child, scales.

3. "This amazing air"... Goal. Reveal that air has elasticity. Understand how air force can be used (traffic).

Material. Turntables, sultans, multi-colored ribbons, fans.

4. “We breathe air. Air pollution"... Goal. Acquaintance with the human respiratory organs. Help children understand that air pollution affects human health.

Material. Candle or spirit lamp, matches, tea saucer.

1. "Snow, snowflakes, frost"... Goal. Formation of the idea that water evaporates in winter, and snow is vapor that freezes in the clouds. Exercise children to differentiate.

Material. Snow, magnifying glass.

2. "Why the Snow Maiden has melted"... Goal. Encourage children to understand the relationship between ambient temperature and condition snow: the snow melts in the warmth.

Material. Snowman, capacity.

3. “Water is ice. Colored ice "... Goal. Revealing the state of water from ambient temperature wednesday: water turns into ice in the cold.

Material. Water, multi-colored paints, brushes, molds, threads.

4. "Protective properties of snow"... Goal. Formation of ideas about the protective properties of snow.

Material. Snow, water bottles, shovels.

1. "With water - without water"... Goal. Formation of children's ideas about the importance of water for the life and growth of plants.

Material. Indoor plant, water.

2. "Soil, sand, stones"... Goal. To acquaint with the properties of soil and its constituent sand and clay.

Material. Earth, sand, stones, magnifying glass.

3. "Planting onions"... Goal. Identifying conditions for plant growth and development (Luke)... Observing plants placed in different conditions: into warmth, cold, darkness. Determination of environmental factors necessary for the growth and development of plants.

Material. Box, earth, onions, watering cans, water.

4. "Sowing wheat"... Goal. Observing plants placed in different conditions: in the light and without light, in the warm and in the cold, with and without watering. Consolidation of knowledge about the conditions necessary for the growth and development of plants.

Material. Box, earth, wheat seeds, watering cans, water, plastic bag.

1. "From seed to seed"... Goal. Acquaintance with the stages of development plants: seeds - sprout - flower - fruit.

Material. Earth, container, pea seeds, watering cans, water.

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

Material. Coca-Cola, containers, egg, piece of sausage, rusty nail.

3. "Magnet"... Goal. Acquaintance with a magnet, some of its properties, to clarify ideas about objects interacting with a magnet, about their essential features.

Material. Magnets, wood, plastic items, metal clips.

4. "Branches of trees placed in water"... Goal. Determination of environmental factors necessary for the growth and development of plants.

Material. A jug of water, branches of birch, poplar, aspen.

1. "Sowing seeds of flowering plants"... Goal. Development of cognitive interest, creation of conditions for the growth and development of plants. Material. Boxes, earth, seeds of flowering plants, watering cans, water, plastic bag.

2. "How a volcano erupts"... Goal. Acquaintance with a natural phenomenon - a volcano, the cause of its eruption.

Material. Volcano model, pallet, cardboard, glue; soda, vinegar; red paint, washing liquid; sheet of paper (for fixations

observations, colored pencils; teaspoon, pipette.

3. "Measuring devices"... Goal. Acquaintance with measuring instruments, education of cognitive interest. Material. Thermometers, scales, steelyard, ruler, centimeter, tape measure.

4. "Inertia" "inertia"... Development of interest in experimentation.

Material. Toy car, toy bear, slide.

1. Flying Seeds... Goal. Acquaintance with the methods of plant propagation, the development of cognitive interest, the education of a humane attitude towards plants.

Material. Maple, linden, dandelion, birch seeds.

2. "Rainbow"... Goal. Introducing children to the properties of light to transform into a rainbow spectrum.

Material. A container with water, nail polish, mirror.

3. "Shine. Shadow formation "... Goal. Show the meaning of light, explain that light sources can be natural (sun, moon, bonfire); artificial - made by people (lamp, flashlight, candle)... Acquaintance of children with the formation of shadows from objects, establish the similarity between the shadow and the object, create images with the help of shadows.

Material. Pictures with images of light sources; several objects that do not give light; flashlight, candle, table lamp, shadow theater.

4. "Sunbeams"... Goal. To please, amuse children, acquaintance with the properties of the sun and sun rays. Understand the reason for the appearance of sunbeams, teach them to let them go (reflect light with a mirror).

Material. Mirrors, sun.

1. "Cloud in the bank"... Goal. Identification of the cloud formation mechanism.

Material. Three-liter jar, water, ice container.

2. "Sound"... Goal. Acquaintance with the concept "sound"... Lead children to understand the causes of sound: oscillation of an object, formation of an idea of \u200b\u200bthe characteristics of sounds, determination of their sources.

Material. Tambourine, glass beaker, newspaper, wooden ruler, metallophone.

3. "Can paper be glued with water?"... Goal. Revealing the properties of water to glue paper.

Material. Sheets of paper, a container with water.

4. "Bubble"... Goal. Making soap bubbles according to the algorithm.

Material. Containers, water, straws, dishwashing liquid.

goal: To form the foundations of natural science and environmental concepts through the experimental activities of children.

Tasks:

Creation of the necessary conditions for the development of experimental and experimental activities of children;

Development of cognitive interests;

Development of thought processes; independence;

Education of a humane value attitude towards nature;

Formation of tolerance.

The intended result:

Formation of intellectual impressions;

Development of skills to work in a team and independently;

Ability to defend your own point of view and prove it right.

September October "Experimenting with sand and clay" To acquaint children with the properties of sand, develop the ability to concentrate, systematically and consistently examine objects, the ability to notice subtle components, develop children's observation, the ability to compare, analyze, generalize. Establish cause and effect relationships and draw conclusions. Introduce safety rules when conducting experiments. Equipment: Dry, clean sand; large, flat tray; small trays (plates, sieve, water, clay, hourglass, magnifiers, planks, ceramics, measuring cups, transparent containers, paper tubes, plastic bottles, jars, pencils.
	Tasks		Interaction with parents
Topic 1: Sand Country	Consolidate children's knowledge about the properties of sand.	Cognition (mathematics): measuring bulk objects using a conventional measure. Socialization: To create an emotional mood in the group for joint activities, to form in children a benevolent attitude towards each other.	Consultation "Experiential and experimental activities in the life of older preschoolers."
Topic 2: Sand Cone.	Help determine if sand can move	Artistic creativity: "Surprise for the gnome" (drawing with colored sand) Health: Physical minutes "Palm in palm"	Conversation at home with children: who are scientists; what is experiment
Topic 3: What is clay?	Consolidate children's knowledge of clay. Reveal the properties of clay (viscous, wet)	Artistic creation: modeling clay products. Socialization: To create an emotional mood in the group for joint activities, to form in children a benevolent attitude towards each other.	Memo: "Do's and don'ts to keep children interested in cognitive experimentation."
Topic 4: Sand and clay are our helpers.	Clarify ideas about the properties of sand and clay, determine the differences	Artistic creation: Lenka made of clay according to the plan Health: physical minutes. "You walk along the path"	Parents' questioning. Purpose: to reveal the attitude of parents to the search and research activity of children.
Topic 5: Wind and Sand	Invite the children to find out why it is inconvenient to play with sand in a strong wind	Artistic creation "Sand Artists" (blowing sand onto a sheet of paper) Reflection game "Flower for Winnie the Pooh"	Invite parents to purchase for experiments: straws, pipettes, gauze, vessels of various shapes, oilcloth, a grid for experiments and experiments. Sew the robes of "scientists" for experimentation, make emblems.
Topic 6: "Properties of Wet Sand"	Introduce the properties of wet sand	Communication: speech development: "What happens if ..." Artistic creation "Sand cakes"	Updating the Properties Legend
Topic 7: "Hourglass"	Introducing the hourglass	Artistic creation "Sand artists" Cognition: "What came before .." (OV Dybina) Topic: "Clock".	Design of the "My discoveries" folder.
Topic 8: "Sand and Clay"	Provide children with an understanding of the effects of high temperatures on sand and clay.	Artistic creation Clay modeling "Oleshek" Safety: Form ideas about the dangers of dirt for humans and how to deal with it	Album creation: "Our discoveries"
November December "Experimenting with air" Purpose: To develop the cognitive activity of children, initiative; develop the ability to establish cause-and-effect relationships on the basis of an elementary experiment and draw conclusions; clarify the children's notion that air is not "invisible", but a real gas; to expand children's ideas about the importance of air in human life, to improve children's experience in observing safety rules during experiments. Equipment: Balloons, cellophane bags, tubes, transparent plastic glasses, spinners, ribbons, a container with water, napkins. candle, jar, ready-made cards, raw potatoes.
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Topic 1: This Amazing Air	Give an idea of \u200b\u200bthe sources of air pollution; to form a desire to take care of air purity	Artistic Creativity Handmade Smeshariki "(thread work, made by wrapping a balloon with glue thread) Communication: Exercise children in expressing their knowledge, memories, assumptions with the help of correctly formed monologic statements
Topic 2: Sailing Race	Show opportunities to transform objects, participate in collective transformation	Artistic creation "Funny blot" (blowing paint through a straw) Health: physical minutes "Wind"	Making paper boats using the origami method according to the scheme.
Topic 3: Inhale - Exhale	Expand ideas about air, how to detect it, about the volume of air depending on temperature, the time during which a person can be without air.	Artistic creation "Drawing with soap bubbles" Health: Consolidate children's knowledge about a healthy lifestyle	Consultation "Experimenting with Dad".
Topic 4: Dry out of water	Help determine that air is important in a person's life.	Health: Respiratory gymnastics. Cognition: Consolidate knowledge of how to maintain and improve health.	Photo exhibition: "How we experiment."
Topic 5: Finding Air	Clarify children's notions that air is not "invisible", but a real gas.	Communication: Coming up with the parents a fairy tale "About the Air" Health: To form an understanding of the need to keep the air clean, to know the sources of air pollution, to understand the danger of polluted air for health.	Workshop: "Options for joint research activities of children and parents in the use of natural situations at home"
Topic 6: Fly - clatter	Clarify children's knowledge about air, about its meaning for insects.	Artistic Creation "Beetles" (from natural material). Reading fiction: "Tsokotukha fly" by K.I. Chukovsky	Consultation "Compliance with safety rules". Purpose: to acquaint with the safety rules for organizing and conducting experiments and games at home.
Topic 7: Air expands when heated	To form in children an idea of \u200b\u200bwarm and cold air.	Health Tempering with air baths. Safety: Observe safety rules when working.	Joint creativity for children and adults: the production of baby books.
Topic 8: There is air in water	To give an idea that there is air in water too, how you can see air in water.	Reading fiction. "What do you know about fish"	Joint entertainment of children and parents "My family". Purpose: to form a desire to make loved ones and dear people pleasant
January "Experimenting with water" Purpose: To form in children knowledge about the importance of water in human life; familiarize with the properties of water: lack of its own form, transparency, water is a solvent; the meaning of water in human life: the water cycle in nature, the source of drinking water, the life and diseases of water bodies. Develop skills in conducting laboratory experiments: Strengthen the ability to work with transparent glassware: glass cups, chopsticks; Strengthen the ability to work with unfamiliar solutions, while observing the necessary safety measures. Equipment: Transparent, glass glasses of various shapes, filter paper, substances (salt, sugar, flour, starch, paints, herbal extract of chamomile or calendula, vegetable oil, balloon, measuring cups, pebbles, small toys (kinder).
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Topic 1: Steam is also water	To give children the idea that steam is also water. Introduce some of the properties of water. Pay attention to the fact that water harbors a lot of unknowns.	Artistic creation "Magic water" (color). Safety: to form neatness when working with glass equipment.	Booklet Experimenting at Home. Purpose: to acquaint parents with games - experiments that they can conduct at home with their children.
Topic 2: With and without water	Introduce some of the properties of water. Help highlight the environmental factors necessary for the growth and development of plants (water, light, heat)	Artistic creation "Magic Water" ("Colorful spray").	Parent meeting. "Let's help the water to become clean"
Topic 3: Freeze Water	To give children the idea that snow is frozen water.	Artistic creation Application "Snowflake". Socialization: to form diligence and friendship between children during the execution of experiments and assignments.	Invite parents to experiment with colored ice at home with their children.
Topic 4: Water has no form	Give an idea that water takes the form of a vessel.	Artistic creation "The journey of the droplet" (drawing on wet). Communication: to activate the speech of children, to enrich the dictionary with new words.	Advice for parents on experimenting with water. Purpose: To suggest some experiences to do with your children at home.
February "Man". Purpose: To form in children knowledge about their own body, about how a person responds to the world around him, the meaning of each organ in a person's life. Strengthen children's knowledge of personal hygiene and health. Equipment: stethoscope, fanndoscope, lenses of different sizes, flashlights, musical instruments, food, tray, cotton wool, perfume, fan.
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Topic 1: Test Your Hearing	To acquaint children with the organ of hearing - the ear, as a part of the body. Tell children about this important human organ, why we need ears, how to take care of our ears. Show - how a person hears a sound.		Memo: "Take care of your ears"
Topic 2: Our Helpers - Eyes	Introduce children to the organ of vision as a part of the body. Tell children about this important human organ, why we need eyes, how to take care of the eyes. Help determine what a person needs eyes for.	Artistic creation "Twin brothers". (Drawing eyes using the method of subject monotype) Cognition: creating a problem situation "Find the way with closed eyes"	Memorizing the poem by A.P. Martynov "What are eyes for"
Topic 3: The relationship of the organs of taste and smell	Show the relationship between the organs of taste and smell.	Didactic game: "Identified by taste", "Identified by smell"	To involve parents in the creation and design of the "Aromatherapy" corner.
March "Experimenting with a tree" Purpose: To acquaint children with the properties of a tree. Master the means of cognitive activity, methods of object examination. To develop the ability to identify essential features and properties (surface structure, hardness, strength, does not sink, light). Stimulate children's desire for independent aesthetic transformation of objects. Equipment: bark of different trees, a large bowl, water, indoor plants, plastic bags, earth, magnifiers, stacks.
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Topic 1: Drowning - Not Drowning	Acquaintance with the properties of tree bark	Artistic creation: "Miracle tree" (bark print)	Selection with parents of proverbs and sayings about forest and plants
Topic 2: Planting a tree	To give children the idea that the plant obtains water through the root system	Artistic creation Salted dough molding "Magic tree" reading of fiction: Staging of the work: "Miracle tree"	Planting trees on the site.
Topic 3: Does the plant have respiratory organs?	Help determine that all parts of the plant are involved in respiration.	Cognition (ecology) Topic: "Forest - as an ecosystem" Physical culture: Development of physical activity by means of dance movements	Memo: "Take care of the forest!"
Topic 4: Why do leaves fall in autumn?	Help establish the dependence of plant growth on temperature and incoming moisture.	Artistic creation: "Landscape" (drawing on the bark of trees) Art word: V.Nirovich "Leaf fall", V Shulzhik "Leaf walker", Belozerov "Autumn".	Collection and registration of the herbarium.
April “Magnet and its properties. Experimenting with a magnet " Purpose: To acquaint children with the concept of a magnet. Form an idea of \u200b\u200bthe properties of a magnet. To activate children's knowledge about the use of the properties of a magnet by a person. To develop the cognitive activity of children, curiosity when conducting experiments; the ability to draw conclusions. Foster proper relationships with peers and adults. Equipment: Magnets of various sizes, metal objects, wood and plastic objects, water, magnet on a stick, string, various buttons.
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Theme 1: Soaring Plane	To help children accumulate specific ideas about the magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic ones using a magnet; Introduce the physical phenomenon "magnetism"	Cognition: Identifying parts of the world with a compass while walking. help children accumulate specific ideas about the magnet and its ability to attract objects; to identify materials that can become magnetic, through which materials and substances the magnet can act;	Creation of a mini-laboratory "World of Magnets"
Theme 2: Attracts - does not attract	To help children accumulate specific ideas about the magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic ones using a magnet; Study the influence of magnetism on different subjects	Artistic creativity: "Help the bunny" (drawing with a magnet and a metal plate, which is in paint) Physical culture: Development of physical activity by means of dance movements.	Invite parents to conduct experiments with magnets at home with their children.
Topic 3: How to get a paperclip out of the water without getting your hands wet	Help determine what properties a magnet has in water and air. Foster interest and desire for experimental activities	Didactic - magnetic game "Let's dress a doll for a walk" Magnetic constructor and crafts from it.	Joint creation of a puppet theater with magnets.
Topic 4: Draws a magnet or not	To acquaint children with the practical use of a magnet in creativity. Promote the education of independence, the development of communication skills;	“Spinning, spinning ...” (with the help of several magnets with different colors) Socialization: develop mental operations, the ability to put forward hypotheses, draw conclusions, activate the children's vocabulary;	Consolidation of children's knowledge about the properties of the magnet "Surprise the parents" Carrying out experiments with parents and the ability to give it a scientific basis.
Experimenting with soil. Purpose: To enrich the knowledge of children about the properties of the soil. Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants. Equipment: Soil; large, flat tray; small trays (plates, sieve, water, magnifying glasses, seedling box, clay, sand, dill seeds, watering can, scoop, loosening sticks.
Experimental Activity Theme	Tasksexperimental activities	Integration of educational areas	Interaction with parents
Topic 1: "Domestic drought"	Give an idea that there is water in the earth.	Work in the corner of nature. Loosening the soil in different ways. Socialization: Formation of the ability to coordinate their actions with those of a partner;	Consultation: "Organization of children's experimentation in the summer"
Topic 2: "Where to Grow Better"	Introduction to soil properties	Labor: Working in the garden. Collection of natural material for crafts, experiments. Communication: Enriching children's vocabulary.	Collection of natural material for crafts, experiments.

Long-term planning is based on programs:

"From birth to school" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva, corresponding to the federal state requirements;

OV Dybina "Child in the world of search";

NN Nikolaeva "Young Ecologist";

N. A. Ryzhova "Our home is nature";

Dybina OV, Rakhmanova NP, Shchetinina VV "Unknown nearby" (entertaining experiments and experiments for preschoolers);

Zubkova N. M. "A cart and a small cart of miracles" (experiments and experiments for children, "scientific answers to children's" why ";

Shapiro A. I. "Secrets of Familiar Objects";

AI Savenkov "Methodology for conducting educational research in kindergarten";

AI Ivanova "Methodology for organizing environmental observations and experiments in kindergarten."

(2006)

MADOU "Kindergarten No. 252" Cornflower "

combined type

Kirovsky district, Kazan RT

Reviewers: O. Yu. Okhotina,

preschool education methodologist

IMTS GIDTS Kirovsky district, Kazan RT.

N.I. Kuzina, senior educator

head of the methodological association

educators of senior, preparatory groups

kindergartens of the Kirov district of Kazan, RT

Explanatory note ………………………………………………………….

Center design ……………………………………………………… .........

Laboratory equipment……………………………………………………......

Materials for work ……………………………………………………………

Tasks of experimental research activities for children of the younger group …………………………………………………………………………… ...

Tasks of experimental research activities for children of the middle group …………………………………………………………………………… ...

Tasks of experimental research activities for children of the older group ……………………………………………………………………………….

Tasks of experimental research activities for children of the preparatory group …………………………………………………………

Long-term planning of work on experimental research activities with children of 2-3 years old ………………………… .......................... ..............

Long-term planning of work on experimental research activities with children 3-4 years old ................................................. ..............

Long-term planning of work on experimental research activities with children 4-5 years old ………………………… .......................... ...............

Long-term planning of work on experimental research activities with children 5-6 years old .......................... ...............

Prospective planning of work on experimental research activities with children 6-7 years old .......................... ...............

Methodology for diagnostics of children's environmental knowledge .....................

Explanatory note

At this stage in the development of modern society, environmental education is one of the most important problems of our time.

The first foundations of ecological culture and environmental awareness should be instilled in children from an early age. If a child learns from infancy to live in harmony with nature, then this will remain with him until old age and will not be corroded by some circumstances.

Many researchers and practitioners are looking for adequate methods of working with children to form the beginning of an ecological culture in them. These methods include children's experimentation - an activity that is inherent in almost every kid, because every child is an experimenter at heart. Thirst for new impressions, curiosity, desire to observe and experiment - these are the most important features of children's behavior.

The organization of experimentation, conducting experiments is one of the most effective ways of environmental education for preschoolers. This is the main idea of \u200b\u200bour program - "Little Scientists".

It is designed for preschool children from 2 to 7 years old.

Purpose of the program:

The development in children of cognitive activity, observation, thinking, the formation of initial natural science concepts and the education of environmental consciousness.

The main objectives of the program:

• Familiarization of children with natural phenomena;
• Formation of initial natural science concepts;

These tasks are accomplished through:

• Natural science classes;
• Experienced and research activities of children;
• Observations;
• Conversations;

The program includes:

• Explanatory note;
• Methodological recommendations for the organization of group laboratory corners for children's experimentation;
• Environmental objectives for all age groups;
• Perspective lesson plan for all age groups;
• Diagnostic tools;
• Application; (see the section of the site "Activities with children")

To work on this program, you must:

• The presence of a living corner and a corner - a laboratory for children's experimentation in each group;
• Demonstration laboratory equipment;
• Didactic material, games of ecological content;
• Conditions for practical work on environmental protection.

For the most part, kindergarten teachers associate the environmental education of preschool children only with instilling in them love and respect for nature. Meanwhile, it is the introduction of a scientific and ecological approach that makes it possible to reorient the acquaintance of children with nature to environmental education and, already at preschool age, to begin the formation of an environmental culture.

The Center for Children's Experimental Research Activity is one of the elements of the developing subject environment. This center is created in a group room with the aim of developing children's cognitive interest, interest in research activities and the formation of the foundations of a scientific worldview. At the same time, this zone is a platform for organizing the child's specific play activity, since play remains the leading type of activity. In this specially equipped area, children, both in class and in free activity, conduct experiments, experiments, observations on various topics. It is these very first simple and independently performed studies that shape the scientific worldview in children.

Center decoration

It is desirable that the center of children's experimentation be located next to the window and be spacious enough (so that, if necessary, additional work tables can be put). It is also desirable that a sink and a water source are located nearby. This will allow children to wash their hands immediately after class, and educators will quickly tidy up the workplace. To store equipment and various materials, you need to conveniently place small racks or shelves. The window sill can be used to place boxes with plants, plantings for observation on it.

In a conspicuous place, you can hang a sign with the name of the experimental research center and its emblem, or "settle" in the corner of a character who will be the owner of this place and will help the children.

Portraits of scientists, houseplants can be used as decoration.

Laboratory equipment

For experiments, it is convenient to use waste packaging material of various sizes, shapes and textures as equipment. For example, it can be plastic cups, bottles, cocktail tubes, plastic spoons, various measuring cups, paper napkins as filter paper, funnels, small bowls, basins, rubber pears.

To demonstrate individual experiments, you need to purchase magnifiers, pipettes, preferably for each child. There must be additional equipment, mainly for demonstrating individual experiments: a microscope, thermometers, hourglass, spirit lamp, tripod, binoculars, scales, various test tubes and glass flasks, flashlight, globe.

Kits for playing with water and sand, with the wind are also needed.

In order for the children's clothes to remain clean during the experiments, it is advisable to have an oilcloth apron and arm ruffles for each child.

Materials for work

The center for children's experimentation should be equipped with a variety of natural materials intended for various studies: clay, earth, sand, stones, shells, plant seeds, as well as sugar, salt, oily liquids, food colors.

To carry out experiments to identify some of the physical properties of objects (magnetism, sound, etc.), it is necessary to have a set of metal objects, magnets, wooden slats, plastic objects, bells, glass prisms (about 5 pieces for a subgroup of children), small mirrors. All this material is used directly for conducting experiments, therefore, it should be in quantity per child.

To observe living objects, you can place an aquarium with fish, a large glass vase for observing the growth of roots near poplar branches, as well as a small transparent glass for observing the root system of onions.

As a demonstration material, the center needs to be gradually replenished with various collections. For example: a collection of minerals, a collection of river and sea stones, a collection of seashells, and it may contain sea, river, and oceanic seashells. A collection of tree bark, a collection of dried fruits (rose hips, mountain ash, bird cherry, etc.), a collection of feathers (which must first be held over the steam), a collection of dry leaves, mosses. All collection material is collected together with children and their parents.

Various models are made to demonstrate some natural phenomena and processes. For example, a model of the structure of the earth's crust, a model for demonstrating the formation of a soil layer, a model of the solar system, a model of a volcano, etc.

To record observations, experiments, research, the educator needs to draw up an observation diary, which is filled in by children with the help of the teacher.

for children of the younger group:

Raise children's interest in natural phenomena. To give elementary ideas about the properties of sand, water, stones, air.

To develop in children cognitive activity, voluntary attention, memory, speech, fine motor skills of hands and tactile - kinetic sensitivity.

Show the relationship between man and nature. To foster a culture of children's behavior in nature. Teach with care, treat the natural environment.

Tasks of experimental research activities for children of the middle group:

To foster in children a love for nature and interest in its diverse phenomena.

Expand children's knowledge of living and nonliving nature. Continue to acquaint with the properties of water, air, sand, clay.

Develop cognitive activity in children. Ability to analyze, make environmentally sound conclusions. Continue to develop fine and general motor skills, attention, memory, speech of children.

Through the relationship with other activities, systematize the elementary ecological ideas of children. To instill the skills of cultural and environmentally - competent behavior of children in nature.

Tasks of experimental research activities for children of the older group:

To educate a preschooler's ecological culture through love for nature and knowledge of the world around him.

Expand children's ideas about the properties of water, air, sand, clay and the variety of inanimate nature. To form the ability to establish a relationship between certain natural phenomena, to develop thinking, the ability to draw independent conclusions. Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.

To foster a desire to protect the earth, cleanse it of debris.

Experimental research tasksfor children of the preparatory group:

To educate children in ecological culture through love and interest in nature, through knowledge of the world around them.

To form in children the simplest idea of \u200b\u200bthe solar system. Continue to involve children in research activities. Develop thinking, memory. To form the ability to set a goal, find ways to implement it and draw independent conclusions.

Through experiments, give children elementary ideas about some of the physical properties of objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. To acquaint children with the protective properties of snow.

To help children realize what place a person occupies in nature, and to show the results of the positive and negative impact of man on nature.

on experimental research activities with children 2-3 years old

	September	october	november
	"SAND CREW" Goal: To draw the child's attention to some of the properties of dry sand: it crumbles, it can be cold and warm; you can hide a toy in the sand. To develop fine motor skills of hands, tactile - kinetic sensitivity.	"DOLL PIE" Goal: Continue to introduce children to the properties of sand: it can be wet, it can be molded. "WHOSE TRACES?" Goal: to consolidate in children the idea of \u200b\u200bthe properties of sand: wet - dry. “Footprints” remain on the wet sand - prints of toys, children's hands, leaves, etc.	"MINK FOR BABY MOUSE" Goal: consolidation in children of ideas about some of the properties of sand: wet - it is molded, dry - crumbles. Develop kinetic sensitivity in children.
	December	january	february
	"HERE VODICHKA RUNS" Goal: Watch water with children: how it flows from the tap, from the watering can; blow on the water - the waves "started running". To give children basic ideas about water: water is liquid, flows, drips, splashes. People, animals, plants drink water.	“WE BUY THE MASHU DOLL”. Goal: continue to acquaint children in a playful way with some of the properties of water: liquid, flows; can be cold and warm.	"THE SHIP IS FLYING, THE SHIP IS FLYING" Goal: reinforce in children ideas about the properties of water: liquid - flows, it can be warm, cold; you can play with water: pouring, bathing toys. "BEAUTIFUL PEBBLES" Goal: to give children elementary ideas about the properties of stones: hard, heavy - they sink in water. Introduce a new property of water - transparency.
	march	april
	"HIDE THE BUNNY FROM THE FOX" Goal: continue to acquaint children with the elementary properties of stones: stones are large and small; smooth and rough; stones can be multi-colored.	"LET'S GET THE PEBBLES IN A BOX" Goal: to consolidate in children elementary ideas about stones: hard, heavy; there are big and small; smooth and rough. Stones sink in water, you can play with pebbles - knock pebbles on pebbles.	"WHO LIVES IN THE AQUARIUM?" Goal: Strengthen in children the idea of \u200b\u200bthe elementary properties of water, sand, stones. Introduce the shell. Develop observation, speech.

Prospective work planning

with children 3-4 years old.

	september	october	november
	"STONE ROAD" Goal: continue to acquaint children with the properties of stones: hard, heavy, large, small, sink in water, can be well pressed into wet sand.	"SAND CASTLE" Goal: continue to acquaint children with the elementary properties of sand: wet-molded; dry, crumbles. "POT FOR Porridge" Goal: to acquaint children with the elementary properties of clay: it is dry, loose, and sometimes wet. Can be as plastic as plasticine. You can sculpt dishes from clay.	"HOUSE FOR MOLE" Goal: To consolidate ideas about the elementary properties of sand and stones. Develop fine motor skills, speech, memory, observation.
	december	january	february
	"MAGIC WATER" Goal: to consolidate children's ideas about some of the properties of water: liquid, it can flow, it is cold, warm. Introduce a new property of water: transparent, can be painted in any color.	"HOLIDAY OF SNOW" Goal: to acquaint children with the elementary properties of snow: cold, consists of snowflakes; melts in the heat, turns into water. You can play with snow.	"WHAT GROWS DOWN IN HEAD AND NOT IN SUMMER, BUT IN WINTER?" Goal: continue to acquaint children with the properties of water: turning into ice (icicle), melting in the heat and turning into water again.
	march	april
	"JOURNEY ON THE MIRACLE SHIP" Goal: Reinforce in children the idea that heavy objects drown in water, and light ones swim.	"RAINBOW BALLS" Goal: introduce children to the concept of "air". People, animals, plants breathe air.	"HOLIDAY OF SOAP BUBBLES" Goal: to consolidate in children elementary ideas about the properties of air: invisible, light.

Prospective work planning

on experimental research activities

with children 4-5 years old.

	september	october	november
	"SAND TOWN" Goal: clarify children's ideas about some properties of sand: dry, free-flowing, not molded; leaks water; wet - sticky, molded.	"SECRETS OF THE OLD MOLE" Goal: To form in children an idea of \u200b\u200bthe composition and properties of the earth: it consists of sand, clay, it contains stones, remnants of grass, roots; it can be dry and wet, water permeable. "WHOSE TRACES?" Goal: reinforce in children the idea of \u200b\u200bthe properties of the earth (loose, soft - traces of footprints can remain on it; hard, hard to dig.	"MIRACLES IN SOLUTION" Goal: Clarify children's ideas about some of the properties of water: fluidity, transparency; develop the ability to determine the temperature of the water by touch (hot, warm, cold).
	december	january	february
	"LET'S HELP VINY - POHO" Goal: To acquaint children with the properties of salt, granulated sugar. Show that water can dissolve these substances.	"ADVENTURE OF GAND AND SUGAR" Goal: Through the conducted experiment, bring the children to the understanding that some substances dissolve in water and others do not.	"VISITING THE SNOW QUEEN" Goal: with the help of experience, bring children to the understanding that snow melts from exposure to any source of heat.
	march	april
	"BALLOON JOURNEY" Goal: Lead children to understand that air is light, lighter than water.	"FUNNY WIND" Goal: Show children how to determine the presence of wind on the street, and determine its strength.	"HOW CIPOLINO GIRLED WITH WATER" Goal: Introduce the structure of plants - bulbs and how plants receive water through the roots.

Prospective work planning

on experimental research activities

with children 5-6 years old.

	september	october	november
	"ADVENTURE OF SAND" Goal: continue to teach children about the properties of sand. Develop attention, thinking, memory, imagination. "AMAZING CLAY" Goal: to acquaint children with the properties of clay by comparing them with the properties of sand.	"WHAT IS SOIL AND WHAT IT IS NEEDED FOR" Goal: to give children a basic understanding of soil cover. What the soil consists of, its permeability. Meaning for all living things. "INTRODUCTION TO THE DROP" Goal: lead children to understand that water is a lot of droplets. To acquaint with some properties of water: liquid, has no shape, no smell.	"INTRODUCTION TO THE PROPERTIES OF WATER" Goal: continue to acquaint children with the properties of water: transparent, colorless and tasteless. Develop memory, thinking.
	december	january	february
	"DROP TRANSFORMATIONS" Goal: to give children the idea that water can be in three states: liquid, solid (ice), gaseous (steam). "DECORATION FOR YOUR TREE" Goal: to consolidate children's ideas that water is colorless, but some substances (paints) can dissolve in it and color it; water is liquid and has no form, but water can take the form of a vessel in which it is located and become solid - turn into ice.	"WHERE IS THE SUGAR GONE?" Goal: to consolidate in children the idea of \u200b\u200bsome of the properties of water. Bring to the understanding that some substances dissolve in water.	"GIFT FOR GNOME" Goal: to clarify the ideas of children that certain substances (salt) dissolve in water. As a result of the experience, bring children to the understanding that water evaporates (growing a crystal from salt) "INTRODUCTION TO THE WHOLE-SOUL OCEAN" Goal: introduce children to the concept of "air". Help children understand the importance of air in human life and the entire planet.
	march	april
	"KNOWING THE PROPERTIES OF AIR" Goal: lead children to understand that air surrounds us, it is in everything: in stone, soil, in the space around us, etc. Develop observation, thinking. "IS IT POSSIBLE TO CAPTURE AIR?" Goal: to consolidate the children's concept of such a property of air as transparency, invisibility. Help children understand the dangers of air pollution for humans and all life on the planet.	"LIKE A POPLAR BRANCH MET SPRING" Goal: lead children to the conclusion about the need for heat for plant growth. Develop thinking, observation. "IS A BEAN SEED FRIENDLY WITH WATER?" Goal: lead children to the conclusion about the need for moisture for plant growth. Consolidate ideas about the properties of water.	"HOW THE BEAN HAS CHOSEN A HOUSE" Goal: lead children to the conclusion that soil is most favorable for plant growth.

Prospective work planning

on experimental research activities

with children 6-7 years old.

	september	october	november
	"THE BEETLE'S JOURNEY" Goal: to give children basic ideas about the structure of the earth's crust: it consists of several layers - stones, sand, clay, soil. "GIFT FOR NYUSHA" Goal: continue to acquaint children with the properties of clay and sand: dry sand is not molded, wet sand is molded, but the products are not strong; dry clay does not mold, wet molds and products are durable.	"SOIL - LIVING LAND" Goal: expand children's ideas about the composition of the soil. Through experiments, bring children to the conclusion that there is air, water in the soil. Explain the importance of soil for plant and human life. "THE AIR IS INVISIBLE, WEIGHTLESS - LIKE A PUSH" Goal: continue to acquaint children with the properties of air: we do not see, transparent, has weight.	"WHERE DO THE WAVES AT THE SEA COME FROM?" Goal: expand children's ideas about the properties of air. Give children the concept of air movement. "WHAT IS THE FUCK THAT WE NEED?" Goal: to form in children the idea that air consists of different gases, the main one among them is oxygen. To consolidate the idea of \u200b\u200bthe role of oxygen, to expand knowledge of the importance of the air shell for the planet earth.
	december	january	february
	"ADVENTURE OF A DROP IN THE SNOW KINGDOM" Goal: to clarify ideas about the properties of snow and to acquaint with its protective properties "MAGIC SNOWBALL" Goal: consolidate children's ideas about the properties of snow and air. Encourage children to understand the relationship between snow conditions and air temperature.	"WHAT IS HIDDEN IN THE SNOW?" Goal: to give children the concept of snow and water pollution. To foster a respect for nature, to help understand the meaning of the words "environmental disaster".	"A SPACE FLIGHT" Goal: to consolidate in children elementary ideas about the solar system. “WHERE DOES THE SUN NIGHT? WHY IS WINTER AND SUMMER? " Goal: to form an idea of \u200b\u200bthe rotation of the Earth around the Sun and around its axis. Give an idea of \u200b\u200bthe alternation of day and night
	march	april
	"AMAZING MAGNET!" Goal: to acquaint children with the properties of a magnet (based on experiments). Attracts iron. Can attract iron objects through water, glass, paper.	"WHAT IS SOUND?" Goal: through the experiments, to clarify the ideas of children about sounds. "ADVENTURE OF TWO BULBS" Goal: based on experience, clarify in children the idea of \u200b\u200bthe need for daylight for plant growth.	"TREATMENT FOR PLANTS" Goal: in the course of the experiments and observations, bring children to the conclusion about the need for fertilizers for plant growth. "LIKE FLOWERS ARE FRIENDS WITH THE SUN" Goal: lead children to the conclusion about the dependence of plant development on sunlight.

Survey technique

the level of environmental perceptions of children

The system for assessing children's activities on a 3-point scale:

/ Tall /3 points - the activity corresponds to the level of the norm.

/ Average / 2 points - a slight deviation from the level of the norm.

/ Below average / 1 point - significant deviation from the level of the norm.

This diagnostic material consists of 5 sections:

Section 1. Characteristic features of living organisms, external structure, basic needs.

Section 2. Characteristic features of the adaptation of living organisms to the environment and seasonal changes.

Section 3. Features of the appearance of living organisms into the world, their growth and development.

Section 4. Basic properties of inanimate objects.

Section 5. Practical skills in caring for plants and animals.

Section 1

1.1. Determination of the level of knowledge of the characteristic features of the living - inanimate

- High level:The child easily distributes the images in the pictures into living and nonliving; gives reasons for his choice. Knows most of the essential signs of living. Correctly classifies animals and plants as living. Knowledge about the living is of a generalized nature: it characterizes the entire group of living things as a whole. Without much difficulty, coherently and consistently answers the questions posed.

- Middle level: The child sometimes makes minor mistakes in the distribution of images on cards into living and nonliving; does not always give reasons for his choice. Knows the most essential signs of living things (movement, nutrition, growth). According to them, the majority of animals and plants are classified as living. Names different signs in animals and plants. He answers the questions posed consistently, but sometimes the answers are too short.

- Below average: The child often makes mistakes when assigning cards to living and nonliving; does not always give reasons for his choice. Unstable ideas about certain features of living things - essential and insignificant - prevail. Considers living animals according to essential and non-essential characteristics. Does not classify plants as living. Considers the inanimate according to characteristics similar to living ones. It is difficult to answer the questions posed, and if he does, it is mostly incorrect.

Junior, middle age.

Equipment: 10 pictures of them: 6 - depicting living objects (fish, dog, butterfly, tree, man, flower); 4 - depicting inanimate objects (car, doll, ball, plate)

Questions and tasks:

Name what is drawn in these pictures?

Choose those pictures where the living is drawn?

If the child is silent, then consider any real living object (fish in the aquarium, parrot, other children) and ask why they are alive.

Older age.

Equipment: 10 pictures of them: 6 - depicting living objects (ant, bird, frog, bush, man, tree); 4 - depicting inanimate objects (plane, doll, car, ball).

Questions and tasks:

Look at the pictures and name what is drawn on them?

Divide the pictures into living and nonliving.

Why did you decide it was alive?

Why did you decide it was inanimate?

1.2. Determination of the level of knowledge of the characteristic features of the external structure of living organisms, their basic needs

Performance assessment:

- High level:The child independently names the animals and plants depicted, defining different types: trees, flowers, shrubs. Names the main details of the external structure of living organisms (trunk, head, tail, paws, root, stem, leaves, etc.) and characteristic only for this species (gills, beak, etc.). Without the help of an adult, he names the conditions necessary for the life, growth and development of living organisms.

- Middle level: The child independently names the animals and plants depicted, but sometimes makes minor mistakes when determining the species: tree, flower, shrub. Knows the most essential details of the external structure of a living organism. Not always independently identifies the characteristic features of the external structure for a particular species. Names the conditions necessary for the life, growth and development of living organisms, but the answers are too short.

- Below average: The child names only wild and domestic animals, often makes mistakes when naming animals from other countries and climatic zones. Names common plants, but finds it difficult to name plant species. Highlights only essential details of the external structure of a living organism. Unstable ideas about the conditions necessary for the life, growth and development of living organisms prevail.

Junior, middle age.

Equipment: pictures with the image of well-known domestic, wild animals, as well as several pictures with plants and the image of a person. Cards for conventional images (sun - light; fire - warm; plate - food; house, nest - place of stay; droplets - water; bubbles - air).

Questions and tasks:

Who is it?

How did you know that this is a cat (hare, horse, etc.)?

Show me where the cat's head is? Does the cat have a tail? Mustache? Etc.

What is this plant?

What is it called?

Show me where the flower's stem is? Sheet? Flower?

Cards of conditional images are added:Sun-light; Bonfire - warm; Plate - food; House, nest - place of stay; Droplets - water; Air bubbles.

Questions and tasks:

What's in the pictures?

Choose what the bird needs to live.

What does a plant need to feel good?

What does a dog need to live?

Older age.

Equipment:several pictures with the image of domestic, wild animals, as well as images of animals from the nearby climatic zones of our country and other countries; several pictures with the image of flowers (indoor, garden, meadow), shrubs, trees.

Questions and tasks:

Who is it?

How did you know it was a rabbit (penguin, parrot, sheep, etc.)?

Tell us what you know about a rabbit (sheep, parrot, etc.)?

What is this plant?

What is it called?

Tell us what you know about this plant?

What does a bird need to live?

What does a plant need to feel good?

What does a dog need to be able to live?

What does a person need to live?

Note: Children of the preparatory group should give a generalized answer: what is needed for all living organisms (this corresponds to a high level).

Section 2

2.1. Determination of the level of knowledge about the features of adaptation of living organisms to the environment

Performance assessment:

- High level:The child independently and correctly determines the habitat of living organisms, argues his choice. He gives complete answers to the questions.

- Middle level: The child independently determines the habitat of living organisms, but sometimes makes minor mistakes. She does not always give reasons for her choice and has difficulty in answering questions.

- Below average: A child only with the help of a teacher determines the habitat of living organisms. Cannot argue the choice. He gives answers to the questions posed, but mostly not correct.

Younger age.

Equipment: paintings depicting a forest, village, river or body of water. Several small cards depicting pets, wild animals, frogs and fish.

Questions and tasks:

Where does the wolf live? (The child should place a card with a picture of a wolf in the forest).

Where does the cat live?

Where does the frog live?

Why doesn't the fish live in the forest?

Equipment:didactic game "Determine a place for each animal and plant." Large cards depicting a forest, village, body of water, garden, etc. small cards with the image of a bird, fish, bear, apple tree, cow, etc.

Questions and tasks:

Where can a bird, apple tree, fish, etc. live?

Can a fish live in the air?

Why can't it?

Can a bird live underwater?

Why can't it?

2.2. Determination of the level of knowledge about the features of adaptation of living organisms to seasonal changes in nature

Performance assessment:

- High level:The child independently and correctly identifies the characteristic signs of adaptation of living organisms to seasonal changes (change in coat color, shedding of leaves, hibernation, warm clothes, etc.), and gives reasons for his choice. He gives complete answers to the questions.

- Middle level: The child independently identifies characteristic signs of adaptation of living organisms to seasonal changes, but sometimes makes minor mistakes. She does not always give reasons for her choice and has difficulty in answering questions.

- Below average: The child, only with the help of a teacher, identifies the characteristic signs of adaptation of living organisms to seasonal changes. Cannot argue the choice. He gives answers to the questions posed, but mostly not correct.

Middle and senior preschool age.

Equipment: a selection of pictures depicting living organisms at different times of the year (hare in winter and summer, bear in winter and summer, butterfly in winter and summer, man, tree, etc.).

Questions and tasks:

Look closely at the pictures. What animals are depicted on them?

How has a hare (man, tree, etc.) adapted to live in winter?

How has a person (hare, tree, etc.) adapted to live in the summer?

Section 3.

3.1. Determination of the level of knowledge about the features of the appearance of living organisms into the world

Performance assessment:

- High level:The child independently and correctly identifies the characteristic features and characteristics of living organisms and, based on this, determines the possibility of all living things to have offspring. Knows that adults give birth to small ones (cubs, seeds, etc.).

- Middle level: The child identifies the characteristic features and characteristics of living organisms and understands that living organisms can have offspring, but sometimes it is difficult to determine how new plants are born. Highlights adults and their cubs, understands the connection between them.

- Below average: The child has difficulty in identifying the characteristic features and signs of living organisms and therefore only with the help of a teacher determines who can have offspring. Does not classify plants as living, does not know how new plants are born.

Younger age.

Equipment: pictures depicting adult and young flowers, bushes, trees.

Questions and tasks:

Find a picture of an adult tree and a young one.

Middle and senior preschool age.

Equipment:a selection of pictures depicting adult plants and animals.

Questions and tasks:

Can a cat have children? Why?

Can the doll have children? Why?

Who else can have children?

Look at the pictures. Who and what is depicted on them?

How do new plants appear?

How do little chicks appear?

Where do puppies and kittens come from?

How are small fish born?

How does a child appear in a person?

3.2. Determination of the level of knowledge about the growth and development of living organisms

Performance assessment:

- High level:The child independently and in the correct sequence lays out pictures showing the stages of growth and development of living organisms. Arguments his choice.

- Middle level: The child independently lays out pictures showing the stages of growth and development of living organisms, but sometimes makes minor mistakes in the sequence of stages. Cannot always give reasons for his choice.

- Below average: The child has difficulty in determining the stages of growth and development of living organisms. Lays out pictures in the correct sequence only with the help of a teacher.

Younger age.

Equipment: a series of pictures showing the growth and development of a bean.

The task:

Arrange the pictures so that you can see how the bean grows.

Average age.

Equipment: a series of pictures that clearly represent the growth and development of onions, birds.

The task:

- Lay out the pictures so that you can see how the onion, the bird grows.

Example: Egg - Chick - Bird.

Senior preschool age.

Equipment:a series of pictures that clearly represent the growth and development of a bean, fish, animal, person.

The task:

Lay out the pictures so that you can see how a bean, fish, cat, person grows.

Section 4

Determination of the level of knowledge about the basic properties of water, air, sand, clay, soil

Performance assessment:

Junior, middle age:

- High level:The child easily identifies water and sand by their appearance. Knows some of the basic properties of these inanimate objects. Determines them independently.

- Middle level:The child correctly identifies sand and water in appearance. He correctly names some of the basic properties of sand and water, but sometimes makes minor mistakes. Determines these properties with the help of a teacher.

- Below average:The child identifies sand and water by their appearance. It is difficult to name some of the basic properties of these objects and define them.

Older age:

- High level:The child can easily identify the contents of the jars. Correctly names the main properties of inanimate objects. He independently talks about why people use objects of inanimate nature.

- Middle level:The child basically correctly identifies the contents of the jars. He correctly names the main properties of objects of inanimate nature, but sometimes makes minor mistakes. After additional questions from the adult, he gives examples of how people use objects of inanimate nature.

- Below average:The child makes significant mistakes when determining the contents of the jars. He does not always correctly name the main properties of objects of inanimate nature. It is difficult to answer the question of what they are used for.

Junior, middle age.

To diagnose the child's knowledge about the properties of water and sand, games with water and sand are organized. During the games, the teacher talks with the child.

Equipment: center for sand and water games.

Questions and tasks:

What's in the bowl?

Hide the toy in the water. Why is the toy visible?

Make a cake out of water. Why doesn't it work?

Is the water cold, warm, or hot in the basin?

Can the water be made hot? How?

Make a dry sand cake. Why doesn't it work?

Make a wet sand cake. Why does it work?

Pour some water over the sand. Where did the water go?

Which lump is harder, harder: clay or sand?

To diagnose the child's knowledge of the properties of air, games with soap bubbles and balloons are organized. (This diagnosis is carried out only with children of the middle group). During the games, the teacher talks with the child.

What is hidden in the ball?

Why is the ball flying?

Can you see the air? Why?

Senior preschool age.

Equipment: five jars (with water, sand, clay, soil and empty).

Assignments and questions:

The teacher offers to determine the contents of the jar. After the child names objects of inanimate nature, he offers to answer the following questions:

What properties of water do you know?

Where and for what does a person use water?

What properties of air do you know?

What properties of sand do you know?

Where and for what does a person use sand?

What properties of clay do you know?

Where and for what does a person use clay?

What properties of soil do you know?

How does a person use soil?

Section 5

Determination of the level of formation of practical skills in caring for plants and animals

Performance assessment:

- High level:The child independently identifies the problem and finds ways to solve it. Performs familiar work processes independently and with high quality.

- Middle level:The child identifies the problem and the ways to solve it with little help from the teacher. The labor process of caring for a living organism is performed with a little help from an adult. Achieves the result.

- Below average:Accepts the problem identified by an adult and ways to solve it. In the labor process, only labor actions can be performed. The quality of labor is low. Doesn't achieve results.

Younger and middle age.

Equipment:a plant with striking characteristic features - dry earth, withered; watering cans with and without water

Assignment and questions:

- Choose a plant that is thirsty

How did you know the plant is thirsty?

Where can I get water?

Show the bear how to water properly.

(The watering can should be held with both hands, the spout should rest against the edge of the pot. Correct watering - gradually. Incorrect watering - above and below the root).

Older age.

Equipment:indoor plants; watering cans, a bucket of water.

Questions and tasks:

Pick a plant to water.

How did you know this plant needs to be watered?

Where can I get water for irrigation?

Why can't you take tap water?

Start watering; when you pour it, you say "everything."

(Correct watering - gradually. Incorrect watering - above and below the root).

How did you know that the watering is over? (If the water came out on the sump).

Thematic week, in which the entire educational process is built around a theme, has great potential for the development of preschoolers.

A thematic week in kindergarten allows you to give children many opportunities for practical actions, elementary experimentation, the formation of basic skills, and the development of mental functions. It unites all types of children's activities in kindergarten, makes them interesting and varied, and most importantly, useful for children. In addition, the thematic week allows you to use the regional and cultural component in the educational process.

Our kindergarten carries out its activities using an approximate basic general educational program of preschool education "From birth to school" N.Ye. Veraxes... According to the program's recommendations, when planning the educational process, we pay attention to one topic for at least one week. Similar theme weeks are introduced in different age groups. This serves to systematize and deepen knowledge, as well as continuity in the development of children throughout preschool childhood.

Taking into account the individual and age characteristics of children, to solve educational problems, we determine the range of generally significant topics, as well as topics of interest to children.

Interesting week "Everything is connected with everything!"

goal : To form the foundations of natural science and environmental concepts through the experimental activities of children.

Tasks :

Creation of the necessary conditions for the development of experimental and experimental activities of children;

Development of cognitive interests;

Development of thought processes; independence;

Education of a humane value attitude towards nature;

Formation of tolerance.

The intended result:

Formation of intellectual impressions;

Development of skills to work in a team and independently;

Ability to defend one's own point of view and prove it correct.

Slide captions:

Interesting ecological week "Everything is connected with everything"

A thematic week in kindergarten allows you to give children many opportunities for practical actions, elementary experimentation, the formation of basic skills, and the development of mental functions. It unites all types of children's activities in kindergarten, makes them interesting and varied, and most importantly, useful for children. In addition, the thematic week allows you to use the regional and cultural component in the educational process. Our kindergarten carries out its activities using the approximate basic general educational program of preschool education "From birth to school" N.Ye. Veraxes. According to the program's recommendations, when planning the educational process, we pay attention to one topic for at least one week. Similar theme weeks are introduced in different age groups. This serves to systematize and deepen knowledge, as well as continuity in the development of children throughout preschool childhood. Taking into account the individual and age characteristics of children, in order to solve educational problems, we define a range of generally significant topics, as well as topics of interest to children. Thematic week, in which the entire educational process is built around a theme, has great potential for the development of preschoolers.

Interesting ecological week "Everything is connected with everything" Purpose: To form the foundations of natural science and ecological concepts through the experimental activities of children. Tasks: creating the necessary conditions for the development of experimental and experimental activities of children; development of cognitive interests; development of thought processes; independence; education of a humane value attitude towards nature; the formation of tolerance. Expected result: the formation of intellectual impressions; development of skills to work in a team and independently; the ability to defend their own point of view and prove its correctness.

Educational potential of the thematic week Teachers Systematization of the methodological service of a preschool educational institution for the organization of practical and cognitive activities; creation of conditions for the effective implementation of tasks in this area. Increasing the professional competence of teachers in organizing children's experimentation and search and research activities. Introduction into pedagogical practice of various forms and methods of work to develop the cognitive activity of preschoolers. Organization of cooperation between kindergarten and family in the popularization of children's experimentation; the use of active forms and methods of interaction. Children Formation of cognitive needs, development of research interest and creativity in the process of practical knowledge. Development of abilities for practical and mental experimentation, accumulation of "baggage" of research skills, mastering various methods of cognition of the surrounding world, mental operations. Formation of ideas about a holistic "picture of the world", awareness in different spheres of life. Development of independence, initiative, broadening horizons. Developing cooperation skills in the process of joint activities. Parents 1. Acquaintance of parents with the directions of pedagogical search on the problem of cognitive development of preschoolers; increasing the pedagogical literacy of parents. 2. Development of parents' practical skills in organizing children's experimentation. 3. Motivation of parents to cooperate with kindergarten teachers on this problem, development of the creative potential of the family, popularization of children's experimentation as an effective method of the child's cognitive development.

Working with teachers Development of methodological recommendations, an action plan, abstracts and scripts of the thematic week. Exhibition and review of methodological literature, didactic aids, games on the topic. Decoration of mini-museums, collections. Decoration of the screen "Children's laboratory" (recommendations for organizing the Experiment Corners). Making a card index of games with elements of experimentation, thematic walks. Designing in groups of Experiment Corners "Children's Laboratory".

Working with parents Designing an exhibition of children's encyclopedias. Design of visual material "Experiments for children 5-7 years old", "Experiments and experiments with air", "Entertaining experiments in the kitchen" Participation in the creation of mini-museums of collections. Booklet for parents "The role of experimental activity in the cognitive development of preschoolers" Open lesson "Traveling around the islands." Consultation "Environmental Education". Seminar - workshop for parents "On unknown paths".

Monday Day of surprises and mysteries "Little explorers" 1. Opening of the thematic week. Acquaintance with the mini laboratory and the rules of conduct in the laboratory. Seminar - workshop for parents "On unknown paths". 2. Game walk on the site "In search of invisibility" (surprises and riddles) 3. "Unusual nearby" - viewing the exhibits and collections of the mini-laboratory, acquaintance with the operation cards for performing experiments and experiments in the evening.

Tuesday Experiment Day "Amazing Air" Conversation on the topic "Where the air lives", solving riddles about the air in the morning hours of being in the group. 2. Determine the direction of the wind. Experiments and experiments while walking. 3. Organization of experimental activities with air