Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Municipal Autonomous Preschool
educational institution "Kindergarten No. 56"
urban district of the city of Sterlitamak of the Republic of Bashkortostan
Research
"Wonder Magnet"
Done: educators
Shchekoldina Maria Gennadievna,
Gizetdinova Svetlana Nikolaevna
Sterlitamak, 2018
CONTENT
Introduction. The relevance of the project.
Stages of project activity.
Conclusion. Summary of the project.
Literature.
1. INTRODUCTION.
RELEVANCE OF THE PROJECT.
Experimentation permeates all spheres of children's activity. A preschool child is a researcher in itself, showing a keen interest in various kinds of research activities - in experimentation. Experiments help develop thinking, logic, creativity of the child, allow you to visually show the connections between living and non-living things in nature. All researchers of experimentation identify the main feature of children's cognitive activity: the child learns an object in the course of practical activities with it, the practical actions carried out by the child perform a cognitive, orienting-exploratory function, creating conditions in which the content of this object is revealed.
Problem: Recently, we began to notice the interest of the children of our group in magnets attached to a magnetic board, in magnetic games. Children in the game themselves, without noticing it, began to conduct experiments with magnets, asking questions: “Why is this happening?” We wanted to help them with this and introduce them in more detail to the magnet, its properties and types.
Project type: cognitive research.
Project type: group.
Duration: short term, two weeks.
Work form: project activity.
Age: 5 years.
Members: children, educators Shchekoldina M.G., Gizetdinova S.N., parents of the senior group No. 3.
Objective of the project : development of cognitive activity of children through experimentation.
Tasks: - acquaintance with the concept of a magnet, the formation of ideas about the properties of a magnet; - develop cognitive activity, examine the subject and experiment with it, develop mental operations, the ability to put forward hypotheses, draw conclusions, the desire for independent knowledge and reflection, activate the vocabulary of children; - to promote the education of independence, skills of cooperation, mutual assistance.
Project object : magnet.
Project subject : properties of a magnet.
Planned result:
Expand children's understanding of the magnet, its ability to attract objects.
Children will get acquainted with what objects a magnet can attract, as a result of experiments they will establish the importance of a magnet in everyday life, its variety and purpose.
They will replenish the vocabulary with such words as metal, iron, ceramics, decorative, attracts and repels.
Active participation of parents in the implementation of the project.
Protection of the presentation of the project.
Project implementation product: do-it-yourself magnetic game.
2 . STAGES OF WORK ON THE PROJECT:
Istage. Preparatory:collection of information, material, replenishment of the experimentation area,creation of conditions for independent activity of the child.
IIstage. Main (or stage of the project implementation): carrying out the planned activities for the implementation of the project.
IIIstage. Final: summing up, presentation of the project"Wonder Magnet"
Stages of project implementation
Discuss the goals and objectives of the project. To generate interest among parents in creating conditions for the implementation of the project.caregiver
22.01.2018.
2.
Selection of attributes, visual - demonstration material, fiction and scientific literature.
Create conditions for project implementation.
Educator, parents
23.01-24.01.2018.
Stage 2 - main
3.
Conversation: "Introduction to the history of the magnet"
As a result of joint activities, get acquainted with the history of the emergence of a magnet, its use in life.
caregiver
25.01.2018
4.
Practical activity: conduct a series of experiments and determine what objects a magnet attracts to itself.
Experience number 1. "A magnet attracts metal objects"
Experience No. 2 "A magnet acts through cardboard, fabric, thin plastic"
Experience No. 3 "A magnet transfers its properties to metal objects"
Experience number 4 "A magnet acts at a distance"
Experience number 5 "A magnet has two poles"
Experience number 6 "A magnet attracts through obstacles"
Generate interest in experimental activities with magnets.
Arouse not only the interest of children, but also the desire to make assumptions and analyze the result.
caregiver
29.01.2018
31.01.2018
5.
Identify metal objects in the group and at home using a magnet
Develop research and exploration skills.
Educator, parents
01.02.2018.
6.
Introduce a variety of decorative magnets.
To give an idea that decorative magnets are caught from different materials, different sizes, shapes and purposes.
caregiver
02.02.2018
Stage 3 - final
7
Processing and design of project materials in the form of a presentation
Broadcasting of the project to teachers, parents and children.
Educator, parents.
06.02.2018.
3. CONCLUSION OUTCOME OF THE PROJECT.
In the process of working on this project, the children got acquainted with the magnet, learned that it attracts metal objects, that the force of the magnet is able to act through various obstacles. Conducted a number of experiments and were able to draw conclusions from them. We got acquainted with a variety of decorative magnets that they brought from home. They formed the skills of research activities, developed cognitive activity, independence, creativity, communication. During this time, we all got to know the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, gained communication experience.
As a result of our research, the goals and objectives set by us at the beginning of the project activity were achieved and implemented. We expect to continue to engage in design and research activities.
4 . LITERATURE.
« The unknown is nearby, experiments and experiments for preschoolers» - Dybina O. V. Rakhmanova N. P. 2010, Tugusheva G. P., Chistyakova A. E.
"Experimental activity of children of middle and senior preschool age" - M .:publishing house : Detstvo-Press, 2013
“Everything about everything. Popular encyclopedia for children. Volume 7 - Moscow, 1994
The Big Book of Experiments for Schoolchildren. Ed. Antonella Meyani; Per. with it. E. I. Motyleva. - M. : CJSC "ROSMEN-PRESS", 2006
"Organization of experimental activities of children 2-7 years old" authors-compilers Martynova E. A., Suchkova I. M. /Volgograd/ - 2010.
"Child in the world of search" - Program ed. Dybina O. V., Moscow, shopping center "Sphere" - 2005
Internet resources.
ATTACHMENT 1
APPENDIX 2
APPENDIX 13
APPENDIX 14
APPENDIX 5
APPENDIX 6
APPENDIX7
APPENDIX 8
APPENDIX 9
APPENDIX 10
APPENDIX 11
APPENDIX 12
APPENDIX 15
P 
ANNEX 3
APPENDIX 4
APPENDIX 16
Synopsis of GCD in the senior group "Properties of a magnet"
Target : expand children's knowledge aboutmagnet and some of its properties .
Tasks :
To teach to examine the subject and experiment with the subject, highlighting the expressedproperties and qualities .
To develop mental operations, the ability to put forward hypotheses, draw conclusions, activate the vocabulary of children.
To interest children in practical activities, to promote the education of independence and the development of communication skills.
Preliminary work: games with a magnetic board and magnetic letters; consideration of various types of magnets; games with a magnet in the corner of experimentation "Fishing"; research activity at home "What attracts a magnet?".
Vocabulary work: Activate the vocabulary on the topic: magnetism, magnetic and non-magnetic objects, attraction, magnetic force.
Material: a box, a glove with a magnet inside, a cardboard clearing, a butterfly, metal and plastic spoons, a rubber ball, paper, a demonstration magnet, plastic buttons, pins, hooks, boxes.
Educator: All the children gathered in a circle
You are my friend and I am your friend
Let's hold hands together
And we smile at each other
Educator: Guys, today we are waiting for a cognitive and exploratory adventure. You are ready? Look, we have a box on the table. And there is something there. Come and take the item from this box. And who knows what it is?
Children: Magnet.
Educator: You all know this stone
Here is an ordinary magnet in front of you,
He keeps many secrets in himself.
Now Kira will tell us all about the magnet.
A magnet is a stone that can attract metal objects. A magnet has a north and south pole. Even if you break a magnet, it will still have a north and south pole. The magnet only attracts objects made of iron and steel. The area around a magnet is called the magnetic field. This is the zone in which the force of its attraction acts. The force that attracts objects is called the force of a magnet.
Reading the poem "Magnet":
With mommy we are craftsmen:
We do sewing.
Now with needles, then with a knitting needle
We sew clothes all day long.
And yesterday quite by accident
We have lost the needle.
Been looking for her all day
And they came up with a game.
If we take a magnet
He pulls and beckons.
Found everything under the bench
And rings and a pin.
Even in the cracks and in the dust
Father's nuts were found.
It turned out to be a whole holiday.
Here is such a magnet-prankster!
Educator: Guys, why is the magnet called magic? (Children's answers) Guys, I invite you to become little explorers. Let's go to our laboratory, where a lot of interesting things await us.
"The important thing is the experiment!
We are interested in every moment."
Experience 1. "A magnet attracts metal objects"
Educator: Guys, look, in front of us is a plate with beans and paper clips. We need to sort it out. And this mitten will help us. How do you think it will help? (children's answers)
"I have a mitten
With her, I'm just a master.
Take a closer look
Follow my hand"
With the help of the “magic mitten”, I quickly sort through the beans (I cover the contents of the plate with the mitten, metal objects are magnetized to the mitten, and the beans remain in the plate). Try to unravel this magic? (children's answers)
Educator: And I can tell you, these objects are magnetized. And now I suggest that you conduct an experiment yourself and find out what objects are magnetized by a magnet. To do this, you need to bring a magnet to each of your items. In the blue tray, put all the objects that the magnet attracts; in the lilac tray, put items that do not respond to the magnet.
Independent work.
Educator: Tell us what you did and what worked for you.
Children: I passed the magnet over the objects and all the iron objects were attracted to it. This means that the magnet attracts iron objects (iron scrapers, screws, nuts).
Educator: What objects are not attracted by a magnet? (plastic button, piece of fabric, wooden pencil, eraser). Well done boys. Move on.
Experiment No. 2 "A magnet acts through cardboard, cloth and a thin plastic tray"
Educator: Look what a beautiful meadow. Flowers, butterfly. And now I will show how the butterfly flies (I drive a magnet at the bottom of the cardboard, the butterfly moves, paper clips are attached to the butterfly).
Educator: Why it happens?(children express their opinions)
caregiver : Yes, guys, a magnet is hidden in a butterfly, and a magnet under the cardboard. Guys, what materials do they go throughmagnetic forces?
Output : Magneticforces passing through the paper attract the metal plate.
Educator: Now do the experiment yourself. Cover iron objects with a piece of cloth and bring a magnet. Show me what happened.
Children: The magnet acts through the fabric. (Iron objects are magnetized through the fabric).
Educator: Put all the iron objects on the plastic tray and slide the magnet under the tray. What's happening?
Children: Objects are moving. The magnet acts through a thin plastic tray.
Output: The magnet only attracts iron objects. The magnet acts through paper, cloth, thin plastic tray.
Fizminutka.
Educator: Making scientific discoveries is not easy, so there are breaks in the laboratories for rest. It would be nice for us to get some rest.
The teacher offers to form a circle and tells the children that he will be in the role of a magnet. Showing a card with the image of a metal object, the children run up to the teacher, and if the teacher shows a card with the image of another object, the children run away fromhim.
Educator: My friends. We rested a bit, would you like to continue our exploration?
Experience No. 3. The magnet transfers its properties to iron.
caregiver : Look guys, what do you thinkmagnetic propertiescan be transferred to normal iron?
(children's answers)
caregiver : Let's check? Hang to the strongmagnet bottom paperclip. If you bring another one to it, it turns out that the top paper clipmagnetizes the bottom! Try to make a whole chain of such paper clips hanging on top of each other. Ifremove the magnet, then all the staples will crumble. The same will happen with other iron parts (nails, nuts) if they stay inmagnetic field, then they will acquire their owna magnetic field. But this field is very short-lived. artificialmagnetizedthe field is easy to destroy if you just hit the object sharply.
caregiver : What did you learn new?
(children's answers)
Output:
caregiver : Yes,magneticfield can be created artificially.
caregiver : My friends, our research has endedproject. What did you like the most?
(children's answers)
Reflection.
Educator: What new did you learn about the magnet today?
Children: The magnet attracts iron objects, acts through paper, fabric, glass, cardboard, water, the magnet transmits a magnetic field to metal objects. Synopsis of GCD in the senior group
Topic: "Introduction to the magnet and its properties"
Purpose: development of cognitive activity of children in the process of getting acquainted with the properties of magnets.
Tasks:
Introduction to the concept of a magnet.
Formation of ideas about the properties of a magnet.
Updating knowledge about the use of the properties of a magnet by a person.
Formation of skills to acquire knowledge through practical experiments, draw conclusions, generalizations.
Education skills of cooperation, mutual assistance.
Lesson progress
1.Org. moment
I will tell you an old legend. In ancient times, on Mount Ida, a shepherd named Magnis kept sheep. He noticed that his sandals, lined with iron, and a wooden stick with an iron tip were sticking to the black stones that lay in abundance under his feet. The shepherd turned the stick upside down and made sure that the wood was not attracted by the strange stones. He took off his sandals and saw that bare feet were not attracted either. Magnis realized that these strange black stones did not recognize any other material than iron. The shepherd took several of these stones home and amazed his neighbors with this. On behalf of the shepherd, the name "magnet" appeared.
There is another explanation of the word "magnet" - by the name of the ancient city of Magnesia, where the ancient Greeks found these stones. Now this area is called Manisa, and magnetic stones are still found there. Pieces of found stones are called magnets or natural magnets. Over time, people learned to make magnets themselves by magnetizing pieces of iron.
2. Main body
The extraordinary ability of magnets to attract iron objects to themselves or stick to iron surfaces has always aroused people's surprise. Today we will take a closer look at their properties.
Experience “Does everything attract a magnet? »
Educator: “What materials do you see on the table? (Items made of wood, iron, shells, cloth, rubber)”
Children take one object at a time, name the material and bring a magnet to it. It is concluded that iron objects are attracted, but not iron objects.
Experience “Does a magnet act through other materials? »
For the experiment, you will need a magnet, a glass glass of water, paper clips, a sheet of paper, cloth, plastic boards.
Educator: “Can a magnet act through other materials: paper, fabric, a plastic partition? “Children independently conduct the experiment and draw a conclusion.
(A magnet can attract through paper, fabric, through plastic)
Throw a paperclip into a glass of water. We lean the magnet against the glass at the level of the paper clip. After the paperclip approaches the wall of the glass, slowly move the magnet up the wall.
Educator: “What do we see? The paperclip follows the movement of the magnet and rises up until it approaches the surface of the water. Can a magnet attract through obstacles?
(The magnet can work through glass and water.) ”
A challenge for ingenuity.
Pour cereal into a bowl (I have millet) and bury paper clips in it. How can they be collected quickly? In response, there may be several options: to the touch, sift, or use the just-defined property of a magnet to attract all iron.
Experience: "interaction of two magnets"
Educator: “What happens if you bring two magnets to each other? »
Children check by bringing one magnet to another (they are attracted). They find out what happens if you bring the magnet to the other side (they repel. One end is called the south or positive pole of the magnet, the other end is called the north (negative) pole of the magnet. Magnets are attracted to each other by opposite poles, and repel by the same.
(Conclusion: A magnet has two poles.)
Experience: "Magnets act at a distance"
Educator: “Draw a line on paper and place a paperclip on it. Now slowly move the magnet towards this line. ”Mark the distance at which the paper clip suddenly “jumps” and sticks to the magnet. Do the same experiment with other magnets.
We conclude that magnets are different in strength, some of them are strong - they attract a paper clip from a long distance, others are weak - they attract a paper clip from a close distance.
(Conclusion: Around the magnet there is something with which it can act on objects at a distance. This is something called a "magnetic field".)
4. Bottom line
Educator: what new did you learn today?
(A magnet attracts iron objects, acts through fabric, glass, water. Magnets are attracted to each other, act at a distance.)
And where in our group can you find a magnet? And at home?
STRUCTURAL DIVISION "KINDERGARTEN "ALONUSHKA"
GBOU secondary school No. 2 named after. V.Maskina railway Art. Klyavlino
IN THE SENIOR GROUP ON THE TOPIC:
"MAGIC STONE MAGNET"
Project leaders:
caregiver
caregiver
April, 2016
“People who have learned ... observations and experiments acquire
the ability to ask questions and get answers to them,
being at a higher mental and moral level
in comparison with those who did not go through such a school "
Project passport
Project type
1. According to the dominant activity: cognitive research.
2. By time: short-term (2 weeks).
3. Project participants: preschoolers of the senior group, parents, teachers.
II. Project relevance:
This topic is relevant because in the educational process, experimentation is the teaching method that allows the child to model in his mind a picture of the world based on his own observations, experiences, establishing interdependencies, patterns. Children actively work with a magnet, without thinking about its properties, the history of its appearance, or its significance in human life.
At preschool age, in the process of development, the child develops a desire to learn and discover as much as possible new things.
III. Problem:
The Federal State Educational Standard of Preschool Education provides for the full and harmonious development of a personality integrated into the world and national culture, possessing key competencies, capable of self-realization and responsible behavior in modern society.
According to GEF DO, the educational area "Cognitive development" includes the development of interests, curiosity and cognitive motivation; development of imagination and creative activity.
A child is born an explorer. His curiosity, the desire to observe and experiment, independently seek new information about the world around him are considered as features of children's behavior.
“The best discovery is the one that the child makes himself”
Merson (American poet and philosopher).
Children of senior preschool age show great interest in experiments with magnets, and the topic of studying a magnet and its application has become relevant.
Magnet is a universal material accessible to a child and is widely used in children's toys and constructors. Children actively work with a magnet, but despite this, they do not have enough knowledge about magnets, its properties and uses. Children have a desire and a need to use objects made from a magnet.
To do this, interest parents in joint experimental activities with children, involve them in doing creative homework, involve them in active participation in enriching the subject-developing environment, and educate children and parents in vital activity.
IV. Hypothesis:
Suppose that a magnet is an object that creates a magnetic field, has the property of attracting other objects and is widely used in human life.
V. Purpose of the project:
The development of the cognitive activity of the child in the process of forming ideas about the magnet, its properties and use in medicine, technology, everyday life and in the group.
VI. Project objectives:
- Acquaintance with the concept of "magnet"; Formation of ideas about the properties of the "magnet"; Updating knowledge about the use of the properties of a magnet by a person; Formation of skills to acquire knowledge through practical experiments, draw conclusions, generalizations; To develop the cognitive activity of children, curiosity, observation, fine motor skills of the hands;
- Encourage the active participation of each child in solving problem situations; To expand and deepen the knowledge and ideas of the child about the objects around him. Cultivate attentiveness, accuracy, caution when working with dangerous objects. Cultivating collaboration skills, .
VII. Expected Result:
- Learn to interact with the teacher and peers during the conduct; Learn to work independently in a team; There will be a desire for knowledge; Logical thinking will develop, the vocabulary of preschoolers on the topic "Magnets" will be enriched; Learn to draw conclusions, justify your answer.
PROJECT STAGES:
I. Preparatory - collection of information, material, replenishment of the experimental corner.
II. The main one is the development of the content of classes with children, conversations, conducting classes on experimentation, independent activities of children in the corner of experiments.
III. Final - presentation of the project, analysis of the results, generalization of experience.
PROJECT STAGES:
I. Preparatory stage:
1. Development of a plan for the project "Magic Stone Magnet".
2. Development of a promising thematic plan for working with children. Preparation of methodical literature.
3. A selection of stories, paintings, illustrations on the topic "Experiments, experimenting with a magnet."
4. Preparation of didactic and practical material for experiments.
5. Registration of information and educational material for parents in the form of folders, sliders, material in the corner for parents.
6. Help parents in the design of the corner of experimentation.
II. Main stage:
Reading the fairy tale "Dreams of one magnet." Magnet legend. Presentation "Introduction to the natural origin of the magnet." Learning a poem about a magnet. Watching the cartoon "Fixies" ("Magnet", "Compass"). Experimenting with magnets. Games with a magnetic constructor, alphabet, mosaic. GCD "Journey to the land of magnets".
III. The final stage:
Project presentations. Creation of a file of experiments.
APPENDIX
INTEGRATION OF DIFFERENT KID ACTIVITIES
USING A MAGNET IN FREE ACTIVITIES
INDEPENDENT EXPERIENCES
"DREAMS OF ONE MAGNET"
On the table lay a large magnet and sighed. He was very bored. There is no one to grab and stick to him, and yet he has such a unique ability, and in vain the magnets inside him stood in rows exactly, like soldiers, and everyone looked in one direction, not moving.
Magnet was very proud of his magnets. He considered himself somewhat related to the light and its Lights. After all, it also consisted of many tiny particles, only they, unlike the Svetiks, were obedient, stood quietly and calmly, did not fly anywhere, even looked in one direction. Any metal has such magnets, but everyone looks in different directions, does not obey. And here, such power! Because everyone is together. Once they grab someone, they won't let go. It's a pity that they can only grab iron.
What if you heat them up? Maybe then they will become stronger and begin to grab everyone and magnetize?
The thought almost made the magnet jump. Here is the idea! After all, it lies on a shelf near the stove itself. It is worth falling off the shelf, and he will be very close to the stove!
The magnet began to sway, ordered the magnets there, inside it, to also sway from side to side. After a while, the magnet crashed to the floor and tried to fall as close as possible to the stove.
Pleasant warmth spread throughout the magnet. He dreamily closed his eyes. But suddenly the noise and voices inside him disturbed the serene peace.
What did he see when he opened his eyes? Once obedient magnets were spinning in different directions, chatting with each other, and some even ran out of order!
What is, what is this mess? he shouted. But the magnetics did not pay any attention to his cry.
Just then the hostess entered the kitchen. She saw a magnet lying on the floor near the stove and threw up her hands.
Oops, now it's ruined!
The hostess quickly picked up the magnet and applied it to the cold iron faucet. But if before magnetists all together grabbed the proposed piece of iron, now many of them did not pay any attention to the crane. And when the hostess removed her hand, the magnet plopped into the sink.
What a disgrace! he sobbed, “it means that the heat does not help us, but, on the contrary, hinders us!” What will happen now? Will they throw me out?
The hostess twirled the magnet thoughtfully in her hands and put it on the shelf.
Let's see if it hasn't gone bad yet. Let it cool down, then we'll check it out.
Lying on a shelf, the magnet froze with fear. However, it cooled down, the temperature dropped. And the colder the magnet became, the more obedient the magnets became. They again lined up in rows and froze, looking together in one direction.
Wow, has it gone? muttered the magnet. “Never again will I dream of what I don’t have.” We attract iron, and good! Just great!
Indeed, magnets are very interesting, almost magical ... objects? Well, yes, things. But they are almost alive!
Natalia Morozova
Project "Magic Magnet"
Short-term educational research project
"Magic Magnet".
Project participants: children of the senior group "Rainbow", educator N. L. Morozova, parents of pupils.
Objective of the project: the development of the cognitive activity of the child in the process of getting to know the properties of the magnet.
Project objectives:
Acquaintance with the concept of "magnet";
Formation of ideas about the properties of a magnet;
Updating knowledge about the use of the properties of a magnet by a person;
Formation of skills to acquire knowledge through practical experiments, draw conclusions, generalizations;
Education skills of cooperation, mutual assistance.
Stages of the project, their content:
Stage 1: preparatory - collection of information, material, replenishment of the experimentation corner.
Stage 2: organizational - development of the contents of GCD with children, conversations.
Stage 3: formative - conducting GCD on experimenting "Magic properties of a magnet", independent experimental activities of children, watching the cartoon "Luntik and his friends" 158 series "Magnet".
Stage 4: final - analysis of the results, generalization of experience.
Types of children's activities:
Reviewing encyclopedias;
Acquaintance with the electronic encyclopedia;
Games with magnets;
Independent experimentation;
Making the game "Fishing";
Creating a homemade book "What attracts a magnet?"
Related publications:
Synopsis of the GCD "Magnet - a magic stone" Synopsis of the final continuous directly educational activity on cognitive development in the senior group on the topic “Magnet-Magic.
Synopsis of organized educational activities using ICT "Magic Magnet" Synopsis of organized educational activities using ICT on the topic “Magic Magnet” of the NGO “Cognitive-Research.
Summary of classes with children of senior preschool age "Magic Magnet" Cognitive development classes with elements of experimentation. Theme: "Magic Magnet". Program content: 1. Contribute.
Abstract of the lesson in the middle group "Magic Magnet" Purpose: development of cognitive-exploratory activity of children. Tasks: 1. Help children get clear ideas about objects.
Project "Magic Beam" The project is implemented with children 3-4 years old. Project type: educational and practical. Type of project: research, short-term (3 weeks). Problem.
Project "The Magical World of Fairy Tales" A person who believes in a fairy tale will fall into it himself, because he has a heart. (Sergey Korolev) Relevance of the project. Junior preschool.
Project "Magic New Year" The project "Magic New Year" Prepared by: educator MB DOU CRR d / s No. 1 "Brook" Ivanova Ekaterina Alexandrovna g-to. Anapa 2014 View.
Purpose: Activation of thinking in the process of resolving specially modeled problem situations in the course of experimental activities.
Master Class.
Theme: "Amazing magnet".
Target: presentation of the experience of working with children on the development of cognitive activity through search and research activities.
Tasks:
To increase the level of professional competence of the participants of the master class on the development of cognitive activity of preschoolers through search and research activities;
To present to the participants of the master class one of the forms of conducting experimental activities with children;
To form the participants' motivation to use experimental activities in the educational process for the development of cognitive activity of preschoolers.
Master class progress.
Dear colleagues! We're glad to welcome you!
Childhood is a time of searching and answering a variety of questions. The child is tuned to the knowledge of the world around him, he wants to learn. The process of cognition is creative, and our task is to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.
Today we will find ourselves for a moment in the magical land of "Experiments", so although I am not a magician or magician, I turn you into young explorers! I will treat you like children.
Guys! I suggest you go to a magical land. In this country, different wizards from fairy tales studied magic.
Remember what wizards you know? (Hottabych, Fairy, Baba Yaga)
Guys, what kind of flower do we have on the board?
This is “A seven-flower flower, it will help us discover the secrets of magic (we take one petal).
- Fly, fly, petal,
Through north to east
Through the west, through the south,
Come back, make a circle,
Just touch, you, the earth,
To be in my opinion led!
Command that we all turn into wizards!
1 task Let's put on hats and turn into wizards. I, too, will dress and together with you I will become a sorceress.
Oh, there is another letter on the board, let's read it.
Guys, did you guess what this mountain was called?
What method did Magnitolik find to free himself from this mountain (removed armor made of iron)
(showing a magnet)
- “Here is an ordinary magnet in front of you,
He keeps many secrets in himself.».
If a magnet is so strong and attracts iron objects, does it attract other objects? To test this, let's experiment! We will conduct an experiment and find out whether everything attracts a magnet? Guys, let's see what wonderful properties our magic stone has - a magnet.
The magic begins...
Just be sure to follow the safety rules with sharp objects.
Experience 1. To do this, you need to bring a magnet to each of the items on the table.
- Put items on the red square, not attracted by a magnet,
and green - which attracts. Get started!
Tell us what you did and what worked for you.
Output : all iron objects are attracted to it, which means that the magnet attracts iron objects: screws, studs, paper clips, coins, etc.
And what items did not attract? (Buttons, fabric, rubber, pencil, eraser, etc.)
Experience 2. Now put a sheet of paper on iron objects and bring a magnet to it. What happened?
Output: Iron objects are attracted through paper.
Experience 3. Now cover the iron objects with pieces of cloth and bring a magnet. Show me what happened.
Output: The magnet acts through the fabric.
Experience 4. Put all the iron objects in plastic plates, and slide the magnet under the plate. What's happening?
Output : Items are moving. The magnet acts through thin plastics.
Generalization : A magnet only attracts iron objects.
Experience 5.
And now, to make us more fun, we will arrange
disco for fairy tale characters.
Through the cardboard (magnets one on top, the other on the bottom) we make various movements.
Output: magnets are attracted to each other.
Experience 6
Do you love tricks?
* "Magnetic focus - boats"
Equipment: basin with water, boats.
Experience progress : lower the boats with needles on the mast into the water, control the boats by moving over the pelvis (without touching them). The magnet sets the boats in motion, even if it does not touch them.
Output: The magnet works even at a distance.
Experience 7
* We will perform the next magic.
It's called Fishing.
You need to get the fish out of the water without getting your hands and magnet wet.
Experience 8: We put fish in a glass of water, how to get it with a magnet?
The magnet must be guided along the wall of the glass. The magnet picks up the fish.
What is this magic? Why do you think you managed to get the fish out of the water without getting your hands wet?
Output:
The magnet can act on objects through glass.
Experience 9
Now I offer you a game"Magic Labyrinth".
You all have cards with tracks. Let's try to draw an iron object (coin) along these paths with a magnet through paper. To do this, put a coin on top of the track, and attach the magnet from below. It is necessary to move the coin with the help of a magnet as accurately as possible, not to go off the intended path.
Educator: what happens to the coin?
Output: The magnet once again exerts its magical effect through the paper.
Experience 10
In the fairy tale "Cinderella", the evil stepmother mixed lentils with peas and forced Cinderella to sort through. And the birds helped Cinderella in this. But the insidious evil stepmother again mixed cereals with screws, bolts and nuts, and again forced Cinderella to go through. Birds cannot help, they are afraid to break their beaks.
Maybe we can help? How to do it faster? (using magnets).
You did a good job today and learned a lot of interesting things about the magic stone - the magnet ...
Are you satisfied with the secrets of magic?
As the New Year is approaching. They say about him - he will bring gifts. And I want to give magnets as a keepsake, which you will decorate yourself.
Take - a handful of happiness, love and luck! (beads). Decorate your magnet.
Preview:
memo
WHAT NOT TO DO AND WHAT TO DO
to keep children interested in cognitive experimentation.
DO NOT | WHAT DO WE HAVE TO DO |
You should not dismiss the desires of the child, even if they seem impulsive to you. After all, these desires can be based on such an important quality as curiosity. | Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration |
It is impossible to refuse joint actions with the child, games, etc. - a child cannot develop in an environment of indifference to him adults. | Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with inner desires to learn something new, because it is interesting and pleasant, to help him in this with his participation. |
Momentary prohibitions without explanation fetter the activity and independence of the child. | If you need to ban something, then be sure to explain why you are banning it and help determine what is possible and how. |
One should not endlessly point out the mistakes and shortcomings of the child's activity. Awareness of one's failure leads to the loss of any interest in this type of activity. | From early childhood, encourage the baby to complete the work he has begun, emotionally evaluate his strong-willed efforts and activity. Your positive evaluation is the most important thing for him. |
The impulsive behavior of a preschooler, combined with cognitive activity, as well as his inability to foresee the consequences of his actions, often lead to actions that we, adults, consider a violation of the rules and requirements. Is it so? If an act is accompanied by positive emotions of the child, initiative and ingenuity, and at the same time the goal is not to harm anyone, then this is not a misdemeanor, but a prank. | Showing interest in the child's activities, talk with him about his intentions, goals (this will teach him goal setting), about how to achieve the desired result (this will help to understand the process of activity). Ask about the results of the activity, about how the child achieved them (he acquires the ability to formulate conclusions, reasoning and arguing). |
“The best discovery is the one that the child makes himself.”
Ralph W. Emerson
Municipal budgetary preschool educational institution
"Kindergarten of the combined type No. 24 "Cornflowers""
Osinovo village, Zelenodolsky municipal district of the Republic of Tatarstan
research project
"MAGIC
STONE - MAGNET»
Performed:
educator
Kumskovskaya I.E., Sovgir N.N. Children's experimentation. - M., 2003.
Dybina O. V., Rakhmanova N. P., Shchetinina V. V. The unknown is nearby. - M., 2001.
Dybina O.V. What was before ... // Preschool Pedagogy. No. 1, 2006.
Kiseleva A. S., Danilina T. A., Ladoga T. S., Zuykova M. B. Project method in the activities of preschool education. - M., 2004.
Big book "why" / edited by A.V. Veselova. Publisher: CJSC "ROSMEN" 2014.
“The unknown is near. Experiments and experiments for preschoolers.
Dybina O.V., Rakhmanova N.P., Shchetinina V.V. 2010
"Experimental activity of children of middle and senior preschool age". Tugusheva G. P., Chistyakova A. E. 2010
"Organization of experimental activities of children aged 2-7 years". Martynova E. A., I. M. Suchkova. 2011
"365 scientific experiments". 2010
Target: development of cognitive abilities of preschool children through experimentation.
Tasks:
Educational
1. To form children's ideas about a physical phenomenon - magnetism.
2. Expand children's knowledge about the properties of a magnet, empirically identify its properties (attract objects; the action of a magnet through glass, cardboard, water, fabric, cereals, wood, sand).
3. Fill up the children's dictionary with the terms: "magnetism".
Educational
1. To develop activity, curiosity, the desire for an independent search for causes, methods of action, the manifestation of creativity and the manifestation of individuality.
2. Develop free communication with adults and children, components of children's oral speech in various forms and activities.
Educational
1. Develop artistic perception when getting acquainted with the artistic word on the topic "Magnet".
2. To form the skills of safe handling of objects during the experiments.
3. To develop the ability of children to work together, the ability to discuss, negotiate.
Material and equipment:
Demo: a magnet in a box, paper clips large and small, a table with a tablecloth, an aquarium with water and marine life, a large ship, pictures, an easel with pictures.
Dispensing: a magnet for each child, a set of items made of various materials: a soft toy, a wooden pencil, a plastic button, a glass glass with water, metal clips and a puck, fishing rods, containers with various cereals, paper boats, handkerchiefs, cardboard, white coats with badges and glasses.
Lesson progress:
The teacher invites the children to the group andbrings in a box with a large magnet. The box is closed.
Guys, this morning someone brought a box with a riddle to our group, try to guess what it is?
It happens small, big,
Iron is very friendly with him,
With him and the blind, without fail,
Find a needle in a haystack.
Children's answers...
Here we have an ordinary magnet.
He keeps many secrets in himself.
Educator: - I will tell you one oldlegend . Long ago, on Mount Ida, a shepherd named Magnis was tending sheep. He noticed that his sandals, lined with nails, and a wooden stick with an iron tip were sticking to the black stones that lay under his feet. The shepherd turned the stick upside down and made sure that the wood was not attracted by the strange stones. He took off his sandals and saw that bare feet were not attracted either. Magnis realized that these strange stones (black in color) did not recognize any other material than iron. The shepherd took some stones, brought them to the village and greatly surprised his neighbors. On behalf of the shepherd "Magnis" - the name "magnet" appeared.
But in many languages of the world, the word "magnet" simply means "loving" - this is because of its ability to attract to itself. The extraordinary ability of magnets to attract iron objects to themselves or stick to iron surfaces has always aroused people's surprise.
- « Our task is to get to know this amazing stone better.” Shows the magnet to the children, lets them touch it (What does it feel like? Smooth, cold), determine the weight (heavy - light?), Color (dark gray), give a definition -“A magnet is a stone, its surface is cold, smooth, has a weight and a dark gray color.”
caregiver invites children to the hall designed as a scientific laboratory….
Asks the children the question - “Where did we come from?”
Childrenconsider materials, “equipment”, offer an answer.
Educator: using a hint, leads the children to the conclusion that they were in a research institute.
Asks children who works in research institutes and what people in this profession do.
Children: scientists, researchers, conduct different experiments.
Educator: - Guys! I invite you to visit our institute and become scientists-researchers for a while.
Conducts a conversation "How to behave in a scientific laboratory." Learn the rules, assign roles.
The teacher acts as a senior researcher, since he has already visited this laboratory and knows what interesting things to do here.
Children are offered the roles of laboratory assistants (white coats, glasses, badges, with the appropriate designation).
Educator: - « Colleagues, what do you think, are all objects attracted by a magnet?
Children's answers.
To test your assumptions, I suggest that all laboratory assistants go throughto the laboratory.
- "Look what items are on your tables?"
Children list...
1. soft toy
2. wooden pencil
3. plastic button
4. glass cup
5. metal clip and washer.
Experience number 1.
“I suggest that you choose those objects that, in your opinion, a magnet can attract to itself.”The children are doing the task.
How to check if you made the right choice?Children offer a solution to the problem (using a magnet).
- "What objects did the magnet attract?" (Clip, washer).
- "And which ones did not attract?" (Soft toy, wooden pencil, plastic button, glass ball).
« What conclusion can be drawn?
Output: The magnet only attracts metal objects.
Experience number 2. Get a snake out of the jar with a magnet.
Colleagues, look, there is a glass cup, and in it is a snake of paper clips. How to get paper clips without dropping your hands in there?
Children's answers, discussion, guesses.
Let's try to get a magnet?
Guys, what can you conclude?
Children: Output: The magnet works through the glass.
Educator: - What do you think, does a magnet work only through glass?
Children's answers.
Experience number 3. The game "Fisherman".
With magnetic fishing rods, children catch marine life from the aquarium.
At the end of the game, the following property is discussed:
"A magnet is not afraid of water, it acts through water."
Experience number 4. "Does a magnet have obstacles?"
A filled container with various substances (sand, buckwheat, corn, millet, seeds, pumpkin seeds, semolina, watermelon seeds), at the bottom of which metal objects are placed. Children lower the magnet into the container.
Conclusion: The magnet can attract and pull out objects from sand, buckwheat, millet, seeds, pumpkin seeds, semolina, watermelon seeds). The magnet is not afraid of obstacles.
Experience number 5. "Paper boats".
There are paper clips on the boat, but they are metal, which means that the magnet attracts them. I wonder if a magnet can attract boats through a thick, wooden tabletop?
Conclusion: A magnet can attract and move iron objects through thick wooden table top.
Experiment No. 6 “Does a magnet attract iron objects through fabric?”
Place fabric on the paperclip.
Conclusion: A magnet can attract iron objects through fabric.
Experiment No. 7 “Does a magnet attract iron objects through cardboard?”
Place cardboard on top of the paperclip.
Conclusion: A magnet can attract iron objects through cardboard.
Warm up: Please help me understand which objects are attracted and which are not. You are magnets - I show the object, if it is magnetized - clap your hands, if not - hands behind your back.
Well done! (pictures - a knife, a ball, a saucepan, skis, skates, a plate, pencils, a samovar, a castle, boots, a notebook, etc.)
Experience No. 7 "Smart magnet plasticine."
Millions of magnetic particles and a neodymium magnet are embedded in plasticine. Plasticine: - breaks,
jumping,
stretches
Absorbs a neodymium magnet.
These are wonderful magnets - how much magic can be done with them.
Let's note in our diagram with an arrow that a magnet magnetizes to itself (Easel with pictures).
caregiver draws the children's attention to the box with the magnet.
- Dear colleagues, today we had a difficult but interesting day. We studied the properties of a magnet.
What properties
do we have a magnet?
Children name properties:
1. The magnet only attracts metal objects.
2. The magnet acts through glass, water, cardboard, fabric, thick wood, cereals, seeds, sand.
3. The magnet is not afraid of obstacles.
Assel reads a poem about a magnet:
I have loved magnets for a long time.
He still beckons me
Small piece of stone
An inconspicuous, gray bar.
- Dear laboratory assistants, the leadership of the research institute thanks you for the work done and rewards you with sweets.
Dear colleagues, now it's time for us to return to the group and become children again.
