Research activity. Children's projects
"Stubborn plant" The first experiment. What will happen? Children put one plant on the window. Second experiment. Another plant is placed in a shaded place. Third experiment. The plant is completely closed from light. Results: All living things need light, in whatever position we put the plant, it will always stretch and turn towards the light.
"Plant magician" The first experiment. What is the stem made of? Children are offered to incise the stem with a spatula, examine the place of the incision and the juice through a magnifying glass. Second experiment. How does the plant drink? Children lower the plant into colored water. Results: The plant is moisture-loving, moisture rises up the stem from the soil. The stem is made up of sap-filled fibers
"Green figurines" The first experiment. Where do plants live the longest? Children lay out the molds on napkins soaked in water. Soak seeds in them. Moisturize daily Second experiment. Children place the seeds in a container with earth and sprinkle with earth. Moisturize daily. Results: In the soil, plants are stronger, live longer
"Ecological education of preschoolers" - Video trainings. equestrian sport school. Caring for plants and animals. Environmental education (propaganda). Creative groups. Family living rooms, participation in competitions, quizzes. experimental activity. Ecological center "Rosyanka". Perspectives. Information stands, editions of ecological newspapers.
"Ecology for preschoolers" - Happy MARCH 8. The purpose of our work: Formation of the beginnings of the ecological culture of the personality of preschoolers, which implies a formed ecological consciousness, environmentally oriented behavior and activities in nature, environmental protection attitude, cognitive interest in knowledge about the native land.
"Portfolio of a preschooler" - A portfolio should attract, interest. Therefore, initially it is worth attracting active, caring parents. So there are electronic portfolios, poetic captions for photographs, drawings, etc. Guidelines to create a portfolio of preschoolers. For a child, the design of a portfolio is of particular importance.
"Ecological education of preschoolers" - Systematics. Some protected plants and animals of their region, country. Target. Cognitive lessons. The relevance of the work. Family work. Distinguish between studied plants and animals. Tasks. The main signs of the seasons. Determine the effectiveness of the work done. To analyze domestic literature on the problem of environmental education of preschoolers.
"Legal education of preschoolers" - Remember, people cannot live without a reliable family! Legal education of preschoolers. In our kindergarten, not only teach, develop, harden. Here the children's health is taken care of. The nurses will weigh the children and inoculate them. The right to life and education in one's family. Everyone in the world knows adults and children that the family is our best friend on the big planet.
"Research work" - Research tasks (values dependent on several simple factors are studied). The structure of the research work: The reasons for the introduction of the course: OTSDOD. (April) Youth Forum. Part 5. The main theme. Research methods. Contests. How to write a review? The main topics of the course: Criteria for assessment research work.
"First Steps in Science"
Soap bubble magic.
Luneva Darya Olegovna, 24.10.2007 MBDOU "Stemassky kindergarten" Kid "of the Alatyr district of the Chuvash Republic.
Scientific adviser:
Luneva Svetlana Evgenievna, teacher of MBDOU "Stemas kindergarten" Kid "
Subject direction: Natural science. Inanimate nature
Introduction.
Now I'll take a simple straw in my mouth,
I will draw water into it, then lightly blow into the straw -
And now, shining with a smooth film, stretching in breadth,
A delicate, thin, colored bubble comes out.
The balloon takes off inflated, more transparent than glass.
Mirrors seem to sparkle inside it ...
Samuil Marshak
Relevance of the topic: A circus came to our city. And one of the numbers was blowing soap bubbles of various shapes and sizes, which did not burst for a long time. At home, my mother and I decided to make a solution for soap bubbles, but the bubbles turned out to be small and burst quickly. And then we became interested in what needs to be added to the solution so that the bubbles are large and strong and whether such a solution can be made at home.
Purpose of the study:learn how to get large, strong soap bubbles.
Tasks:
Learn about the origin of soap bubbles.
Learn the secrets of the soap bubble.
At home, conduct experiments on inflating various types of soap bubbles.
Object of study: composition and properties of soap bubbles.
Subject of study: a solution for making soap bubbles.
Research methods: observation, experiments, comparison and generalization of results
Hypothesis: when using a "secret" substance in the composition of the solution, the soap bubbles will turn out to be large and strong.
Main part.
The history of the origin of soap bubbles.
In order to find out how and when soap bubbles appeared, we began to search for information on the Internet. And found...
A soap bubble is a thin film of soapy water that forms a sphere with an iridescent surface.
When and where exactly soap bubbles appeared to this day remains a mystery. But it is known for certain that during the excavations of ancient Pompeii, archaeologists discovered unusual frescoes depicting young Pompeians blowing soap bubbles. This means that bubbles have pleased children and adults since the time of ancient Pompeii. Apparently, they had their own secrets of soap production.
In the paintings of the Flemish artists of the 18th century, images of children blowing soap bubbles through a clay straw were often found. In the 18th and 19th centuries, soap bubbles were blown by children using soapy water left over from washing.
The secrets of soap bubbles have interested philosophers, artists, scientists for centuries, leaving no one indifferent in the 21st century.
So, for example, on August 9, 1996, Alan McKay (New Zealand) launched a soap bubble 32 meters long. His name was included in the Guinness Book of Records. Sam Heath (Sam Heath) blew the world's largest soap bubble, rather a whole cloud of soap, which hovered in the air in a park in London. Once Sam blew a soap bubble with 50 people inside.
Soap bubbles are usually short-lived, exist for only a few seconds and burst when touched or spontaneously. But, nevertheless, blowing soap bubbles is a favorite children's entertainment. And not only for children. While we were doing the research, we made sure that adults are also very fond of blowing.
Conclusion: Blowing soap bubbles is one of the favorite pastimes for children. When and where exactly soap bubbles appeared to this day remains a mystery. The secrets of soap bubbles have interested philosophers, artists, scientists for centuries, leaving no one indifferent in the 21st century.
Recipes for the production of a solution for soap bubbles.
How do we prepare the right solution for soap bubbles? It is clear that the basis of all recipes is detergent and water. And we started experimenting.
We prepared a solution in four cups. The first solution is water + dishwashing detergent, the second is water + dishwashing detergent + sugar, the third is water + dishwashing detergent + glycerin (sold in a pharmacy), the fourth is water + liquid soap.
Solutions are ready. You can try. From the first solution, the bubbles turned out to be small and quickly burst. From the second solution with the addition of sugar, the bubbles turned out to be just as small, but colored. Already more interesting. The fourth solution did not inflate bubbles at all. But from the third solution with glycerin, the bubbles turned out to be large and did not burst for a long time.
Conclusion : the basis of all recipes for the solution is water and detergent. Most importantly, the “secret” substance that gives bubbles strength is glycerin.
Description of bubble blowing experiments.
At first, we all together just randomly blew bubbles with pleasure from straws of different thicknesses. We liked it very much. Then they decided to blow bubbles of different shapes and sizes, put a bubble in a bubble, blow a bubble around the toy.
Experience 1. Bubble in a bubble.
Lubricate the surface of the table with soapy water. Blow a big bubble on the table. Immerse the straw in the soap solution so that only the tip of it remains dry. Carefully push the straw through the wall of the first bubble to the center. The big bubble didn't burst! Slowly we begin to blow into the straw. We get the second bubble enclosed in the first one. Carefully pull out the straw.
Conclusion: the walls of a soap bubble are strong enough and elastic so that a straw pre-moistened with soapy water can be passed through them.
Experience 2. Bubbles around objects.
Lubricate a small toy with soapy water and put it on the table. And gently start blowing a soap bubble. The toy slowly sinks into the bubble. And now the figurine is lying under a transparent semicircular cap made of soap film
Conclusion: the soap film of the bubble is strong enough and elastic enough that a small object pre-moistened with soapy water can be placed in it.
Experience 3. Soap flowers.
We thought, is it possible to make a flower out of several soap bubbles. And they set to work. I blew bubbles on the table and they attracted to each other. And so it turns out that you can make not only a flower, but also other figures.
Conclusion: This experiment shows how elastic a soap bubble can be and what delightful objects can be created with it.
Experience 4. Bubble on the palm.
We had a question, is it possible to catch a bubble in the palm of your hand? At first, the bubble burst upon contact with the palm of the hand. But then we guessed to lubricate the palm with soapy water. And now the bubble lies quietly in the hand and does not burst!
Conclusion: this experience refutes the widespread belief about the “inviolability” of the bubble and its fragility. In order to plant a bubble on an object, it is enough just to moisten it with soapy water, thereby smoothing out the surface roughness of the object and admire its iridescent beauty for several minutes.
Conclusion
Having finished our work, we realized how little we were familiar with such an amazing phenomenon as a soap bubble.
Research projects for preschoolers
Project "Milk and dairy products"
Maksutova Yu. I. teacher of the highest qualification category, 2012
Brief summary of the project.
This project is the organization of work to familiarize children with the value and benefits of milk and dairy products, understanding the importance of milk in the nutrition of a growing child's body.
This work was carried out through search and research, integration activities in the process of various forms of work aimed at expanding the potential of children's creative and intellectual abilities through the activation of children's life.
The project is research and creative, designed for a period of 1-1.5 months for children of the older group, teachers and parents, including several stages.
Relevance.
A must and indispensable product baby food is milk. Due to its chemical composition and biological properties, it has an exceptional place among products of animal origin, used in the nutrition of children of all age groups.
Unfortunately, not all children are happy to drink milk and eat milk-based dishes. Children don't understand
the importance of milk and dairy products in the development of the human body.
Therefore, we, adults, must help children discover the valuable qualities of milk, its significance for the development of the child's body.
My children and I decided to see where else milk is found? Why does a person need milk?
Purpose: to enrich children's knowledge about milk, as a valuable and useful product for the growth of a child's body.
Tasks: To expand the horizons of children about milk and dairy products.
To form research skills in children (search for information in various sources).
To develop a cognitive interest in research activities, the desire to learn new things.
To develop the ability to work in a team, the desire to share information, to participate in joint experimental activities.
To form in children a conscious attitude towards healthy eating.
Involve parents in the project.
Hypothesis.
If children learn more about the value of milk and dairy products through their own research activities, then they will understand that milk is a valuable food for the child's body and they will have a desire to eat it.
The project is based on the research method of teaching. This is a method in which children learn to conduct independent research, learn to collect available information about the object of study, record it, and expand their horizons. Children develop creativity and the ability to express their definitions, develop thinking and speech.
The main feature of research learning is activation educational activities children, giving it an exploratory, creative character, and thus transfer the initiative to the child in organizing his cognitive activity. (A. I. Savenkov "Children's research as a method of teaching older preschoolers" Moscow, "Pedagogical University" First of September ", 2007)
Research methods:
Observation;
Search work (from various sources of information);
Experimentation.
Before starting the project, to determine the degree of knowledge of children about milk and dairy products, I used the “ Three questions". Its purpose is to identify the degree of awareness of children before the start of the project and compare knowledge at the end of the project. Together with the children they discussed what they know on this topic, recorded the answers in the table. Then I asked what they would like to know? Also recorded the responses. Invited the children to think about how to find answers to questions? The children decided to ask adults, read in books, learn from TV shows, conduct experiments, go on an excursion to the store. The third question is: What did you learn? ” was asked at the end of the project, which helped me draw the right conclusions and understand what the children had learned.
What we know about milk What we want to know What we have learned
Milk is given by a cow
The cow lives in a barn
The cow grazes in the meadow and eats grass
White milk, sold in the store
Porridge is made from milk
A car brings milk to the store
Cottage cheese is made from milk - How a cow gives milk
How milk gets to the store
What other products are made from milk
What is useful in milk
What can be made from milk - Cows live on farms, people take care of them (cattlemen, milkers)
Milk is brought to the store from a dairy, where it is processed and dairy products are made.
Milk contains vitamins and minerals, fats, carbohydrates, proteins
You can cook different dishes from milk: pancakes, scrambled eggs, pies, bread, porridge, add to mashed potatoes
Milk is good for the growth of the child's body
The project was carried out in several stages.
Preparatory stage (2 weeks).
Creation of a developing environment;
Selection of methodological and fiction on this topic;
Development of classes and an action plan on the topic of the project.
On preparatory stage brought to the attention of parents the importance and significance of this topic. Together with parents, we created a developing environment in the group. Children brought milk and dairy products from home to decorate the Merry Cow development stand, play material. We selected methodological and fiction literature on the topic, made visual illustrated material (pictures, clippings from magazines depicting dairy products and milk-based dishes, game material. We made an action plan for the implementation of the project. Developed a series of classes devoted to studying the properties of milk.
II. Practical stage (3 weeks)
To expand children's knowledge about milk and dairy products;
Develop cognitive interest and research skills;
To promote the ability to work in a team of adults and peers.
Together with children, she conducted experiments and experiments with milk and dairy products, revealed the properties of milk, tasted dairy products, mixed milkshakes, made yogurt, baked pies. A cycle of classes was held dedicated to milk and dairy products, the problem of healthy nutrition. We went with the children on an excursion to the store in the dairy products department.
In productive activities, the children drew on the theme “Far away in the meadow, cats graze ...”, “A house in the village”, designed cows from paper, made the “Dairy Products” mobile, drew posters, created albums with drawings. Together with the children, a model of a glass was made with tubes indicating the composition of milk: proteins, fats, carbohydrates, and minerals.
played in role-playing games"Farm", "Dairy Products Store", didactic games "The Fourth Extra", "Guess the Taste", "Labyrinths".
In the speech direction, work was done on compiling stories about dairy products, cows. Together with the children, they read stories, fairy tales, nursery rhymes that tell about milk and cows, learned poems and dramatizations.
Conversations, leisure and entertainment were held on the formation of the value of a healthy lifestyle in children.
The children were given homework: explore the refrigerator at home and find dairy products in it, visit with parents in the store dairy department and see a variety of dairy products. In the group, the children shared their impressions. Thus, we found out which dairy products are preferred in the families of our pupils. Also, parents were invited to participate in the exhibition "Milk - the health of the whole family", which presented joint drawings, crafts, posters of children and parents.
III. The final stage(1 Week)
Summarize the knowledge of children on this topic;
To educate in children and their parents the need for a healthy lifestyle and positive emotions.
The presentation of the project was held in the form of a milk festival, which was attended by parents and children of another age group. Information material was presented in the form of poems read by children, games, songs and dances, as well as a surprise moment (a cow with Milky Way chocolates came to visit the children).
As a result of working on the project, the children expanded their knowledge about milk and dairy products, learned that milk is not only tasty, but also a valuable product for baby food. Children acquired the skills and abilities of research activities: to search for and collect information, analyze, systematize and draw conclusions, the skills of mutual assistance, support and close communication with adults and peers appeared. Increased interest in the knowledge of the world around. All this contributed to the self-development of the personality of each child, the education of purposefulness and self-respect in him.
The novelty of the project lies in the unusual nature of the subject, the relevance of the topic and the use of the search and research method in the course of the project.
The practical significance of the project lies in its development and implementation in the educational process in preschool educational institutions, in the use of practical experience by teachers of the city and district.
So, we came to the conclusion that the introduction of research methods in the educational process kindergarten- this is today one of the main ways of cognition, most fully corresponding to the nature of the child and modern tasks its development.
Giving preference to the project method of teaching, I thus create the conditions for the self-realization of children.
For me, project activity is a kind of specific form of creativity, effective remedy professional and personal development and my creative manifestations.
Attached files:
| prezentacija_lpm8a.ppt | 5262.5 Kb | Downloads: 975 | |
www.maam.ru
Search and research project for older preschoolers "Zimushka-winter"
Project "Zimushka - winter
The project was developed by Dobryakova Olga Viktorovna,
art teacher
MBDOU "Kindergarten No. 2 of the combined type", Mikun
Project type:
Search and research, creative, practice-oriented, children's with the participation of parents and teachers, Group children's search and research, creative project.
Project theme:
"Zimushka - winter."
Objective of the project:
Formation of children's ideas and knowledge about seasonal changes in nature in winter;
Development of skills to convey the impressions received in productive activities.
Project objectives:
To form children's ideas about seasonal changes in wildlife and inanimate nature in the winter;
Develop monologue, dialogic polylogical, coherent speech, replenish vocabulary;
Learn to portray winter nature, use different visual materials, draw with non-traditional techniques;
To promote the development of interest in search and research activities;
Promote development creativity children, their imagination, logical thinking, the ability to notice changes in nature;
Determine the steps to implement the project;
To cultivate a caring attitude towards nature, a desire to take care of birds and animals.
Educational area: artistic creativity, cognition, communication, reading fiction, music.
Project duration: medium-term: 2 months.
Dates: 01. 12.-31.01.
Project participants: children middle group, parents, educators, music director, art teacher.
Relevance of the topic:
This topic of the project will never lose its relevance and practical value, since it meets the principle of seasonality, on which the entire pedagogical process is built. preschool institutions(organizations) .
The project allows you to expand, enrich, systematize and creatively apply children's knowledge about seasonal changes in nature and in people's lives during the winter season; introduces winter holidays, features of their celebration;
contributes to the development of interest in search and research activities.
"Zimushka-winter" covers everything educational areas; provides all project participants with more opportunities for creative implementation.
The project is unique in that it is inextricably linked with everyday life: nature itself provides materials for observation, research, experimentation and creativity.
Winter is the time for games, fun, entertainment, New Year and Christmas holidays, which allows you to have fun, with imagination and usefully spend this time of the year.
Project Implementation Plan
Topic selection.
Acquaintance of children with seasonal changes in nature in the winter season,
Definition of steps for the implementation of the project.
Area artistic creativity
"We are the creators of beauty."
Preparatory
Creation of a developing environment (selection methodical literature, board games, audio recordings, cartoons, fiction, proverbs, sayings, riddles, illustrations, reproductions of paintings).
Preparation of materials for artistic creativity;
Drawing up a plan of joint activities with children.
Search and research.
Purpose: consolidation and expansion of ideas and knowledge about seasonal natural phenomena through the search and research activities of children.
To give an idea of the way of life of birds and animals in the winter;
To develop in children the desire for research activities;
To cultivate a caring attitude towards animate and inanimate nature;
Involve parents in the implementation of the project.
artistic and creative.
Purpose: Development of artistic and creative abilities of children.
1. Develop aesthetic perception, color perception.
2. Improve technical skills in drawing, modeling, appliqué:
In drawing: to teach children to convey the image of winter in various techniques, to use a variety of materials.
In modeling: to learn to convey images in a stucco image using different methods and materials.
In the application: learn to create a paper composition using different techniques.
In music: learning songs about winter and dancing for the holidays.
Encourage independent creativity and imagination.
Final.
Purpose: generalization, systematization of children's knowledge about the winter season and holding the final event "Winter-Winter".
To consolidate the knowledge of children on a given topic;
Develop interest and desire to observe seasonal changes in nature;
Organize an exhibition of children's creative works.
Hold a competition for expressive reading of poems about winter;
Drawing up an album with children's drawings about winter;
Host winter holidays.
Expected Result.
Expansion and enrichment of children's knowledge about seasonal changes in nature in the winter season.
Formation of children's cognitive interest in the course of joint practical activities with a teacher.
The formation of monologue, dialogic and coherent speech of children, enriching it with epithets, new words and expressions.
Formation of artistic abilities of children in the course of joint creative activity with adults.
The use of new winter games and entertainment by children, the ability to use them in independent play activities.
Reading by heart poems about winter.
Involving parents in creative process working with children, strengthening interest in cooperation with the kindergarten.
Project activity product:
Contest of expressive reading of poems about winter.
craft competition from different material and in different techniques "Workshop of Santa Claus" (joint creativity of children and parents).
Exhibition of children's drawings "Zimushka - Winter came to visit us" and "Happy New Year! ".
Compilation of an album with children's drawings on a winter theme: “Winter Forest”, “Winter painted all the houses with white paint”, “Trees in winter clothes”, “House in winter forest”, “Fairytale Forest”, “Birds”, “Such different snowmen”, “Soon, soon New Year! ”, “Sorceress winter”, “Snowflakes”, “Patterns on glass”, “Christmas tree”, “Round dance at the Christmas tree”,
Crafts from plasticine: " Christmas trees”, “Penguins on an ice floe”, “A hut in a winter forest” (relief, “Snowflakes are spinning”, “Who lives in a winter forest?”, “Father Frost and the Snow Maiden”, “The symbol of the New Year is a snake”.
Application: “Snowmen”, “Hare at the Christmas tree”, “Christmas balls”, “Decorate the Christmas tree”, “Who does not sleep in the forest in winter? ”,“ Snowflakes are spinning ”, etc.
New Year's party "Visiting Santa Claus".
Holiday "Christmas Miracle".
The final event "Zimushka-winter".
Attached files:
| proekt-zimushka-zima_bs2ul.pptx | 9450.89 Kb | Downloads: 119 | |
www.maam.ru
Research project for children of senior preschool age "Invisible Air"
Project "Air is invisible"
Project type: research, short-term
Relevance:
Air is a magician that can perform many miracles. He can lift from seabed sunken ship, to make possible the smooth flight of the airship and the rapid movement of aircraft. The preschooler has lived in the world for several years and is used to meeting the air everywhere.
But to learn on your own, to study its properties, to find out what the child has not thought about or guessed before is not yet within his power.
At present, in connection with the revision of priority forms and methods of teaching in preschool education, it is precisely the methods that develop children's abilities for the initial forms of generalization, inference, and abstraction that prevail. And that method is experimentation.
The task of adults is to help children form in the child an active desire to experiment; create optimal conditions for the development of creative, independent and joint activity of pupils through a variety of experimental, artistic activities.
Project participants: children of the eldest speech therapy group, group educators, parents.
Objective of the project:
To form in children the desire to independently conduct an experiment with air and use the results in further activities.
Tasks:
1. contribute to the enrichment and consolidation of children's knowledge about the properties of air, expanding children's understanding of the importance of air in the life of humans, animals, plants;
2. to teach children to conduct elementary experiments with air; explore its properties, establish connections, changes;
3. organize the knowledge of children on the topic "Air" through an independent search;
4. Familiarize yourself with environmental issues air;
5. develop children's skills of cooperation through involvement in different kinds activities with children and adults;
6. cultivate a culture of communication, activate speech activity children.
7. develop creative activity in creating artistic images using the properties of air.
8. develop cognitive activity, creativity, imagination, thinking, fantasy, communication skills.
Project implementation timeline- 3 months.
Stages of project implementation.
Preparatory stage:
Study and analysis of the level of development of children's cognitive abilities, skills and abilities of research activities and creative design. Identification of the level and effectiveness of planning educational work, analysis of the organization of a subject-developing environment, analysis of the effectiveness of working with parents to enrich and consolidate children's knowledge about the properties of air.
Modeling stage:
Selection of methods, forms of work with children, parents of pupils, educators, creation of an effective subject-developing environment in the group, creation of an information space for parents, selection of diagnostic methods.
Main stage:
Implementation of the tasks set, development of diagnostic, methodological, practical material, determination of the most effective methods and methods of working with children, parents, kindergarten teachers to organize natural-scientific observations and experiments with children.
Control stage:
Analysis of the work done, monitoring the level of development of children's research skills, determining the level of competence of parents in organizing natural-scientific observations and experiments with children at home, the desire to cooperate with preschool teachers.
Expected result:
1. Presentation of work experience on pedagogical council DOW.
2. Organization of the photo exhibition "Air and Us".
3. Creation of the album "Air around us"
4. Organization of the group exhibition “Everyone needs air”
5. Conducting a lesson together with the parents of the pupils: "Air is invisible"
As a result of the project, children will know:
1. Where is the air.
2. The role of air in human life.
3. The role of air in the life of animals.
4. The role of air in plant life.
5. Why air is needed.
6. Properties of air.
7. Ways to purify the air.
8. Rules of the young researcher.
As a result of the project, children will be able to:
1. Perform actions to organize experiments with air.
2. Ask questions, look for answers.
3. See a problem on a specific topic.
4. Formulate a goal, plan tasks.
5. Make hypotheses and test them.
6. Select funds and materials for independent activities.
7. Conduct feasible experiments and draw appropriate conclusions.
8. To draw up the results of experiments in the form of the simplest schemes, signs, drawings, descriptions of the conclusions.
Main areas of work:
1. Working with children.
2. Working with parents.
3. Work with employees.
4. Work to improve the subject-developing environment.
Project Implementation Mechanism
Work with children
(planned and carried out throughout the day, through all activities):
Classes of direct educational activity (GCD) from the educational field "Cognition"
Experimental activities of preschoolers.
Search and research activities.
Organization of games: didactic, desktop-printed, verbal, creative, role-playing.
Organization of labor activity.
Organization of artistic and speech activity.
Organization of visual activity.
Looking at pictures and illustrations.
Organization of walks.
Reading works of art.
Crossword work.
Exhibition of children's drawings.
Creation of the Museum "Air World"
Working with parents:
Questioning.
Making folders - movers, folders - clamshells.
Organization joint activities: making attributes, games, homework, participation in entertainment.
Compilation of crossword puzzles.
Selection of artistic words, riddles.
Exhibition of drawings.
Exhibition of illustrations and photographs.
Individual conversations.
Work with employees:
Seminar-practice "How to acquaint children with the phenomena inanimate nature(using air as an example) »
Consultation "How to create an air museum"
Development teaching materials within the framework of the topic (forward planning, questionnaire)
List of used literature:
1. Burykina M. Yu. Introduction to the world of inanimate nature of children preschool age. Bryansk 1995
2. Vinogradova N. F., Kulikova T. A. Children, adults and the world around. 1993
3. Journal of preschool education No. 3, 1999. Page 23-30.
First, we created the conditions for conducting experiments with air. We got a whole laboratory, as it included all areas of experimental activities in the senior group.
For experiments with children, we purchased medical caps, and made aprons and sleeves from large dense garbage bags.
Cut out the neck and holes for the hands. It turned out the form of scientific workers.
We conducted a series of experiments with the children with air: "Catch the air", "Air moves", "Air has weight", "Air is lighter than water", "Air has no smell".
Cards were made to fix the properties of air.
Most of all, the children liked the game: "Who will blow the biggest soap bubble"
Parents who could not come to the final lesson "Air is invisible" were looking forward to when we put photos from this lesson on the website.
www.maam.ru
Projects in kindergarten
Projects in a preschool educational institution
The implementation of any project in a preschool educational institution can be divided into certain stages:
First stage
At the first stage, the educator formulates the problem and goals of the project, after which the product of the project is determined. Introduces children to a game or plot situation and then formulates tasks.
The tasks of children at this stage of the project implementation are: entering the problem, getting used to the game situation, accepting tasks and goals, as well as supplementing the tasks of the project. The last point is very important, since one of the important tasks of the teacher is the formation of an active life position in children; children should be able to independently find and identify interesting things in the world around.
Second phase
At this stage, the teacher (in addition to organizing activities) helps children to competently plan their own activities in solving the tasks.
Children are united in working groups and there is a distribution of roles.
Third stage
The educator, if necessary, provides the children with practical assistance, as well as directs and supervises the implementation of the project.
Children develop a variety of knowledge, skills and abilities.
Fourth stage
The teacher prepares a presentation on the activities of a particular project and conducts it.
Children actively help in preparing the presentation, after which they present the product of their own activity to the audience (parents and teachers).
Project classification:
Currently, projects in the preschool educational institution are classified according to the following criteria:
By topic
They differ in subject matter (creative, informational, game or research) and ways of implementing the results.
By composition of participants
They differ in the composition of groups of project participants - individual, group and frontal.
By implementation time
In terms of duration, projects are both short-term (1-3 lessons), so medium duration and long-term (example: familiarization with the work of a major writer can last the entire academic year).
The main stages of the project method:
The teacher helps the children to choose the most interesting and feasible task for them at their level of development.
Project development
Drawing up an activity plan to achieve the goal: who will turn to for help, sources of information are determined, materials and equipment for work are selected, what items to learn to work with to achieve the goal.
Project implementation
More details on the website vospitatel.com.ua
Research topics for preschoolers | Trainer
Research topics for preschoolers
Attention! We also offer on this site to download for free for preschoolers our author's game training program Multiplication table in cartoons.
Research topics in kindergarten compiled for children of the older group and carried out with the help of educators and parents.
During the research work children's project) pupils of the kindergarten (DOE) study the object chosen by the child in more depth, observe pets, flowers, plants, insects and, as a result of their research, give answers to seemingly simple questions for adults. Below research topics for preschoolers can be taken as a basis, supplemented and expanded.
Favorite animals
Research topics in kindergarten about animals White bear Who lives in my forest? Who lives under the hillock?
Material from obuchonok.ru
Research project in kindergarten on the topic: Nature of the native land
Research activities for preschoolers
Description and application personal experience in the development of preschoolers.
Research project on the theme "Nature of the native land".
Teacher of the preschool department of the "Gymnasium No. 8" of the Irkutsk region of the city of Angarsk
Project name:"How to grow a cedar sprout from a pine nut at home."
Project participants: Yaschishina Elena Vladimirovna (teacher of the preschool department), Izyumnikov Maxim.
Project duration: long term 5 months.
Project relevance: Recently, much attention has been paid to the development of cognitive activity of preschoolers. Design becomes one of the central cultural mechanisms for transforming reality.
Throughout preschool childhood, along with gaming activity, of great importance in the development of the child's personality is cognitive activity, such as the search for knowledge, the acquisition of knowledge independently or under the guidance of an adult, carried out in the process of cooperation. The desire to observe and experiment, independently seek new information about the world.
Currently, there is an acute problem in the disappearance of forests, cedar is no exception. Siberian cedar is the most valuable material in the manufacture of furniture, dishes, pencils, so the number of cedar forests on earth is sharply reduced.
In this regard, the project “How to grow a cedar sprout from a pine nut at home” was developed and implemented, participation in which made it possible to expand and systematize the knowledge of children about the cedar that grows in our Siberian forests, how many years it lives, what is useful for humans to stimulate the development of independent creative activity.
Objective of the project: Creating conditions for enriching knowledge about the characteristics of the Siberian cedar, to find out what place the cedar pine occupies in human life and in folk medicine, to study the features of growing a cedar sprout at home, developing the creative abilities of pupils, fostering love and careful handling of wildlife.
Project objectives:
1. Enrich and consolidate knowledge about the characteristics of the Siberian cedar pine.
2. Find out what place cedar pine occupies in human life, and its use in folk medicine.
3. Find out if it is possible to grow a pine sprout from a pine nut at home.
4. Develop the ability for cognitive activity. Learn to find information about the object of study using various sources of information (adults, encyclopedias, computers, TV shows).
5. Develop perception, thinking, speech in the process search activity and compiling a story about a cedar.
Project results:
1. The ability to find information together with parents on this topic (for example, that a cedar sprout can grow at home), this made it possible to learn how cedar is grown in an industrial planting, in a nursery. The consultation was conducted by an agronomist on forest management of the Forestry in the Irkutsk region Vikulova Galina Kimovna.
2. A great desire to learn how to grow a cedar sprout from a nutlet at home.
3. The use of various sources of information helped to learn about the secrets of the cedar, how to properly grow a cedar sprout, to enrich the coherent story of the child on the topic of the project.
4. Close cooperation between the teacher and the family greatly helped the development of the child's creative activity.
5. The project allowed to develop a sense of respect for wildlife and respect for the cedar.
PROJECT: "How to grow a cedar sprout from a pine nut at home."
Project Manager: Yashishina Elena Vladimirovna.
Project participants: children, parents.
The age of the child for whom the project is designed: 6th year of life.
Project type: information research.
Educational area within which the project is being carried out Keywords: knowledge, communication, health, artistic creativity.
Conduct form: conversations, research, observation, joint and independent activity child.
Duration: long term, 5 months.
Goal-result: message on the topic: “How to grow a cedar sprout from a pine nut at home”, photo presentation of the study.
Project stages:
Stage 1.
Statement of the problem, definition of goals and objectives of the research work.
Carrying out preliminary work on the topic "How to grow a cedar sprout at home." A series of conversations was held with the children about the origin of the cedar, about the pine nut as the most valuable food product, what place does the cedar pine occupy in human life, and its use in folk medicine.
staging problematic issue, motivation to implement the project:
What else interesting, new, unknown could you tell about cedar?
Problems question: how can you grow a cedar sprout from a pine nut at home?
Drawing up and discussion with all project participants (pupil, parents, educator) phased plan work, creating a bank of ideas and suggestions. Choice of sources of information.
Stage 2.
Organization of research within the project.
Project Implementation Activities
Lesson-conversation, reading encyclopedias, looking at illustrations of cedar and its seeds, using Internet resources.
Conversations “Cedar pine in human life and in folk medicine”, “Healing properties of cedar resin”, “Siberian cedar is the wealth of Russia”, “Air in cedar plantations”, “ Beneficial features cedar oil".
Excursions to the coniferous forest on the territory of the Sovremennik Palace of Culture and the territory of the kindergarten.
Selection and reading of legends, stories and poems dedicated to the Siberian cedar.
Studying folk signs about the secrets of the cedar.
Consultation of a forestry specialist in the Irkutsk region.
Conducting a study “how at home it is possible to grow a cedar sprout from a pine nut in order to harvest right next to the house.
observation of the experiment.
Fixing the results of the study in the diary of observations.
Generalization of the results of the experiment.
Discussion and compilation of the story "How to grow a cedar sprout from a pine nut at home."
Design and display of a photo exhibition on the topic for children and parents.
Drawing up slogans about the protection of the cedar by all project participants.
Practical part:
More details ped-kopilka.ru
The project "Invisible Man, which everyone needs" (senior group, long-term, information and research) - Kindergarten Club
Project type: Information and research.
Project participants: The teacher of the senior group Generalova V. I. Parents. Children of the senior group (age 5-6 years).
Educational area: Cognition. The world of nature. Safety.
Problem: What is air? What properties does it have?
Hypotheses:“Air is invisible because it does not exist”, “We cannot touch the air, because it is not an object.”
Target: With the help of experiments (experiments) to identify the level of formation of ideas about the air in children of senior preschool age.
Tasks:
1. To teach children research (search) activities, to develop cognitive interest and curiosity in the process of observing real natural objects and for practical experimentation with them.
2. Develop mental operations, the ability to put forward hypotheses, draw conclusions.
3. To teach to explain the observed and fix the results using available methods, to accept and set the goal of the experiment, to select means and materials for independent activity.
4. Expand ideas about the importance of air in human life, form children's ideas about oxygen and carbon dioxide. Develop environmental awareness.
Planned results:
After completing the project, preschoolers will be able to:
Show interest in the natural world, independently formulate questions and look for answers to them (independently and together with adults).
Search for information (independently and together with adults).
Collect, summarize and evaluate facts, formulate and present their own point of view (independently and together with adults).
Demonstrate basic environmental management skills.
Summary of the project:
The proposed project is carried out as part of the environmental education of children of senior preschool age. Program "Childhood", educational areas "Cognition", "Health", "Communication". Can be implemented with children 5-7 years old.
As a result of independent elementary experiments and studies aimed at studying the air, its significance in human life, natural-scientific ideas about objects of inanimate nature are formed in children.
During the work on the project, the children will also answer the questions: “How to organize an effective search for information? What can be used for this?
Stages of project implementation:
Stage 1: preparatory.
Creation of a technical base for children's experimentation (equipment, natural materials). The main equipment of the laboratory: devices - "assistants": glassware, scales, containers for playing with water of various sizes and shapes; natural material: pebbles, clay, sand, shells, bird feathers, tree leaves, seeds, etc.; recycled material: wire, pieces of leather, furs, fabrics, corks; different types paper; dyes: gouache, watercolors; medical materials: pipettes, flasks, measuring spoons, rubber pears, syringes (without needles); other materials: mirrors, Balloons, sieve, candles.
Generalization and refinement of children's ideas about the functions and properties of air. (Reading fiction, looking at paintings with natural phenomena).
Survey of parents on this issue.
Diagnosis of children's knowledge at the beginning of the project.
Stage 2: main.
Organization of work on the project.
Theoretical part: drawing up a perspective-thematic plan for working with children, developing notes and describing the conduct of experiments; creation of the film "Wind "good" and "evil", consulting parents on the topic "Experiment in kindergarten and at home".
Practical part:
1. Classes in environmental education (within the program "Childhood").
2. Games-experiments on this problem.
3. Communication with other activities: gaming, productive, cognitive research (independent experiments), communicative (conversations, reading fiction).
Stage 3: final. "Project presentation".
Presentation of project results in MBDOU in the form of:
Creative presentation with the participation of children "Experiments with air."
Synopsis of the final lesson with children "What do we know about the air."
Comparative diagnostics of children's knowledge on this problem at the beginning and end of the project.
Registration of the information and research project "Invisible Man, which is necessary for everyone" for participation in the republican competition "New in Education".
Brief description of the project:
Description of estimation methods.
At the beginning of the project activity (September), the teacher clarifies the ideas of preschoolers about the properties of air, assesses the initial ideas of children of older preschool age (diagnostics). Questions that children would like to receive an answer are discussed, a project plan is drawn up, which provides for the active participation of adults and children, a perspective-thematic plan is developed for this problem.
After completion of the work on the project, its presentation is carried out, which demonstrates the results of research on the studied topic.
Performance evaluation this method work with children of senior preschool age (February - comparative diagnostics). The level of formation of children's ideas about the air is assessed.
Description of the forms of educational activity.
September
The project begins with a generalization and clarification of the children's understanding of the functions and properties of air (diagnostics at the beginning of the project). Instill in children the idea that people need air to live.
Conducting a survey for parents on the topic "Experimental activities with children in kindergarten" and summarizing the results.
The teacher conducts a consultation for parents "Experiment in kindergarten and at home", where he clarifies the importance of project activities in working with preschoolers.
Acquaintance with the material and equipment for research activities. To support and develop the child's interest in research, experiments, discoveries.
Expand children's understanding of the properties of air: invisible, odorless, weightless.
At the initial stage, the work begins with the fact that the teacher sets the children the task of detecting air in the surrounding space and revealing its properties - invisibility. Children conduct experiments and draw conclusions.
Why do we need air? The teacher invites the children to take a deep breath, and then exhale. We need air to breathe.
We inhale and exhale air.
Does the air have a smell? Didactic game"Know by smell." Children play the game and draw the appropriate conclusions that if they ate an orange in the room, used perfume or something else, then the air has the smell of this substance or product. Does the air have a smell? (No.)
To consolidate the ability to independently use cup scales. Invite children to weigh the air and how this can be done using scales.
The teacher tells the children that air can be weighed in another way. Children check this in practice and conclude that balloons without air weigh the same as inflated ones.
Children are invited to think, where can you find a lot of air at once? Answering this question and conducting an experiment, it was found that we, as it were, catch air and lock it in a balloon. If the balloon is inflated too much, it may burst.
The story of the educator "The first balloon." The first hot air balloon was built by the brothers Joseph and Jacques Montgolfier. It was a very long time ago, in 1983. The ball was made of linen and paper.
The brothers filled it with hot air, because hot air is lighter than cold air. The first passengers were a sheep, a duck and a rooster. Their flight lasted eight minutes.
After that, people began to fly - the first person flew for twenty-five minutes. Now the balls began to be filled with gases, since they are lighter than air. These flights have become a popular sport.
The teacher offers to inflate the balloon with a pump.
The teacher is interested in the children in which toy they are familiar with has a lot of air. This toy is round, can jump, roll, throw. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump.
All answers are summarized and a conclusion is made together with the children.
An adult helps children to detect air in objects. After the providence of experience, the children discuss what it is (air); where did it come from (water displaced air). They consider what has changed in objects (wet, become heavier, etc.).
Invite the children to prove on their own with the help of objects that there is air around us. Children choose any items, show the experience on their own. They make a conclusion.
Invite children to find atmospheric pressure in the room. The teacher shows the experience, the children repeat and conclude: there is air around us, and it puts pressure on all objects (this is atmospheric pressure).
Find that compressed air takes up less space. Compressed air has the power to move objects. The teacher invites the children to explain the results of the experience, to talk about their feelings when performing actions.
With the help of experiments, reinforce in children the idea that air can move objects (sailing ships, balloons, etc.)
The research results are summarized. Independent work is carried out in the corner - the laboratory.
To acquaint children with the causes of wind - the movement of air masses; to clarify children's ideas about the properties of air: hot rises up - it is light, cold falls down - it is heavy. Empirically prove that wind is the movement of air.
Flying without wings and singing
Passers-by are bullied.
Doesn't give one pass
He pushes others. (Wind)
How did you guess it was the wind? What is wind? Why is he blowing?
Children make an experiment with the help of a teacher and generalize.
How can we tell if there is wind outside? (Through the trees, with the help of a turntable, ribbon, weather vane at home.)
What is the wind like? (Strong, weak, hurricane, south, north.)
Children on the street conduct experiments and draw appropriate conclusions. Children preliminarily made turntables at the design lesson.
Wind is the movement of air. For this experience, fans made in advance by the guys are used. Children wave a fan over the water. Why did the waves appear?
The fan moves and, as it were, pushes the air. The air also starts to move. Conclusion: wind is the movement of air.
The research results are summarized. An open mini-class on ecology for parents on the topic "Wind".
Invite the children to get acquainted with lightning, or rather, with its relative. The experiment is carried out in a dark room. The balls are rubbed with a woolen mitten.
Gradually bring one ball closer to another, leaving a small gap. Sparks jump between them (the experiment is performed in a dark room together with adults).
To acquaint children with such a phenomenon as a tsunami, tell what it is, and why a tsunami is dangerous for a person. Suggest to children empirically to prove it.
Introduce children to natural phenomenon"Sandstorm". To conduct this experiment, the teacher shows an illustration of a sandy desert, which depicts dunes, suggests examining it before starting work. Questions to the children: Where do you think such sand hills come from in the desert? (Answers are listened to, but not commented on, the children themselves will answer this question again after the end of the experiment).
Screening of the film "Wind -" good and evil ".
Compare the properties of water and air with children. Use experiments to find similarities and differences. (Similarities are transparent, have no taste and smell, take the form of a vessel, etc. Differences - water is heavier, flows, some substances dissolve in it and freeze, taking the form of a vessel; air is invisible, weightless, etc.)
To discover with children that air is lighter than water; find out how air displaces water, how air comes out of water. Children conduct an experiment and at the end draw conclusions: the glass is gradually filled with water, air bubbles come out of it; air is lighter than water - getting into the glass through a tube, it displaces the water from under the glass and rises, pushing the glass out of the water.
The teacher invites the children to independently conduct an experiment with toys filled with air and once again prove that air is lighter than water.
Revealing with children that air is lighter than water has power. The teacher conducts an experiment and determines what is easier, what is harder, and invites the children to do the experiment on their own.
Presentation of the project "Invisible, which everyone needs."
Final lesson with children "What do we know about the air."
Practical significance of the project:
for society - a child who has mastered the skills of search and research activities is able to independently solve emerging problems, which is necessary for schooling and successful self-realization in society;
for the child - the development of cognitive skills, personal qualities.
After carrying out all the experiments, conversations and presentations on the study of air, the children firmly formed an idea of the concept of air, its properties, the causes of wind, what is cold compressed and warm expanded air. Numerous experiments aroused in children cognitive activity, curiosity and the desire for independent knowledge and reflection.
As a result of the activities carried out jointly with the children under the project were:
Two hypotheses were refuted: "Air is invisible because it does not exist" and "We cannot touch the air because it is not an object";
The following hypotheses expressed by the children were confirmed: “Air can be caught, it can move objects, it can be cold and warm.” The children understood and consolidated for themselves that all the space around is filled with air and that without it there will be no life on Earth, air is life.
From the experience of organizing research activities with preschoolers
Federal state educational standards define new approaches to the joint activities of the educator, child and parent. Project-research activity opens up wide opportunities for joint activities of adults and children, for experimental search, for the realization of the child's desire for independent search activity.
The work of preschool teachers on the implementation of design and research activities in our institution was carried out under the guidance of a senior kindergarten teacher and began with the study of the methods and techniques of special literature, acquaintance with the experience of working in this direction.
At the next stage, the joint work of teachers, children and parents to create projects was organized, the goals and objectives of the design and research activities were determined.
Target: the formation of the foundations of research behavior among preschoolers, the development creative thinking, imagination, fantasies.
Tasks:
- Increasing the level of cognitive activity of children;
- Development of communication and creative skills;
- The development of the ability to work in a team.
Psychological and pedagogical support of design and research activities was carried out by a teacher-psychologist who worked on the disclosure of the emotional, intellectual and creative potential of the child's personality, carried out a systematic and consistent study of development levels at all age stages. He contributed to the creation of conditions for successful interaction in educational environment teachers, students and parents.
Directions of psychological and pedagogical support:
- Search and pedagogical support of experimental work, tracking the results of the psychological development of pupils;
- Ensuring the psychological comfort of the participants educational process and the possibility of choosing spheres of self-realization;
- Consultative and informational support for project participants.
- Diagnostics;
- Development activity.
In the course of practical activities, the pedagogical staff of the kindergarten found the most optimal forms of organizing research activities with preschoolers:
- Classes - experimentation
More info dohcolonoc.com
Subject:“Vitamins - their benefits for a healthy lifestyle.
Description. Acquaintance of children with the concept: vitamins; what foods, vegetables, fruits are part of the vitamin groups A, B, C, D. Recipes for drugs from beets and carrots. Experiments with carrots and beets. The material will be useful for both educators and parents. Designed for children of preschool age. I used this material in a lesson on nature, when I introduced children to vegetables, I also did experiments with children in our children's laboratory, and based on this material, we created a mini MAN work
Production of natural juices from vegetables and fruits.
Vitamins - their benefits for a healthy lifestyle of a child.
Vitamins are substances whose presence in food is necessary for the normal growth of the body. During growth, the child should receive all the vitamins together. Then he will be healthy and not get sick.
Vitamins are found in plant foods. Let's look at the tables, which plants belong to which group.
Vitamin A - found in carrots, spinach, peas, tomatoes, etc. It affects the growth and vision of a person. If it is not enough in the body, children grow poorly, their vision deteriorates. Therefore, you need to eat these garden crops.
Vitamin B - found in cabbage, onions, wheat, carrots, apples. This vitamin is essential for the normal functioning of the nervous system. Her disorder also has a bad effect on health.
Vitamin C - is found in rose hips, black currants, cabbage, carrots, beets, potatoes, etc. It helps such a process as metabolism in the body. Its deficiency leads to disease - beriberi.
Vitamin D - found in fish oil, egg yolk, liver. Good for bone growth and strengthening.
An insufficient amount of any vitamin leads to various diseases. Therefore, it is very useful to eat vegetables and fruits. Their fiber contributes to the production of digestive juices, regulates the activity of the intestines, removes excess cholesterol from the body.
Beet- a generous source of physiologically important compounds for metabolism in the human body. Rich in nitrogenous substances, proteins, amino acids, it is a real pantry of microelements: iron, iodine, manganese, fluorine. Beet medicines
Beetroot dishes are an indispensable remedy for intestinal atony.
Beets are very useful for anemia, depletion of the body.
Freshly grated red beet roots are used to treat wounds and ulcerative surfaces.
For the treatment of a runny nose, it is recommended to inject boiled beet juice into the nostrils for several minutes using small swabs. It is best to use a concoction for the nose, which has already settled.
Puzzles
She is red and her hair is green (beetroot)
chubby, reddish,
From illness, from misfortune
The woman hid in a hole, left her scythe upstairs. (Beet)
Carrot - has great importance as a source of carbohydrates. Biologically active substances and mineral compounds. This is a multivitamin culture rich in carotene, which in the liver in the small intestine, in the presence of fat, turns into vitamin A, the lack of which first leads to "night" blindness, and sometimes can cause complete loss of vision.
Carrots as a vegetable did not immediately appear in our gardens. For a long time, it was considered first as a weed, then as a rare fruit that was delivered to the table of rich people. But very soon it spread everywhere.
carrot medicine
Carrots and carrot juice are recommended to patients during a severe cough, prolonged wheezing, for this it is mixed with honey or sugar, or grated carrots are boiled in milk.
Carrot juice is called the "king" of vegetable juices. It goes very well with all other juices and is very useful as a multivitamin.
Carrots are widely used to treat burns, frostbite, wounds that do not heal for a long time.
Puzzles
The red maiden sits in a dungeon,
A green braid on the street (carrots)
I grow in the ground in the garden,
Red, long, sweet.
(Carrot)
Experience with carrots and beets.
Topic: "Making juices from carrots and beets, and using them as dyes"
Target: teach children to make juice from grated carrots and beets. Know how to use them as dyes. Color water, sugar with a pipette. Develop attention, thinking, fine motor skills fingers. Cultivate accuracy when squeezing juices.
Material: grater, carrots, beets, plates, spoons, pipettes, water, napkins, glasses, flasks, sugar, paper, gauze.
Progress.
1. Initially, we rub cleanly washed carrots and beets on a grater. Then we put this mass with a spoon on a gauze napkin, fold the napkin so that the mass does not spill out and squeeze the juice. So, several times, since the juice should be enough.
2. We take a flask, pour a little water, then we collect the juice with a pipette and pour it into the water. What's happened? The water has dyed.
3. Pour a spoonful of sugar into white paper, also collect the juice in a pipette and drip on sugar. Sugar also discolored.
Conclusion:
juices made from beets and carrots can be used as
dyes, since after the experiments we got water and sugar -
orange and pink because the juices have stained them.
Experience Theme:"The color of water depends on the dye"
Target: introduce children to chemical and natural dyes, find out whether the color of water depends on the dye. Develop focus and focus. Cultivate accuracy.
Equipment: pure water, dye - manganese, carrots, beets, grater, gauze, pipette, 3 empty glasses, bathrobes.
The course of experience.
1. Meaningful conversation: "What is the water, its color?"
Carry out a series of experiments:
Dip a piece of carrot into a glass and see if the water turns color,
also with beets.
Add dye - manganese to a glass of clean water.
Find out what dyes are.
Add carrot or beet juice to a glass of clean water.
Conclusion:
The color of water depends on the color of the dyes that fall into it.
Conclusion from the experiments:
Plant products are essential for the normal functioning of the human body. The richer the diet with greens, vegetables, fruits, the more chances to be healthy.
Plant foods are an excellent prophylactic against many ailments. This quality of plant products is due to the fact that they contain vitamins A, C, P, B1, PP, E, K, microelements and others, without which a person cannot exist, and which are involved in all metabolic processes in the body.
Fresh and processed vegetables and fruits are a strong stimulant for the secretion of gastric juice, contribute to a more complete absorption of proteins, fats and carbohydrates.
Popular
- Start in science Net weight of eggs without shell = - - - - - - - - -
- How to delete photos in classmates How to remove tinsel from a photo on classmates
- How to add a photo in a contact?
- Tatyana Gordienko: Other designers copy me and I'm happy about it!
- Personal account Linii Lubvi (Lines of Love)
- Familia: “In retail, the simplest things work best Where can I find the addresses of all department stores in the network
- The most famous low models Parameters of the ideal model
- The technical audit includes
- Technical audit of the enterprise and features of its providence
- Scrap steel construction specifications GOST Scrap steel construction specifications