Family project “Water in the house. Family environmental projects "water in the house" Places for using water in the house

Natalya Belash
Family project “Water in the House”

Methodical passport project

Type project: information and research.

Implementation period project: short-term (April).

Participants project: pupil of the speech therapy group, parents of the pupil.

Target project: the formation of a conscious, careful attitude towards water as an important natural resource, that is, the education of environmental consciousness. Tell us about the path water before it gets into our homes. To consolidate knowledge about water, its use and practical actions aimed at conserving clean water supplies.

Tasks:

1. Promote a positive attitude towards water (cognitive, careful, creative).

2. Develop the ability to formulate a problem, analyze situations, plan an experiment, think through the course of activities to obtain the desired result, and draw conclusions based on practical experience.

3. Activate the child’s natural history vocabulary.

4. Foster a sense of mutual assistance and accuracy when conducting experiments.

Stages project activities.

1. Preparatory stage

Choosing a topic, setting goals and objectives;

Discussion with parents about content project.

2. Main stage.

Research activities.

How water flows into the faucet?

Water use in home.

Is it clean? water at our house?

How to purify water at home?

Who else needs water?

How do we use water at home?

3. Final stage

Provide information with photographs about the path of water to our homes and its benefits for humans.

4. Presentation project

Participation in the competition « Family environmental projects»

Theoretical part.

Stage 1: Creating a situation in which the child independently comes to the formulation of a research problem.

Conversation .

Practical part.

Stage 2: Research activities of children.

How water flows into the faucet?

Water use in home.

Is it clean? water at our house?

How to purify water at home?

Who else needs water?

How do we use water at home?

Theoretical part.

Have you heard about water?

They say she is everywhere!

In a puddle, in the sea, in the ocean

And in the water tap.

Like an icicle freezes

Fog creeps into the forest,

It's called a glacier in the mountains.

We are used to that water

Our companion always!

We can't wash ourselves without it,

Don't eat, don't get drunk,

I dare to report to you:

We can't live without her.

Conversation: “The importance of water in human life”

– What is it for? water?

- How does she help us?

Use of illustrations depicting the presence of water (watering flowers, cooking, washing).

There is more water on the globe than land, and it is depicted in blue. Their vast expanses are vast. And most importantly the water in them is not like that as in rivers. In rivers, lakes, water without taste(if it's clean). It's called fresh. In the seas and oceans salt water.

It seems that there is a lot of water on Earth - look how much blue paint there is on the globe! But the water that a person needs is actually very little.

– What kind of water do we drink? (Salted or fresh)

A person cannot drink salt water, but there is much more of it on Earth than fresh water. There are countries where people do not have enough water even to quench their thirst. There are even riddles.

All around water,

But drinking is a problem.

Who knows where this happens? (Sea)

Many rivers, lakes and seas

He absorbed

You, think and answer

What a giant. (Ocean)

Neither water, no land,

You can't cross by boat

And you can't walk with your feet. (Swamp)

He has no arms, he has no legs,

I was able to break out of the ground.

He us in the summer in intense heat

Ice water gives you water. (Spring)

She suggested that Polina remember throughout the day where and how she saw the water. (indoors, on a walk); how she used it. Did she need a lot of water? At the end of the day, we discussed the results of our observations and wrote them down. The next day, we repeated the discussion of the observation results and suggested that we think about where else water could be found. What do we use it for? (We drink, wash our hands, bathe, wash things, wash the floor, water the plants, cook food, etc.). She felt how often we need water. We cannot live without her. I asked Polina to imagine what would happen if the water suddenly disappeared.

Why is it needed? water for animals? Plants? Why is it needed? water for man? Throughout his life, a person deals with water every day. He uses it for drinking and food, for washing, in the summer - for rest in the winter - for heating.

For man water is a more valuable natural resource than coal, oil, gas, iron, because it is irreplaceable. At home Polina asked “Where does it come from? tap water?» Grandfather told her not only where it comes from, but also about how water is purified, what it is needed for and why water must be conserved.

At home water comes from a common well. A pump pumps water from underground, then it passes through pipes throughout the house.

Then at home it is used in a pump on the street for household needs and in home.

Water passes without leakage, hermetically.

Water is needed everywhere For example, it is used for heating a home. In a special boiler, it is heated and passed through pipes into the house.

Water is used for washing.

For dish washing.

Water enters the shower room and toilet. When I brush my teeth, I don’t use water in a glass, and this turns out to be very economical.

Water people also need it to cook food.

In order to drink it.

But in order to drink water and prepare food from it, it is necessary to purify it from various impurities. There may be particles of earth, clay, and sand in the water. There are various filters for this. It is also easy to purify water using a filter jug. Water in filters it passes through various cleaning layers, for example paper, fabric, carbon.

Some filters purify water from large impurities, others from small impurities and lime. My mother and I conducted an experiment on water purification.

I tried to purify the water through cloth and cotton wool.

All the sand remained on the cotton wool, and the water became clear.

We also need water in the house., and in the yard, here it does not require cleaning. For example, in order to water plants.

We also have an aquarium with pets, for which we also need water, and it needs to be changed periodically.

More water is needed for this to water pets.

Our chickens love to drink water too.

Everyone on earth needs water!

It only seems that there is a lot of water on earth, but in fact, the reserves of fresh and clean water are not very large, so water must be conserved and not simply wasted. Then we can always drink fresh and clean water. We must not forget that water is our wealth. Having conducted an experiment at home with the tap slightly open, we came to the conclusion that each drop, accumulating, turns into a mass of wasted water.

Now I know how to save water and I can tell you about it others:

Taps must not be left open; they must be in good working order;

The stream of water in the tap should not be strong;

You should turn off the water when brushing your teeth.

Let's all save water.

Protect her from unreasonable spending.

Otherwise it might end water,

And life on the planet will then die down.

Stage 3. Generalizing.

At the general stage of work on our family environmental project We were involved in its design, photographed the stages of research activities, systematizing the work done, and summing up the results.

Conclusion.

Summing up the results of our research activities, we came to the conclusion that I had acquired the knowledge and ideas about the properties of water and its importance for humans.

During observation, calculations and measurements of water flow in home, we found out that our family uses water moderately - that is, for household and necessary needs.

Now Vanya puts the acquired knowledge into practice and passes it on to her peers. Be careful when using water home

Lyubov Yaufman
Family environmental project “Water in the House”

Family environmental project: Water in our house.

Passport project.... 3

Introduction…4

1. Goal and objectives project.... 5

2. Implementation stages project.... 5

Conclusion...8

Literature…9

Application... 10

PASSPORT PROJECT

Name project« Water in the house»

Head Yaufman Lyubov Aleksandrovna, teacher of the preparatory group MBDOUTsRR kindergarten No. 1 of the village of Kalininskaya, Krasnodar Territory

Performers project Pimenov Evgeny Valerievich, Elena Nikolaevna,

Pimenov Kolya

Type project Creative, with elements of research activities.

Relevance project Raising the younger generation environmentally conscious, conserving water resources and saving their use.

Target project Formation of a conscious, careful attitude towards water in children,

instilling research skills in preschoolers;

education for children and adults ecological consciousness.

Tasks project 1. Study literature and the Internet - resources on the topic project.

2. Study the ways water enters the house and its economical use.

3. Learn to apply this knowledge in everyday life.

Methods used Analysis, collection of information from books, magazines, Internet resources, generalization, analysis.

Expected result Application of acquired knowledge in practice.

Implementation stages project I. Preparatory (January 20 – February 3, 2013)

INTRODUCTION

Water for us the most familiar and simple substance. Water- a necessary condition for the existence of all living organisms on our planet. Water- one of the most urgent human needs. A person can live without water for only two or three days. Water must be treated very carefully, because there is not much water suitable for drinking on earth. Despite the fact that water covers an area of ​​land.

Modern people are accustomed to living comfortably, using a lot of clean water for domestic purposes, turning it dirty, pouring it into rivers and reservoirs, thereby polluting and harming the surrounding nature.

Therefore, it is necessary to instill in children a caring attitude towards water, the source of life, and the nature of their native land.

Our son Kolya is an active, inquisitive child. While making excursions, walks to reservoirs, observing the natural processes of life of the inhabitants of rivers and lakes, Kolya asked many questions to which he wanted to hear the answer right away. Therefore, we decided to start research activities with him so that he could find answers to his many questions himself.

The basis of the research activity was the materials of N. A. Ryzhova according to the program "Our home is nature". Kolya, with great desire and interest, became involved in research activities, conducting various experiments with water, studying reservoirs, ways of water entering the house and its journey through pipes.

1. PURPOSE AND OBJECTIVES PROJECT.

Before you begin project, we have set ourselves

target: study and expand ideas about the path of water into the house and places of its use. Develop skills in careful and economical use of water.

Based on our goal, we have outlined the following tasks:

1. Study literature and Internet resources on the topic project.

2. Study the ways water gets into the house.

3. Develop skills in careful and economical use of water.. 4. Develop the intellectual and research abilities of our child;

5. Foster respect for water and wildlife.

2. IMPLEMENTATION STEPS PROJECT.

Stage I. Preparatory

At the preparatory stage of implementation project, we studied the literature about the water resources of our region. Found out where and how water gets into the house and how much is needed for human life, while using materials from Internet resources.

Stage II. Practical

Based on the materials we have, we began to study places in home where used water and research activities on purification and filtering of contaminated water.

To understand the ways water travels, Kolya and I studied the water cycle in nature and drew up a diagram. What helped Kolya remember in what form water exists in nature. In doing so, we used puzzles:

It does not burn in fire and does not sink in water. (ice)

First it flies, then it runs,

then he lies on the street...

Then without a bot or galoshes

You won't cross it dry. (rain)

She grows upside down

It grows not in summer, but in winter.

The sun will warm her up a little,

She will cry and die. (icicle)

What kind of stars are through?

On a coat and on a scarf?

All through - cut-out,

And if you take it - water in hand. (snowflake)

Water, passing through the layers of the earth, it is purified naturally. To show this to Kolya clearly, we looked at many illustrations and studied information in the encyclopedia. Developed curiosity, observation, and speech. We tried to consolidate the knowledge gained in the drawing.

6 - 7 slides.

Where from? water in our house? There is no river nearby. We use artesian water. It is purified in a special place called a water treatment plant. At first water passes through special gratings, then filters, where water become completely clean. Pumps pump clean water into underground pipelines. Plumber engineers built a long path to every home, kindergarten, and store.

While looking through materials about water on the Internet, Kolya and I found a diagram of how water enters the house.

9 -10 slide.

While examining the house and basement, Kolya and I looked at ways to connect pipes. The pipe connection is sealed so that not a single drop of water is wasted.

The first room you enter water - kitchen. Introducing the use of water in the kitchen, we used a didactic game « Water is a helper» We showed economical ways to use water.

From the kitchen water gets into the bathroom. Here Kolya washes and brushes his teeth. To use water sparingly, Kolya washes himself in the shower. When brushing your teeth, rinse your mouth with water in a glass.

If our hands are waxed,

If there are blots on your nose,

Who is our first friend then?

Will it remove dirt from your face and hands?

After conducting research, Kolya and I learned several rules for using water.

1. Close the water tap.

2. Do not release water in a strong stream.

3. Take as much water as needed.

Stage III. Generalizing.

At the general stage of work on our family environmental project We were involved in its design, photographed the stages of research activities, systematizing the work done, and summing up the results.

Conclusion.

Summing up the results of our research activities, we came to the conclusion that Kolya had mastered the acquired knowledge and ideas about the properties of water and its importance for humans. In practice, he applies the acquired knowledge and passes it on to his peers. Be careful when using water home.

LITERATURE

1. N. I. Ryzhova “Our home is nature”.

2. Volchkova V. N., Stepanova N. V. "Cognitive Development" shopping center "Teacher" 2004

3. Volchkova V. N., Stepanova N. V. « Ecology» 2004

4. Encyclopedia "Live nature"

5. Internet resources.

0 Municipal budgetary preschool educational institution "Kindergarten No. 8 "Teremok" MO Starominsky district Authors: Aleynik Ksenia - senior group Project manager: Mom - Aleynik Natalya Vladimirovna Educator MBDOU "DS No. 8" Work consultant: senior teacher Dvornik Olga Petrovna Family environmental project Nomination “Water in the House”

1 CONTENTS Project passport…. 1 Introduction… 2 1. Purpose and objectives of the project…. 2 2. Project implementation stages…. 3-20 Conclusion... 21-22 Literature... 22 PROJECT PASSPORT NAME OF THE PROJECT: “Water, water...” in the nomination “Water in the House” PROJECT AUTHORS: Aleynik Natalya Vladimirovna and her daughter Ksenia senior group MBDOU “Kindergarten No. 8 “Teremok” village of Kanelovskaya, municipal district of Starominsky district, Krasnodar region HEAD: Senior teacher of MBDOU "Kindergarten No. 8 "Teremok" village of Kanelovskaya, municipal district of Starominsky district, Krasnodar region Janitor Olga Petrovna PROJECT PERFORMERS: Aleynik Natalya Vladimirovna and daughter Ksenia TYPE OF PROJECT: Creative, family with elements of research activities. RELEVANCE OF THE PROJECT: Raising the younger generation to be environmentally literate, conserving water resources and saving their use. METHODS USED: Analysis, collection of information from Internet resources, role-playing games, observations, experimental work, generalization, . EXPECTED RESULT: Application of acquired knowledge in practice. PROJECT IMPLEMENTATION DATE: March 2016 PROJECT IMPLEMENTATION STAGES: I. Preparatory (March 01 – March 09, 2016) II. Practical (March 10 - March 20, 2016) III. Summary (March 21 – March 30, 2016)

2 INTRODUCTION Water is the most familiar and simple substance for us. Water is a necessary condition for the existence of all living organisms on our planet. Water is one of the most basic human needs. A person can live without water for only two or three days. It is necessary to treat water very carefully, because there is not so much water suitable for drinking on earth. Despite the fact that water covers an area of ​​land. Modern man is accustomed to living comfortably, using a lot of clean water for domestic purposes, turning it dirty, pouring it into rivers and reservoirs, thereby polluting and harming the surrounding nature. Therefore, it is necessary to instill in children a caring attitude towards water, the source of life, and the nature of their native land. Our daughter Ksenia is an active, inquisitive child. Watching mom and dad work at home, she asks a lot of questions that she wants answers to right away. Therefore, we decided to start research activities with her in order to show our daughter the answers to her questions using examples. The basis of the research activity was the materials of N. A. Ryzhova under the program “Our Home is Nature.” Ksyusha, with great desire and interest, became involved in research activities, conducting various experiments with water, studying the path of water entering the house and its journey through pipes. 1. PROJECT GOAL: To develop in children a conscious, careful attitude towards water; Instilling research skills in preschoolers; Raising environmental consciousness in children and adults. PROJECT OBJECTIVES: 1. Study Internet resources on the project topic. 2. Study what water is used for in the house and its properties. 3. Study the ways water gets into the house. 4. Develop skills in careful and economical use of water. 5. Develop our child’s intellectual and research abilities; 6. Foster respect for water and wildlife. 7. Learn to apply this knowledge in everyday life.

3 2. STAGES OF PROJECT IMPLEMENTATION. Stage I. Preparatory  At the preparatory stage of the project, we studied Internet resources about the water resources of our region, our village.  We studied the properties of water, the purposes of its use in the house.  We found out where and how water gets into the house and how much it is needed for human life, using materials from Internet resources. Stage II. Practical Based on the materials we have, we began:  studying the state and properties of water;  to study the places in the house where water is used;  research activities on purification and filtering of contaminated water.  getting to know natural bodies of water; To understand the ways water travels, Ksyusha and I studied the water cycle in nature and drew up a diagram. Which helped her remember the form in which water exists in nature. Have you heard about water? They say she is everywhere! In a puddle, in the sea, in the ocean And in a water tap, It freezes like an icicle, It creeps into the forest like fog, It boils on our stove, The steam of the kettle hisses. We can’t wash ourselves without it, we can’t eat, we can’t get drunk! I dare to report to you: We cannot live without her! Water in seas and oceans, lakes, rivers and ponds. And we cannot do without it, neither in villages nor in cities. Appreciate water, take care: Nature has given us such a gift.

4 Properties and forms of water:  transparent,  colorless,  flowing,  odorless,  takes any form into which it is poured,  dissolves substances,  can freeze,  can evaporate,  water expands and contracts. We used riddles: To avoid trouble, We cannot live without... (water) I was water, now I fly. In appearance, I resemble fog... (steam) First it flies, then it runs, Then it lies on the street... Then you won’t cross it dry without boots or galoshes... (rain) It does not burn in fire and does not sink in water... (ice) It grows upside down, It grows not in summer, but in winter. As soon as the sun hits her, she will cry and die... (icicle) What kind of stars are there on the coat and on the scarf? All through - cut out, And if you take it - water in your hand... (snowflake)

5 Snow... Icicle... Steam...

7 Colorless Can be painted any color Freezes You can cool the juice...

8 Focus…. Absorbs water... Floats... Sinks...

9 Research activities on purification and filtering of contaminated water. Filtering water from large debris...

10 Natural reservoirs: In a new wall, In a round window The glass is broken during the day, During the night it was inserted... (ice hole) In the middle of the field lies a mirror: The glass is blue, the frame is green.... (lake) A bull runs, a golden horn, runs, gurgles... (stream) Filtering water from sand...

11 Brook and river Among the high mountains and rocks, a living stream ran. It gurgled very joyfully, filling the mountains with life. Every day he made a longer path among the rocks. And one day he came straight to the noisy Bystraya River. He says: “Hello, relatives! Won't you send me away?" The river was very surprised: “Are we related? Please tell me, why did you decide this? Maybe he was just in a hurry? You and I are completely strangers, very different elements.” But the stream said to her: “Is it really not clear that we are both from the water. Our water tracks have long been intertwined. Finally we have been found! The ribbon in the open space trembles a little in the breeze. The narrow tip is in the spring, And the wide one is in the sea... (river) There is water all around, but drinking is a problem... (sea) Water, passing through the layers of the earth, is purified naturally. To show this to Ksyusha clearly, we looked at many illustrations and studied information using the example of presentations. Developed curiosity, observation, and speech. Where does the water come from in our house? There is no river nearby. We use tap water. It is purified in a special place called a water treatment plant. First, the water passes through special grates, then filters, where the water becomes completely clean. Pumps pump clean water into underground pipelines. Plumber engineers built a long path to every home, kindergarten, and store. While looking at materials about water on the Internet, Ksyusha and I drew a diagram of how water gets into the house. While examining the house and yard, Ksyusha and I looked at ways to connect pipes. The pipe connection is sealed so that not a single drop of water is wasted.

12 Water well on the street... Water well in the yard...

13 The first room into which water enters is the bathroom. Here Ksyusha washes herself and brushes her teeth. To use water sparingly, Ksyusha washes herself in the shower. When brushing your teeth, rinse your mouth with water in a glass. If our hands are stained with polish, If there are blots on our nose, Who then is our first friend? Scheme of water supply to the house

14 Will it remove dirt from your face and hands? In introducing the use of water in the bathroom, we used a role-playing game. We wash our hands... We bathe... We use the toilet...

15 Swimming... Doing laundry with mom...

16 We showed economical ways to use water. Water flows from the bathroom into the kitchen. In introducing the use of water in the kitchen, we used hands-on activities and observation. I'm helping my mother…

17 Water filter... We drink water from a drinking water tap with a filter Water filter...

18 For what purposes is water used in the house? Fish need water...

19 For cleaning the house... Heating the house...

20 For watering flowers... For poultry and animals...

21 After conducting research, Ksyusha and I learned several RULES FOR USING WATER: 1. Close the water tap. 2. Do not release water in a strong stream. 3. Take as much water as needed. 4. Keep rivers, lakes, and ponds clean and tidy, and do not litter natural bodies of water. Stage III Generalizing. At the general stage of work on our family environmental project, we worked on its design, photographed the stages of research activities, systematized the work done, and summed up the results. CONCLUSION. Summing up the results of our research activities, we came to the conclusion that:  Ksyusha learned the acquired knowledge and ideas about the properties of water and its importance for humans.  Applies acquired knowledge in practice and passes it on to his peers.  Be careful when using water in your home. For watering plants and trees in the yard...

22 Water is the basis of life on Earth, It is necessary for everyone around: Plants, animals, humans, Use it carefully, my friend! “Save water” Water is what gives people life. Treasure water, fight for its safety! Let it be clean or very dirty, Whatever it is, it is useful. In the swamp, in the mud, where the frogs live, the water is very dirty, for them there is comfort. For the fish in the river and sea animals, the water should always be clean for them. And what is completely frozen in Antarctica, And that, in the form of ice, that is familiar to us all, And this water is healthy too, It cools, it can quickly invigorate. Whatever water, friends, we encounter, we are all responsible for its safety. Otherwise, the water may run out, and life on the planet will then die down. LITERATURE 1. Internet - resources about water (cartoons, presentations) 2. Ryzhova N. I. “Our home is nature.” 3. Encyclopedia "Wildlife"

Family environmental project “Droplet - magic water”

Nomination “Water in the House”

Content

1. Introduction

2. Goals

3. Objectives

4. Relevance

5. Conclusion

6. Application

Introduction

If you look at a map or a globe, you will see that they are mostly blue. Because there is much more water on the globe than land. Maybe our planet should have been called Planet Water? Where does water come from on earth? It falls from the sky when it rains or snows. It falls and replenishes springs, streams, rivers, lakes, seas and oceans. The sun heats the surface of the water, and invisible steam rises into the sky. As it cools down, it turns into a cloud, from the cloud it rains or snows again... and everything starts all over again. Water is a magician: it can turn into a cloud, fog, snow, ice, rain, hail, frost, dew! Wow! Oh yes water! And the water is very strong. They say that a drop wears away a stone. This is true. Water can destroy the strongest rocks every day, undermining them and turning them into sand. Yes, yes, sand is what remains of huge mountains.

When choosing a topic for our project, I always rely on the interests and needs of my child that arise at the moment. Some of the first natural materials that a child encounters in everyday life are sand and water. Watching a child play with water during washing, hardening procedures, and caring for plants, I became convinced of the relevance of the chosen topic, namely the need to obtain the child’s knowledge and ideas about the properties and importance of water in the life of living beings, and about the influence of water on human health. The result of project activities is largely determined by well-organized, varied and meaningful preliminary work. Every day, during walks, together with the child, we observed natural phenomena (clouds, rain, snow, ice, icicles, drops, puddles, streams), and noted changes in the state of water depending on the season.

Objective of the project:

Introducing the child to the meaning of water.

Project objectives:

Development of the child’s cognitive abilities in the process of joint research activities and practical experiments with water;

Fostering respect for water;

Development of aesthetic perception of water in nature (sparkling snow, amazing snowflakes, sparkling ice, etc.);

Introducing the child to the properties of water;

Formation in the child of the concept that water can be purified.

Relevance of the project:

The need to expand the child’s knowledge and understanding about the properties and importance of water in the life of living beings and for the health of children.

STAGES AND CONTENTS OF THE PROJECT:

Stage 1: Statement of a cognitive problem, creation of motivation by me, acceptance of the task by the child.

Content : I developed a system of cognitive tasks, created problem situations and various activities in nature - caring for plants, observations, didactic games.

Conditions : The task at hand is quite complex for the child, requiring mental activity to compare known facts and draw preliminary conclusions.

The exploratory nature of the child’s independent work.

The child’s vital importance and interest in the assigned tasks.

Consistently increasing the complexity of tasks.

Stage 2: Primary analysis of the problem, making assumptions about a possible natural phenomenon, the causes of the phenomenon. Selection of ways to test the assumptions made by the child, verification of these assumptions.

Content: Analysis of a cognitive task under my guidance; identifying the known and the unknown. The child makes assumptions about the possible natural phenomenon being studied and its causes. Joint selection of child and adult methods for testing assumptions.

Conditions: The need for joint consideration of each of the assumptions (special attention was paid to the child’s contradictory assumptions).

If the task at hand is particularly complex and the child is unable to solve it, I make an assumption myself.

Using different methods to test assumptions. Ways to check assumptions:

Short-term observations;

Comparisons;

Elementary experiments;

Heuristic conversations;

Stage 3: Analysis of the results obtained during testing of assumptions and formulation of conclusions.

Conditions: Encouraging the child to independently formulate conclusions.

If the task is complicated or incorrect conclusions are expressed, I organize additional experiments and observations.

TOPICS OF OBSERVATIONS AND SEARCH TASKS WITHIN THE FRAMEWORK OF THE PROJECT IMPLEMENTATION.

Observations in nature.

Observation of puddles, ice formation, and the appearance of the first snow.

Making boats from various materials with the child, putting them into the water, watching different materials float, putting boats into the water, watching different materials float.

Observing rain at different times of the year, the state of the sky during rain, and identifying the cause of the intensity of the rain. Monitoring the evaporation of water from the asphalt surface and the evaporation of dew from plants. Watching the rainbow, the fog.

Observation of the formation of the first thin ice on puddles during the first autumn frosts, the appearance of frost. Conclusions about the connection with air temperature. Observation of the melting of icicles, the change of snowdrifts. Dependence on the time of year, temperature changes.

Observation of changes in snow cover, its structure, properties, color with increasing and decreasing air temperatures.

Snowfall at different air temperatures (in frosty weather, in thaw). Looking at snowflakes.

Heuristic conversations.

"Water is a great solvent."

“How much does water weigh?”

“Where did the rainbow come from?”

“Who sprayed the dew drops?”

"Who lives under the ice?"

“Why do trees need snow? »

Search problems and their solutions.

1. Can water have taste, smell, color?

Target: Familiarization with the properties of water. To bring to an understanding of the importance of caring for water as the basis of life.

Content: Dissolving gouache, food, aromatic substances in water, experiments with water purification.

2. Why do some things sink and others don’t?

Target: Summarize the connection between weight and the ability to float.

Content: Weighing objects on scales and lowering them into water.

3. Where did the rain come from?

Target: The concept that rain is evaporated moisture from the surface of the Earth.

Content: Heating of water and its condensation.

4. Why is there ice on the puddles?

Target: Establishing a connection between air temperature and the state of water, between the temperature difference and the time of freezing of water.

Content: Take the water outside, put the water in the refrigerator, watch at home. Determine the temperature in all cases. Identify the reasons for different freezing times.

Conclusion: As a result of the work we have done, the child develops cognitive activity and initiative. The predictive function of thinking, the ability to analyze facts, give reasons for one’s judgments and draw conclusions are improved. The child learns to conduct experiments with snow, ice, paints, and sculpt figures from snow of various shapes. The child expands his understanding of the properties of water:

- water can be liquid, solid, vapor;

- the water is clear;

- water can be tinted any color;

- water has different temperatures: cold, warm, hot;

- water is formed from snow;

- snow melts faster than ice.

Experience name

Didactic games

"Modeling by little people"

Goal: to expand children’s understanding of the world around them, to give children the first basic knowledge about the water cycle in nature.

Progress of the game:

The method of modeling with little people is to imagine that all objects and phenomena consist of many different little people.

They can think, perform any actions, behave differently, they have different characters, they obey different commands. The people of a solid substance (object) hold hands tightly; in order to separate them, some force must be applied.

The people of the liquid substance stand next to each other and lightly touch each other. This connection is fragile; these little men can be easily separated from each other (pour water from a glass).

Humans of gaseous substances are restless, love to jump, run, fly, they travel a lot and independently of each other. Only sometimes do they collide or touch each other.

All these little men can be simply (in a stylized form) cut out of cardboard, depicted on square plates or on the faces of a cube. It is desirable that there be at least 10 people of each type.

With the help of the game, it is not difficult to answer the question of why a stone is hard, to show the transition from one state of aggregation to another, for example, why ice does not melt in winter. Because the little people are cold and they huddle together. But then the sun began to warm stronger, the little men warmed up, they became hot, and they began to straighten up, push each other, stopped holding hands tightly, and only touched each other with their shoulders, fingers, and elbows. Ice went from a solid state to a liquid state, resulting in water. And the sun is heating up more and more, the little people are getting hotter and hotter. They first moved away from each other, and then completely ran away in different directions. The water disappeared and turned into steam.

"Drop ball"

We take flour and spray from a spray bottle, we get droplet balls.

(Dust particles around themselves collect small drops of water, form one large drop, forming clouds)

Comparison of milk and water

Ice is hard and brittle; the snow is loose, you can sculpt a figure from the snow

Determine the water temperature. Find out that water has different temperatures: cold, warm, hot

Find out that water is flowing. Children pour water from one container to another

Project “This Sorceress is our Water”

Nomination "The world around us"

The world of children is a wonderful world, a world of whys. My preschool children are the most active, the most inquisitive. They have a lot of questions that they immediately want to hear answered. Therefore, I decided to start research work with them so that they themselves could find answers to their many questions. The basis for all research work was the materials of N.A. Ryzhova under the program “Our Home is Nature.” The children got involved in the work with great desire and interest. Parents also provide great assistance in our research. We often conduct various experiments. I want to dwell on one of our research projects, which I called “This Sorceress is our Water!”

Fostering an ecological culture is a long way to developing the right ways to interact with nature. Understanding the elementary connections that exist in nature, a sense of empathy for everything, an effective readiness to create it, perception of the beauty of nature - these are the components of ecological culture. Children need to instill the skills of an environmentally literate attitude in everyday life, in particular, teach children to use water carefully and economically. Draw their attention to the fact that even such a familiar object as water is fraught with a lot of unknowns. All this emphasizesrelevance our research.

Target : formation in children of a conscious, careful attitude towards water as an important natural resource, that is, the education of environmental consciousness.

An object : water in our lives.

Hypothesis: we assumed that

You cannot live without water.
do not wash, do not drink without water.
A leaf cannot bloom without water.

They can't live without water
Bird, beast and man.
And that's why it's always
Everyone needs water everywhere.

Tasks :

1. Conduct experimental research work on water.

2. Identify the basic properties of water.

3. Present the results obtained.

Forms and methods of work:

1. Conducting a conversation with parents, consultations about the need to formulate children’s ideas about the value of nature.

2. Excursions with children to springs in different seasons.

3. Targeted walks outside the kindergarten (pond, park with a swimming pool).

4. Classes in a corner of nature.

5. Conducting experimental classes.

Research methods : observation, conversations with children about water, reading literature, solving crosswords, puzzles, embroidering, drawing, writing fairy tales and designing children's books.

Progress of the study :

Water plays a huge role in our lives; it is our constant companion. Unfortunately, many people consider water resources to be inexhaustible. Hence - unfixed or simply uncovered taps in apartments, unrepaired, leaking pipes, garbage in rivers and lakes. It is very important to teach children - our future generation - to take care of water. Moreover, water is not only a natural resource.

Watching drops of dew, rain, sparkling snow on walks, listening to the ringing of spring drops, I teach children to see the beauty of nature. On walks, children get acquainted with the properties of water and various natural phenomena. Knowledge of the properties of water is of an auxiliary nature: it helps children understand the characteristics of the habitat of aquatic organisms. For example: the water is transparent, transmits the sun's rays, therefore, plants and various organisms live in rivers, lakes, and seas.

We have an aquarium in our group. While watching fish and herbs in the aquarium, children became acquainted with the properties of water: water can be warm and cold - various living organisms live in the water element with different temperatures.

During conversations, I explain to children the rules of behavior in natural conditions. If plants and animals need water to live, then our bodies of water must be clean and unpolluted. From this, together with the children, we conclude that when relaxing on a river, pond, lake, or spring, behave environmentally wisely.

During walks in the summer, spring, and autumn, I offered the children an ordinary puddle as an object for observation, from which we try to drive the children away, and in which they all show great interest. A puddle is a model of a small reservoir. We observed its appearance, evaporation of water, formation of waves, freezing, thereby determining the properties of water.

When organizing work with children, I tried to ensure that they were not just listeners and observers, but full participants. I wanted every child to feel that the state of the environment depends on him, on his actions. And the children themselves drew their own conclusions: throwing garbage into the river polluted the house of frogs and fish; cleaned up the garbage on the shore - they are healthy; I forgot to water a houseplant - it died due to your fault.

Based on the results of targeted walks and excursions, drawings were carried out on the topics: “The river that I saw,” “The cheerful (sad) river,” “What did the fontanel see?”

During construction classes we made boats. These boats were made into a river and streams from blue strips of fabric of different lengths. The task was to arrange the blue stripes so that the streams flow into a large river.

We looked at winter, spring, and summer landscapes with the children. Water, like a sorceress, can turn into rain, snow, dew, ice, etc.

We spent an evening of riddles and guesses about water with the children.

We played outdoor games: “We are droplets”, “We are big whales”.

We read the poems by S. Pogorelsky “Spring Stream”, L. Lyushin “Droplet”, E. Moshkovskaya “Drop and Sea”, A. Tolstoy “The Golden Key or the Adventures of Pinocchio”, G.K. Andersen’s “Thumbelina”, N.A. Ryzhov’s story “How People Offended a River.”

There are many oil workers in our city. They all consider themselves indebted to mother earth. Therefore, all oil workers are engaged in the revival and improvement of springs, “for a spring is not only water, it is spirituality. The silver streams of the springs heal the sick, give strength to workers, and strengthen the spirit of the nation.” There are also parents in our group who are oil workers. Our children and their parents visited many springs. The kids learned that the waters of the springs are the cleanest, most transparent, crystal, cold and most healing, and for this people value spring waters very much. Children and their parents found many songs and poems about springs written by local poets and composers. After that, little books and an album about the springs of the Aznakaevsky district were prepared.

To study the properties of water, we conducted experiments with children: a liquid without taste, color, shape or smell. The children were clearly convinced of these properties.

As part of the continuity of kindergarten and school, a KVN “What do we know about water?” was held between the children of our group and the first grade students of school No. 4 in Aznakaevo.

As a result of all the work done, I wanted to see practical work in every family, so a competition “Water in our lives” was announced to parents. Parents and their children must provide a short essay in which they: describe the use of water in all areas of life; They will talk about the activities carried out to teach children the protection and use of water resources.

Application: Presentation .