Lyubov Snoring
Short term project"Sorceress Water" for senior group preschool educational institution
Short-term pedagogical project
« Sorceress water!»
(for children senior group)
Participants project: teachers, children senior group, parents.
Implementation period project: a week
Relevance:
Scientific and practical progress is constantly expanding the use of natural resources, and also contributes to the involvement of ever larger territories in human economic activity. The result of this process is the increasing destruction of natural ecological systems. In this regard, issues of caring for nature, preserving its pristine beauty, and improving the protection of biodiversity require urgent solutions
Preschool childhood is the first stage where knowledge about the world around us is intensively accumulated and a multifaceted attitude towards people and nature is formed. The components of the ecological culture of a preschooler’s personality are knowledge about nature and its environmental orientation, the ability to use it in real life, in behavior, in various activities
An object: Water in our lives.
Hypothesis: We assumed that it is impossible to live without water
Problem: Children have no idea about the importance of water in human life, about the properties and qualities of water and a careful attitude towards it.
Justification of the problem:
Insufficient knowledge on the issue physical properties water, as well as its significance;
Deterioration of the environmental situation
Target project: To generalize and expand the cognitive interest of preschoolers in water as an object of inanimate nature.
Tasks:
Develop ideas about properties (taste, color, smell, fluidity) and water conditions (solid, liquid, gaseous);
To develop in children knowledge about the importance of water for all life on earth;
Develop basic experimentation skills;
To form a conscious, careful attitude towards water as an important natural resource;
Development of creative abilities of adults and children in the process of joint activities;
Improve work on interaction with parents, intensify the position of parents as participants in the pedagogical process of the kindergarten;
Create conditions for the development of children's cognitive interest, creative imagination and thinking, as well as communication skills.
Expected results:
Expand and deepen the child’s knowledge and understanding of the world around him, including water.
Master basic experimentation skills
Gain experience in humane treatment of plants and living beings.
Increased knowledge in the field of research skills (establish cause-and-effect relationships).
Implementation principles project:
The principle of differentiation and individualization presupposes the creation of conditions for the full manifestation of the abilities of each child and timely educational work.
The principle of conformity with nature indicates that the educational process corresponds to both internal nature and external conditions.
The principle of dialogic communication as an integral condition for the interaction of subjects, which reflects the close connection between mutual and reciprocal openness, sincerity, mutual understanding of the teacher and the child, and projects setting for reasonable assimilation.
The principle of accessibility provides for the implementation of environmental work taking into account the characteristics of age, preparedness, as well as individual characteristics and mental development children.
Systematic principle. Achieving the goal is ensured by solving a set of health, educational and educational tasks with appropriate content, which allows us to obtain a predictable result.
The principle of consistency is to gradually increase requirements in the process of environmental activities.
Forms of implementation project:
Ecological activities.
Observations and ecological excursions.
Educational reading.
Laboratory "Experiments" (experiments and experiments).
Outdoor, didactic, simulation games, environmental dramatizations.
Implementation stages project:
Stage I: preparatory
Resource support project:
1. Corner of ecology and experimentation in group
2. Methodological tools selection and compilation (card files didactic games, class notes, entertainment scripts, etc.).
3. Selection of literature on the topic (encyclopedias, maps, diagrams, fairy tales, poems, puzzles, sayings, etc.).
4. A selection of experiences and experiments "Experiments with water"
5. Collection of illustrative material
Stage II: basic
Direction of work Purpose Benefits and equipment
Block I – Social and communicative development
Conversation « Water, water - water all around» To give children an idea of the importance of water in our lives and the form in which it exists water in the environment(states of water – liquid, gaseous, solid).
Develop children's curiosity, thinking and speech; enter into the children's active dictionary words: liquid, colorless, tasteless, transparent.
Foster respect for water. Abstract
Conversation “What is the difference? water in the seas and oceans from river, lake? Give an idea of some types of natural reservoirs, rivers, seas, lakes. Clarify children's knowledge about the location of water in nature and everyday life. The concept that in bodies of water water There are different temperatures; depending on the temperature of the water, different plants and animals live in reservoirs. Abstract
Conversation "Cleanliness is the same as beauty" instill in children the habit of washing themselves, washing their hands with soap before eating, when dirty, and after using the toilet; consolidate the ability to use a comb and handkerchief; teach children to turn away when coughing and sneezing and to cover their mouth and nose with a handkerchief. Ensure that children consciously observe the rules of personal hygiene and understand their importance. Cultivate neatness and neatness. Teach the basics of an aesthetic attitude towards your appearance; make it clear to children that a person’s appearance plays an important role in life; continue to consolidate knowledge of cultural and hygienic rules.
Assemble the mosaic "Ship"
Development of motor dexterity of the index and thumb child's leading hand; developing the child’s ability to arrange a mosaic pattern in accordance with the pattern
Finger game "Water - water» , "Washing our hands", "river and fish", "On the water" Introduce children to new finger gymnastics, teach how to play it, while developing speech and evoking an emotional response. -
Block II – Cognitive development
Puzzles "About Water" Effectively exercise the mind and develop thinking abilities. Promote the active development of figurative speech, enrich the vocabulary by deepening and clarifying knowledge about the subject. Help to master the imagery of words, acquire knowledge about word formation, develop a poetic ear and poetic perception Pictures depicting answers
Experience No. 1: "Properties of Water" Introduce children to the properties of water (takes shape, has no smell, taste, color, surface tension, etc.). Several transparent vessels different shapes, water, three glasses, salt, sugar, spoon, odorous solution, dye of different colors
Experience No. 2 "Live water» Introduce children to the life-giving properties of water. Freshly cut branches of quickly blossoming trees, a vessel with water, a label "Live water»
Experience No. 3 "Evaporation" Introduce children to the transformation of water from liquid to gaseous state and back to liquid. Burner, vessel with water, lid for the vessel.
Experience No. 4 "Aggregative states of water" Prove that the state of water depends on air temperature and is in three states: liquid – water; hard – snow, ice; gaseous - steam. Saucer, snow
Experience No. 5 "Purification of dirty water". Strengthen knowledge about the water purification process different ways. Plastic tubes, plastic funnel, plastic lid, plastic cup, bag of pebbles, bag of marbles, paper filters, sponge, measuring cup; for a glass, bandage, cotton wool, a glass of dirty water, a plate, oilcloth, a measuring spoon.
Block III – Speech development
Poem by S. Pogorelsky "Spring stream", L. Lyushina "Droplet", E. Moszkowski "A drop in the sea", G. K. Anderson "Thumbelina", story by N. A. Ryzhov “How people offended the river”, "The Story of a Pond", “Once upon a time there was a river”, A fairy tale about the water cycle in nature Nadezhda Boltacheva Formation of interest and need for reading (perception) books Books
A set of cards with images of a puddle, drops, flowers, steam, mountains, etc.
"Give me a word"
Develop children's speech and motor skills of the speech apparatus Book
IV block – Artistic and aesthetic development
Drawing by points "Marine life" Formation of elementary mathematical representations Sheet of paper, colored pencils
Drawing life-giving moisture Activate thought processes Sheet of paper, colored pencils
Application "Beautiful fish in the aquarium" Introduce the technique of applicative mosaic. Colored paper, glue
Origami "White Water Lily" Improve your ability to create volumetric crafts made of paper White paper
Block V – Play activities
Cut-out pictures Develop mental activity, consolidate knowledge about different bodies of water, cultivate a caring attitude towards water Photos of different bodies of water, cut-out pictures of water bodies, flags
Animals of reservoirs To consolidate the idea of the inhabitants of reservoirs, their adaptability to their environment; develop mental activity A set of cards for inhabitants of reservoirs and land, a model of a reservoir
Where are the snowflakes? Reinforce knowledge about the different states of water. Develop memory, cognitive activity Cards depicting various states water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Block VI - Physical development
Outdoor game: "We are droplets" Develop children's imagination and activity in play.
Outdoor game: "In the swamp" Teach children to copy the movements of the inhabitants living in the swamp.
Outdoor game "We are the big whales" Learn to follow the rules in outdoor games, develop children’s activity in the process of physical activity.
Ball game "Air, earth, water» Strengthen children's knowledge about natural objects. Develop auditory attention, thinking, intelligence Ball
Creating snow figures Pin the move We: rolling, creating a ball, as well as knowledge about the properties of snow; encourage to decorative design created image; develop the aesthetic and artistic taste of children. Snow, shovels, buckets
Joint activities of parents and children
1. Making a model of individual parts of the aquarium (algae, stones, fish, etc.)
Target: Develop visual and effective thinking, stimulate the search for new ways to solve practical problems using manufacturing various models, mastering the technique and skills of three-dimensional modeling, acquiring skills in working with paper, cardboard and using various available materials; development of spatial thinking.
2. Search necessary materials and waterfall collection
Stage III: Final
During implementation project« Sorceress water» Children have developed a careful and economical attitude towards water resources. Children mastered simple ways to experiment with water. The children developed age-appropriate research skills (they began to ask natural history questions and establish cause-and-effect relationships). The educational competence of parents has increased in environmental education preschoolers.
Result of work:
1. Children’s enriched and systematized knowledge about water, its properties, meaning, etc. A steady interest in studying this topic has been formed
2. Increasing the competence of educators on the presented topic
3. Developed methodological and didactic support on this issue
4. Participation of students’ families in the educational process
Short term project
"The good and the bad in our life"
Prepared by educational psychologist Abramova Yu.M.
Relevance:
The topic of interaction of preschoolers with each other and adults is very relevant today. This is due to the fact that among the younger generation in our time there are many negative, cruel and unworthy phenomena. In this regard, the first place comes moral development and raising a child. His formation as a social personality, and of course, the main link in the education of morality in a child, is the family, and the teacher in kindergarten This is a kind of indicator of the formation of morality. The teacher helps parents guide the child in the right direction, advises what to look for Special attention, and, of course, in your own pedagogical activity place emphasis on the moral education of children during their stay in kindergarten.
It should be noted that many parents do not attach much importance to the education of moral prerequisites in the child and the task of us, teachers, is to help parents realize this. Therefore, it is very important to work not only with children, but also with the parents themselves.
Objective of the project: Formation of an understanding of morality in children of middle and senior preschool age.
Tasks:
1.Form moral prerequisites in children of middle and senior preschool age.
2. Help children apply the experience gained in relationships with people around them.
3. A developed sense of empathy for others and love for parents and loved ones.
Planned results:
Project stages:
First stage
Development of main goals and objectives
Drawing up an activity plan.
Work with methodological literature on a given topic
Drawing up recommendations and methodological developments for project participants
Organizational stage of the project
Working with parents:
Consultation hour for parents “Moral education of a child in preschool age»
Methodological development for teachers “Fundamentals of a future personality”
Information for parents "Do's and Don'ts"
Working with children: Conversation on the topic “What is good and what is bad”
Element of Story Therapy “Good in a person’s life”
Conversation-discussion on the cartoon"
Lesson with elements of fairy tale therapy “If you are kind”
Lesson "Magic words"
Using the projective technique “My Mood”
Design of a newspaper of children's statements on the topic “
The final stage of the short-term project:
Wall newspaper together with children “What is good and what is bad”
The main activities of the short-term project implementation
"The Good and the Bad in Our Life"
The date of the:
1st day of the project: Consultation hour with parents
“Moral education of a child in preschool age”: responsible teacher-psychologist of a preschool educational institution
Conversation on the topic “What is good and what is bad”
Element of Story Therapy “Good in a person’s life”: responsible educational psychologist at a preschool educational institution.
2nd day of the project: Watching the cartoon "Leopold the Cat"
Conversation-discussion based on the cartoon: responsible teacher-psychologist of the preschool educational institution
Methodological development for teachers of “the foundations of a poor personality”, responsible educational psychologist of a preschool educational institution.
Day 3 of the project: Lesson with elements of fairy tale therapy “If you are kind”, responsible teacher-psychologist of the preschool educational institution.
Information for parents “Do’s and Don’ts” responsible teacher-psychologist of preschool educational institution.
4th day of the project: Lesson "Magic words"
Using the projective technique “My Mood”, the responsible educational psychologist of the preschool educational institution.
5th day of the project: Design of a newspaper of children’s statements on the topic “What is good and what is bad” responsible educational psychologist of a preschool educational institution
Title: Project in kindergarten for the senior group “What is good”
Nomination: Kindergarten, Methodological developments, Project activities, Senior group
Position: teacher - psychologist
Place of work: MBDOU No. 299
Location: Krasnoyarsk st. Gusarova 24
Salinder Tatyana Anatolevna
teacher
MBDOU Seyakha kindergarten k/v "Olenenok"
Yamal district, Seyakha village
Name of the regulatory project: "Rainbow of Behavior"
Name of the organization: Municipal budget preschool educational institution combined type Seyakha kindergarten "Olenenok"
Brief description of the project: This project is work to create a new norm (norm-making), which is based on real situations that arise in the lives of children in kindergarten. Usually these are typical, recurring conflict situations. The project is aimed at preschoolers acquiring the necessary behavioral skills - children become more attentive to each other, begin to be guided not so much by their own motives as by established norms.
Objective of the project: creating an educational environment that ensures the activation of social and intellectual interests of children, the formation of social and moral qualities in a child in kindergarten and at home. Children's mastery of norms of behavior, the ability to construct their behavior based on an analysis of reality and adherence to this rule.
Project type: practice-oriented.
Characteristics of the project by duration: short-term (3 months)
1. Introduction
Intensive renewal and modernization of all components of the educational process have raised the bar of professional requirements for teachers. Today in preschool institutions there is a demand for a teacher who is an innovator, a teacher who is a researcher, so I am a teacher-practitioner who is involved in active search and innovation activities.
In pedagogy, creative search involves search activity, the creation of new pedagogical experience. I believe that the project method is one of the new types of activities that are used in the educational process of kindergartens.
The project method is based on the development of cognitive skills of children, teachers, parents, their ability to navigate the information space, and organize the process of cognition, which should culminate in a real result. This result can be seen, comprehended, and applied in real, practical life. In my practice, I decided to use: normative project activities.
IN modern society new, increasingly higher demands are placed on people, including the child - on the level of his development. Most people do not need to prove that a successful child is a comprehensively developed child who knows how to behave in a group of peers, in public places.
Preschool children can analyze the proposed situation from three different positions: normative - stabilizing, meaning-forming and transformative. Behind these three positions lies a certain understanding of the structure of cognitive abilities. The organization of project activities is impossible without taking these positions into account at each stage of its implementation.
Thus , relevance this project is due to:
ü The problems of regulating the behavior of children in kindergarten are very acute. An analysis of the state of our pupils showed that conflict situations often occur in the group, which are characterized by a clash of children's initiatives, in which each child insists on his own version of behavior.
ü The formation of friendly relationships between children in preschool age largely depends on what work is done in this direction in the kindergarten. Develop the ability to evaluate your own actions and the actions of others.
ü Raising in children such qualities as empathy, responsiveness, and the ability to evaluate their own actions and the actions of others.
Objective of the project: the formation of social and moral qualities in a child in kindergarten and at home, children’s awareness of their behavior and the formation of the ability to correct mistakes.
Tasks for children:
- To develop children's intellectual development, cognitive and speech abilities, taking into account the individual and age characteristics of the child.
- To form in the child an emotional, aesthetic and caring attitude towards peers and loved ones.
- Teach children to see the unwanted consequences of unacceptable behavior
Tasks for parents:
- create favorable conditions in the family for the development of the child’s personality,
- take into account the experience of children acquired in kindergarten,
- respect uniqueness child, set realistic goals for yourself and the child.
Tasks for teachers:
- develop social and professional competence and personal potential.
Project participants:
- Teachers: group teachers, teacher assistants.
- Children of the older group.
- Parents and other family members.
Project duration: 3 months.
Expected result in process of interaction between teacher - children - parents in project implementation:
Children:
- acquire knowledge about the consequences of undesirable behavior in a given situation;
- show kindness, care, and respect for others;
- children's speech activity increases in different types activities, the ability to analyze one’s actions and the actions of others;
Parents:
- enriching parental experience with techniques of interaction and cooperation with the child in the family;
- increasing the pedagogical competence of parents.
Teachers: design forces the teacher to be in a space of possibilities, which changes the worldview and does not allow the use of standard, template actions, requires creative, personal growth.
3. Main part
1. Preparatory stage
The teacher determines the topic, goals and objectives, the content of the project, predicting the result. At this stage of work, I had to solve the following tasks:
ü study the attitude of the parent community to the proposed activities within the project (questionnaire) and the possibilities of families of pupils to support the educational process;
ü coordinate the actions of teachers and parents to develop social and moral qualities in children in kindergarten and at home;
ü develop basic teaching materials and produce the necessary teaching aids.
2. The main stage of the project implementation:
Goal of the main stage: social and moral education of preschool children based on conversations on moral topics, reading and subsequent analysis of works of art, discussion and playback of a problem situation, viewing and discussion of fragments of cartoons, artistic creativity.
- Contents of parents' activities:
- Selection of photographs for the “Rainbow of Behavior” stand.
- Participation in the design of the stand in the group.
- A joint analysis of daily behavior with the teacher, child and parents.
- Participation in the design of the photo exhibition “Our Favorite Kindergarten”.
2. Content of the teacher’s activities
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Event |
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- Questionnaire for parents Annex 1 - Section 1“Me and my family” (conversations, games, game situations, discussion and playback of a problem situation) Appendix 2 |
September |
Developing the ability to give a moral assessment of one’s actions, the ability to have emotional empathy. |
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Section 2“Learning to sympathize and empathize with friends” (games, game situations, discussion and playing out a problem situation) Appendix 3 |
Expanding and deepening children’s ideas about a friendly attitude towards the people around them. |
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- Section 3 “Every behavior has its own color.” Design of the photo exhibition “Our Favorite Kindergarten” Appendix 4 |
Create “signs” together with the children, in a certain color scheme, teach children to analyze their actions and the actions of their peers. Choosing a photo together with parents for the “Rainbow of Behavior” stand. |
3.Final stage.
Analyzing the work done, we can draw the following conclusions:
- the topic of the developed project was chosen taking into account the age characteristics of children of senior preschool age and the amount of information that can be perceived by them, which made it possible to significantly reduce conflict between children;
- this project contributed not only to the improvement psychological climate, but also greatly facilitated the teacher’s work;
- children’s speech activity increased, which had a positive effect on their independent play activity children, children include various toys in the plot of the game and try to carry out role-playing dialogue;
- We believe that we have achieved good results interaction between teacher and parents; parents took an active part in the implementation of the project.
- on initial stage project, a survey of parents was conducted.
Future Outlook:
Develop a perspective on the Behavior Rainbow project in preparatory group, create a “Book of Rules” with conventional color or other designations.
Moral problems, moral culture, moral education is moving to one of the first places as the basis, first of all, of the moral education of preschool children, the education of a new personality focused on moral universal values.
I believe that the task of a modern teacher is to foster independence in children decisions made, purposefulness in actions and deeds, development in them of the ability for self-education and self-regulation of relationships.
Annex 1
Questionnaire for parents
Dear parents!
We invite you to answer a few questions that will help us plan our work on social moral education our children. Underline the answers to the survey questions.
- Do you know what it depends on psychological attitude child for the whole day?
- What question do you ask your child when he returns from kindergarten?
ü What did they feed you today?
ü What was interesting in the preschool?
ü What did you do today?
ü How did you behave today in kindergarten?
- What do you know about how to respond to aggressive behavior child in kindergarten?
ü I read a lot about this, I know a lot.
ü I don't know much about it.
ü I don’t know anything.
- Do you know what needs to be done to correct your child’s behavior in kindergarten and at home?
ü Yes, I know.
ü I know, but I would like to know more.
ü I don’t know anything.
- Do you need advice on improving your child's behavior at home and in kindergarten and providing him with reasonable assistance?
ü Yes, it is necessary.
- Do you think that aggressive intonations are an integral part of the educational process in the family?
ü Yes, this is the only way to influence a child.
ü Yes, but I avoid it.
ü No, this is incorrect.
Appendix 2
Section 1 “Me and my family”
Class. The most precious person in the world
- Develop the ability for emotional empathy.
- Learn to understand and actively express the emotional experiences of loved ones.
- Learn to give a moral assessment of the actions of the heroes of works of art.
- Cultivate a humane attitude towards family and friends.
Progress of the lesson
The lesson begins with an address to the children:
Who is the most dear person in the world to you?
Reading a poem about V. Russu’s mother.
There are many mothers in this world,
Children love them with all their hearts.
There is only one mother,
She is dearer to me than anyone else.
Who is she? I will answer:
This is my mom.
The teacher offers to tell the children about their mother using a game exercise: “My mother.” Children take turns completing the judgment “My mother...”, “When I see my mother, then...”
Discussion and playback of a problem situation
“Seryozha’s mother came home tired from work, saw toys scattered throughout the apartment, and asked to remove them. Seryozha pretended that he had not heard the request. Mom prepared dinner, after which she asked her son to help her clear the dishes from the table, to which he replied: “I don’t want to!” Mom was offended."
Why was the mother offended by her son?
What should Seryozha have done?
While playing out the situation, attention is paid to conveying the emotional state of each character using facial expressions, pantomime and voice intonation. After playing, the teacher asks the children questions.
What is a mother for? (Diagnostics of children's ideas and judgments.) bring to a generalization: “Mom gives life to everyone, takes care, worries about us, on any joyful and Hard time will support, help, protect, understand and forgive.”
Artistic creativity “Bouquet for my beloved mother”
The children are given landscape sheets, felt-tip pens and pencils, the teacher offers to draw a postcard for their mother, and offers to give these cards to their mothers, thereby making them happy.
Class. Why do we offend people close to us?
Objectives: 1. Teach children to distinguish between the concepts of “good” and “evil.”
- Encourage the expression of sympathy and empathy for family and friends.
- To form an awareness of the moral side of actions.
Progress of the lesson
At the beginning of the lesson, the game character, the doll Masha, conducts a conversation with the children, what good deeds have they done for their parents? The children's answers are listened to, and the teacher sets the brightest, most humane actions of the children as an example and verbally praises them.
Children are invited to listen to E. Blaginina’s poem “Let’s Sit in Silence.”
What action did the child do? Why?
Diagnosis of children's behavior and their relationships with loved ones. Children are asked to take turns finishing the sentence “When I see a tired mom (dad), then...”
Drawing on the theme “My family” allows you to diagnose the nature of family relationships and the child’s position in the family.
Homework: Show concern to your parents, and in the morning tell the teacher what good deeds you have done at home.
Replaying a problem situation
“In the evening, my mother came to pick up Lesha from kindergarten. The boy got used to the fact that his dad always did this, with whom he could take a leisurely walk in the park. In the presence of the teacher and his peers, Lesha began to act up and demand that his father come for him.”
Did the boy do the right thing?
How did mom feel in this situation?
Who do you feel sorry for in this situation?
What would you do if you were the boy?
Role-playing gymnastics: show using facial expressions and pantomimes:
- the boy is capricious;
- the boy is angry;
- mother calms her son;
- mom is upset;
- boy and mother rejoice.
Exercise “Complete the sentence.” “Dad got angry because I...”, “When I see that dad is upset, then...”.
Class. Our grandparents
Objectives: 1. Expand children's understanding of attitudes towards older people.
- Cultivate a respectful attitude towards older and older people and encourage them to show sympathy.
- Evoke an emotional response to helping your grandparents.
Progress of the lesson
The teacher begins the lesson with a conversation: today she saw how one boy helped an old grandmother cross the road and no one told him about it.
Many poems have been written about the love of grandchildren for grandmothers. Here's one of them.
Reading of the poem “My Grandmother” by S. Kaputikyan.
Became a grandmother
Old, ill,
She gets tired from walking.
Brave pilot
I'll be there soon
I'll put her on the plane.
I won't shake her, I won't rock her.
She will finally rest.
Grandmother will say:
“Oh yes, my grandson,
Hey, my pilot, well done!”
Diagnosis of children's attitudes towards old and elderly people
Invite the children to complete the sentence “When I see how difficult it is for an old man to walk, then...”
Appendix 3
Section 2 “Learning to sympathize and empathize with friends”
Class. A friend will not leave you in trouble
Goals: 1. Expand and deepen children’s ideas about a friendly attitude towards the people around them.
- Reveal the importance of moral support for comrades, which can be expressed in sympathy.
- To form a child’s value attitude towards himself and towards the people around him.
Progress of the lesson
The teacher suggests watching the cartoon “Dimka and Timka” and singing the song with the cartoon characters: “ A true friend»:
A strong friendship will not break,
Will not come apart from rain and blizzards.
A friend will not leave you in trouble,
He won’t ask too much -
This is what real means
True friend.
We will quarrel and make up,
“Don’t spill the water!” - everyone around is joking.
At noon or midnight
A friend will come to the rescue -
This is what real means
True friend.
At the end of the song, the teacher notes: “How good it is to have loyal and reliable friends!” But one proverb says: “Friendship is different from friendship, but at least leave the other.” During the discussion of the proverb, the teacher draws the children's attention to the moral implications of the proverb.
Class. A friend is always there in joy and sorrow
Objectives: 1. To form an idea of mental pain and the experience of resentment, the cause of which may be the indifferent attitude of others.
2. Diagnose the manifestation of empathy.
Progress of the lesson
The teacher reads the saying: “It’s easy to offend, but how does it feel in your heart?” The adult invites the children to explain its meaning.
Why do they say this?
Have you ever offended anyone?
How did you feel?
Reading of S. Mikhalkov’s poem “Good Comrades”
Boy Misha is toiling -
Misha stutters.
Like others - pure, clear -
He can't speak.
And asking him is in vain
Repeat what he says.
It's not easy for him
All words starting with K,
But the guys don't laugh -
Friendship is great and strong:
You, Mishutka, don’t get lost!
Take others as an example!
Silently gather your courage
And speak more boldly!
v You cannot laugh at other children’s shortcomings in appearance, tease them, or give them nicknames.
v A true friend should be able to sympathize with a comrade: rejoice at his successes and be upset at his failures.
v You cannot show indifference to the offended, crying child, allow injustice towards the weak.
v Don’t do for people what you don’t want for yourself now.
The game is a joke " Siamese twins"(S.A. Shmakov)
The guys become pairs and tie themselves back to back (legs and arms free). These are, as it were, pairs “in reverse.” They must dance, run back and forth, like “Siamese” twins.
Appendix 4
Fig. 1 Photo exhibition “Our favorite kindergarten
»
Stand for children “Rainbow of Behavior”
Bibliography
- Alyabyeva E.A. Moral and ethical conversations with preschoolers. – M.: TC Sfera, 2003.
- Boguslavskaya N.E., Kupina N.A. Fun etiquette (developing a child’s communication abilities). – Ekaterinburg: “LITUR”, 2000.
- Veraksa N.E., Veraksa A.N. Project activities for preschoolers. Manual for teachers preschool institutions. – M.: MOSAIC – SYNTHESIS, 2010.
- Semenaka S.I. We learn to sympathize and empathize. Correctional and developmental classes for children 5-8 years old. – M.: ARKTI, 2005.
- Shipitsina L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. The ABC of Communication. – St. Petersburg: “CHILDHOOD - PRESS”, 2002.
- Yakovleva N.G. Psychological assistance to preschoolers. – St. Petersburg: Valeri SPD, 2006.
“Certificate of Publication” Series A No. 0000715 sent on September 19, 2012. receipt No. 62502652822370
We invite teachers preschool education Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra publish your methodological material:
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Why is it profitable to publish with us?
Relevance: in older preschool age, mature children establish themselves, establish themselves in a team of children, form friendships and the ability to cooperate, and increase attention to peers as a partner for joint activities and communication.
Problem: during long-term observations of behavior and independent activity children, during life in a group during the educational process, during regime moments, we noted that many children do not know how to communicate with peers, negotiate, solve problem situations peacefully, defend their point of view without quarrels, insults and fights. Children put their priorities above, without regard for the opinions and needs of other children.
Project scale: short-term (2 months).
Goal: introducing children to established norms social behavior and rules of relationships with peers, creating ideas about friendship.
1. Generalize, expand and deepen children’s knowledge about friendship and friends.
2. Encourage children to engage in collective activities, promote the emergence and accumulation of positive communication experiences and cultivate social and communication skills (responsiveness, kindness, empathy, compassion, empathy, friendliness, ability to negotiate with each other).
3. Systematize children’s information about the culture of behavior in society and relationships between people.
I. Preparatory stage:
1. Reading “Festival of Friendship” by I. Vachkov, discussion, conversation and questions about the content.
II. Implementation stage:
1. Conversation about friendship and friends “Who is a friend?”, “What is friendship?”
2. Reading: Victor Dragunsky “Childhood Friend.” Discussion and conversation on content.
3. Proverbs and sayings about friendship and friends.
4. Reading the fairy tale “The Bubble, the Straw and the Bast Shot.”
5. Reading “Three Comrades” by V. Oseeva.
6. Reading poems about friendship: Y. Entin “About Friendship”, A. Kuznetsova “Girlfriends”, T. Agibalova “I Now Have a Friend”, V. Berezhnaya “Friendship is a Warm Wind...”, L. Kvitko “Two friend”, V. Viktorov “Children of the whole Earth are friends.”
7. Compiling the story “My Best Friend.”
8. Conversation - reasoning “Why do we need friends?”
9. Dramatization of the fairy tale “The Cat, the Rooster and the Fox.”
11. Watching the cartoon “The Biggest Friend”, discussions and conversation on the content.
12. Productive activity: drawing “Portrait of a Friend”, applique “Gift for a Friend”, designing a “Toy for a Friend” from paper.
13. Listening and memorizing songs about friendship “A True Faithful Friend”, memorizing the poem “We advise everyone to be friends.”
14. Resolution of the problem situation “Who offended whom?”
The final stage:
1. Drawing up rules of friendship.
Final event: quiz “About friendship and friends.”
Expected result: children classify information about friendship and friends, norms of behavior and rules of relationships with peers, the atmosphere in the group will improve.
Nomination: Kindergarten, Methodological developments, Project activities, Senior group
Position: teacher
Place of work: MADOU "Child Development Center - Kindergarten No. 410"
Location: Perm, st. Captain's 21
Senior group project
Topic: “My family”
Performed:
Zinovieva Yu.A.
2015
Relevance of the project: the project presents the planned collaboration educators, children, parents to form an idea of the family as people who live together, love each other, and care for each other. During the project, children will gain knowledge about the professions of their parents, the pedigree of their family, and family traditions.
A survey of children showed that children do not know enough about their family, where and who their parents work, and what the names of their grandparents are. To change this situation, the idea came up to create the “My Family” project. We, adults, teachers and parents, must help children understand the importance of family, cultivate in children love and respect for family members, and instill a sense of attachment to family and home.
Objective of the project:
Expand children's ideas about their family and pedigree.
Establish contact with parents to coordinate educational measures in interaction with children.
Project objectives:
1. Improve the quality of work of the kindergarten in interaction with parents.
2. To form in children an idea of family, morally to family traditions, expand knowledge about the immediate environment, teach to understand family ties.
3. Develop the creative abilities of parents and children in the process of joint activities.
4. Instill in children love and respect for family members, show the value of family for every person and show care for loved ones.
Project type: short-term.
Project participants: teachers, pupils of the 5-6 year old group, parents.
Forms of project organization:
1. Survey of children.
2. GCD
3. Consultation for parents “What is a family tree?”
4. Exhibition “Genealogical Family Tree”.
5. Exhibition of drawings and photographs “Coat of Arms of Our Family”.
6. Thematic role-playing game “Family”, “Hospital”, “Shop”.
7. Parent meeting"My family is my soul"
Project implementation stages
Stage I – preparatory
Questioning children about the problem;
Definition of goals and objectives;
Creating the necessary conditions for the implementation of the project.
Stage II – basic (practical)
Introduction into the educational process of effective methods and techniques to expand preschoolers’ knowledge about the family and its origin;
Development of a consultation “What is a family tree?”
Exhibition “Genealogical Family Tree”;
Exhibition of drawings and photographs “Coat of Arms of Our Family”;
Joint production of children and parents role-playing games “Family”, “Hospital”, “Shop”;
Leisure time with parents in the “My Family” hall.
Development and accumulation teaching materials, development of recommendations on the problem.
Stage III - final
Processing of project implementation results;
Parent meeting;
Presentation of the project “My Family”.
Expected results of the project:
Children: nurturing a feeling of love for family members, expanding children’s knowledge about their family: about family members, traditions, about the life of grandparents, the ability to organize role-playing games based on existing knowledge about the family.
Parents: improving the pedagogical culture of parents, establishing trusting and partnership relationships with them.
Project implementation
Stages | |
Stage 1 Preparatory | Survey of children: “What do I know about the family” |
Stage 2 Basic | GCD on the topic “My Family” Communication “My Family” Drawing "Mom" Communication “Telling children the Belarusian folk tale“Puff.” Modeling “Furniture for three bears” Communication "Grouping of objects" (clothes, shoes, hats). Designing "Mom's braids" |
Reading fiction: "Sister Alyonushka and brother Ivanushka" "Swan geese" “The Tale of a Smart Mouse” by S. Marshak “Mom’s work” E. Permyak “Mama’s Daughter” V. Belov “Bone” K. Ushinsky “How Vovka helped out the grandmothers” by A. Barto “Granny’s hands are shaking” V. Sukhomlinsky |
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Didactic games: "Who to be?" "Finish the sentence" "Who's older?" "Who's younger?" “Which one is ours?” (looking at yourself in the mirror) “Put them in order” (human figures, taking into account age-related changes) “Assemble a portrait from parts” “Make a family of figurines” “Joy - or sadness?” “What do they affectionately call you at home?” Role-playing games: “Family”, “Hospital”, “Shop”. |
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Conversations: "Day off in my family" "How I help at home" "What Do Your Parents Work" (using the album) "How we relax" Reading poems, riddles. Finger game “My Family” Articulation gymnastics “Delicious jam”, “Pancakes” Consultation “What is a family tree?” Exhibition “Genealogical Family Tree” Exhibition of drawings “My Family” |
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Stage 3 Final | Summing up the project implementation Parent meeting “My family is my soul” Dissemination of work experience on the topic among preschool teachers |
Conclusion:
During the implementation of the “My Family” project, the level of development of children’s ideas about family will increase significantly;
In the process of working on the project, educators will become more familiar with the families of the pupils, with their family traditions, characteristics of family upbringing.
Summary of GCD
V middle group on the topic "My Family".
1. Formation of children’s ideas about the family as people who live together and love each other. Give an idea of how a family appears, who it consists of, what family holidays are celebrated.
2. Foster a desire to take care of loved ones, develop a sense of pride in your family, and cultivate respect for the older generation.
3. Show children that a family is like a mighty tree, diagrammatically draw up a family tree (Family tree)
Integration of educational areas: cognition, communication, music education.
Preliminary work: looking at the family album, drawing pictures “My Family”, working with parents - creating a family coat of arms, family tree, talking with children “Who is related to whom”
Materials: a house with drawings of the families of pupils, the Bird of Happiness, the sun with rays, a basket with hearts, items for table setting, aprons, images with family holidays, presentation on ICT of family coats of arms and family tree.
Progress of the lesson:
Reading poems about family.
Educator: Hello guys, dear parents! I am glad to welcome you today! I'm very pleased to see what you have good mood and I want it to never leave you. Guys, I invite you to hold hands, look tenderly at each other and convey warmth and kindness, the joy of our meeting!
“All the children gathered in a circle,
I am your friend and you are my friend!
Let's hold hands tightly
And let’s smile at each other!”
Educator: Guys, let's look at the house, these are your drawings, what is shown on them?
Children: Family!
Educator: Family is a place where a person feels protected, needed, loved. All family members are closely related to each other and live together happily and happily.
Let's remember, guys, what kind of relatives the family consists of?
Finger game “My Family”
This finger is grandpa
This finger is grandma
This finger is daddy
This finger is mommy
But this finger is me,
Together - a friendly family!
Educator: - What a friendly family! Let's remember who is older and who is younger in the family.
Who else might be in the family?
Children: Brother, sister.
The Russian people had many symbols of happiness. One of them was the magical Bird of Happiness, one feather of which can bring happiness to a person. This Bird of Happiness flew to our kindergarten. In fairy tales, a good fellow always goes in search of happiness, overcoming many obstacles and completing tasks. Now our good fellow will go for a pen, and we will complete the tasks together.
1 Feather
1 task. Game “Mom is my sunshine”
Educator: who is the most important sun at home, which protects us, warms us with its warmth, takes care of us? Bird - Happiness has prepared for you the game “Mom My Sunshine.”
Imagine that the sun is your mother. Remember what she is like? Every ray is a quality that mommy has, every kind word about her, let's collect all the rays.
Look, guys, what a radiant sun we have turned out to be. How many kind good words they said about mom. And how beautiful and elegant our mothers are. Let's help moms dress up.
Task 2 Game “Dress up Mom”
2 Feather
1 task.
Educator: Bird - Happiness invites us to play the game “Burst the Balloons”. We need to pop the balls in which pictures of family members are hidden. And arrange them on the board in order of seniority.
2 task
The game “Who is who in the family?”
3 Feather
Educator: Every family celebrates holidays when all family members get together, congratulate each other, give gifts, set the table, laugh.
1 task. Presentation
The Bird of Happiness gives us the following task: “Look at the pictures on the screen, tell me, on what holiday do we see this item at home? »
Task 2. "Table Setting"
Educator: The adults in the family carefully prepare for the holiday, clean the apartment, prepare a festive dinner, and set the table. Now we will see how your parents set the table.
3 task. Dance of parents with children.
Educator: After a delicious dinner, you can dance!
4 Feather
Task 1 Game “Collect hearts in a basket” (To the music, children pass the basket in a circle, the one on whom the music stops names a good deed, a heart is placed in the basket.)
Educator: You can please your family not only with gifts, but also with good deeds, good deeds. Stand in a circle and look at the basket the Bird of Happiness gave us. We will collect good deeds in it.
Task 2 Game “Feed our parents”
Educator: Now you guys are big and independent, you can help your parents, but when you were little, your parents and grandparents looked after you. Now try to look after your parents, we offer to feed them.
Task 3 Game “Washing handkerchiefs”
5 Feather Presentation “Family coat of arms, family tree.”
Educator: Guys, I want to tell you that a family is like a huge mighty tree, the roots of this tree are the parents of your grandparents (great-grandparents). The thick branches are grandfathers and grandmothers, the thinner branches are mothers and fathers, and the thinnest ones are you children. Let us now see what family coats of arms you have prepared together with your parents.
Surprise moment - Group tree.
Educator: We in the group also live in one big friendly family, we are glad to meet you. What is family?
Children (stand in a semicircle):
Family is happiness, love and luck
Family means summer trips to the countryside
Family is a holiday, family dates,
gifts, shopping, pleasant spending.
The birth of children, the first step, the first babble.
Dreams of good things. Excitement, trepidation.
Family is work, caring for each other.
Family means a lot of housework.
Family is important, family is difficult!
But it is impossible to live happily alone!
Always be together, take care of love!
I want my friends to say about us:
How nice your family is!
Educator: Look, guys, we have collected all the feathers, I propose to leave this Bird of Happiness in the group so that it gives us joy and happiness. I wish you that each of you has a friendly, strong, happy family.
Song
Preview:
Project for older people
Topic: “The benefits of milk”
Performed:
Zinovieva Yu.A.
2015
The duration of the project is 2 weeks.
Project type - research.
The participants of the project are children of the senior group, teachers and parents.
Children's age is 5 – 6 years.
Project goal: to enrich knowledge about milk as a valuable and useful product for growth child's body.
Project objectives:
For children:
Expand knowledge about milk and dairy products.
To give an idea of the importance of milk and dairy products for the child’s body, to identify the role of milk in human life.
To develop children's research skills (searching for information in various sources).
Develop a cognitive interest in research activities and a desire to learn new things.
Develop the ability to work in a team, the desire to share information, and participate in joint experimental activities.
To form a conscious attitude towards healthy eating in children
For teachers:
Create the necessary conditions for children to become familiar with milk by enriching the developmental environment.
Intensify joint activities with parents to develop in children a conscious attitude towards eating dairy products for the development of the body.
For parents:
To help children understand the importance and necessity of children consuming milk and dairy products for the healthy development of the body.
Arouse interest in joint activities.
Project products
For children: an album of children's drawings “Children, drink milk, you will be healthy.” presentation for children: “What do we know about milk?”, poster “COs are grazing in the meadow...”, model “Cows in the meadow”
For teachers: presentation of the project at the teachers' council; These materials can be used to familiarize children with the world around them, in a conversation about proper nutrition for the development of the body.
For parents: stand (mobile) “Cheerful Burenka”, collection of recipes “Family recipes for dishes made from dairy products”.
Expected results for the project: during the work on the project we will find out that milk is the basis of a child’s diet. A glass of milk a day is a time-tested recipe for longevity! With milk, our body receives all the necessary nutrients for the normal development of the body.
For children:
Knowledge about milk and dairy products, their importance for the child’s body and the role of milk in human life will be enriched.
A cognitive interest in research activities and a desire to learn new things will develop (searching for information in encyclopedias and other literary sources, from communication with adults, television programs, etc.).
for teachers
Pedagogical skills will increase in developing children's ideas about milk and dairy products, in using the project method in their work, and in seeing the children's desire to be active participants throughout the entire project.
For parents
We will help children understand the importance of consuming milk and dairy products for the healthy development of the body.
Brief summary of the project
Stages | Actions of teachers | Family actions |
Stage 1 Preparatory | Definition of the task. Develops the content of the educational process according to activity centers. Selects methodological and fiction on this topic. Invites family members to cooperate. | Familiarization of parents with the contents of the project. Help collect literature about milk and dairy products Talk to children about the benefits of milk and dairy products |
Stage 2 Basic | 1. Conversations on developing children’s initial ideas about value healthy image life 2. Conducting experiments with milk. 3. Reading to children fairy tales, nursery rhymes, proverbs that talk about milk and cows, learning poems. 4.Collective drawing work on the theme “Far away in the meadow they are grazing…”, 5.Collecting material for making a stand (mobile) “Cheerful Cow”, 6. Making a “Glass of Milk” model (what vitamins are contained in a glass of milk) 7. Development of a scenario for the final entertainment. | 1. Helping children in designing the album “Children drink milk, you will be healthy” 2. Compilation of a recipe book “Family recipes for dishes made from dairy products.” 3. Joint activity to collect material for making a stand (mobile) “Happy Cow” 4. Help children explore the refrigerator to find milk products. 5.Consultation for parents “The benefits of milk.” |
Stage 3 Final | Conducting the final entertainment “Milk Rivers” Design and selection of visual and practical material for children. Summing up the work on the project. | Assistance in organizing an exhibition of project products: stand “Happy Cow”, poster “The Benefits of Milk”. |
Summary of an integrated lesson in the senior group
"Milk Rivers"
Progress of the lesson
The teacher turns the children to a glass of milk on the table.
Educator. Guys, today we have an unusual lesson, today we’ll talk about...
Teacher: (the teacher takes a glass
milk, covered with a napkin).
Priceless treasure in my hand -
Everything for life is in it.
Proteins, fats and carbohydrates.
And also miracle vitamins -
All illnesses can be overcome with them.
The cow sends greetings to you all,
Drink, children, stay healthy! (Milk)
Why do guys say this: “You don’t drink milk, where will you get the strength?”
Children's answers.
Educator: Milk is often called the “Source of Health.” In milk
there are all the useful and nutritious substances necessary for the little one
for a person to grow faster and develop properly, these are proteins, fats and
carbohydrates, minerals (calcium for strengthening teeth and bones)
vitamins. In addition, milk is a medicine, thanks to the set of useful
substances. Milk invigorates a person and makes him more active.
POETRY.
I have been drinking milk since childhood, it contains both strength and warmth!
After all, it is magical, kind, and useful!
With him I grow by the hour and I will give good advice -
Instead of Pepsi and lemonade, you should drink milk more often!
Milk helps everyone: strengthens teeth and gums!
You feel easy if you drink milk!
But where does milk come from? Guess the riddle
She is motley, eats green, gives white.
There is a haystack in the middle of the yard: a pitchfork in front, a broom in the back. (Cow)
Slide. Cow.
What animal is a cow? (home)
Why? (lives near a person’s house, they look after her).
People say: “There is a cow in the yard, food is on the table.”
One cow produces as much milk as one family needs.
And where do huge rivers of milk flow from to feed the whole big
city? After all, milk is on our table every day.
Today I will tell you where milk rivers flow from (children sit on
chairs)
Slide. Farm with cattleman.
In villages and villages, large-sized farms are created, where
many, many cows. Special workers look after them. Skotniks
feed the cows, clean and clean the premises so that the cows always
fresh water.
Slide. Pasture with cows and shepherd.
Shepherds graze a herd of cows in a pasture, they take care that the cows
grazed on spacious, abundant meadows. Many shepherds take
as assistants, smart, trained dogs who help them monitor,
so that the cows do not lag behind the herd.
Slide. Milkmaids milk cows. Milking machine.
Milkmaids milk cows. It's very hard work. When few cows are milked
manual. And when there are a lot of cows on the farm, you have to milk the cows
special milking machines.
Slide. With feeders for cows, or a camp in a barn.
In order for milk to flow like a river, so that cows have a lot of milk, it is necessary
feed them well. No wonder the proverb says “Feed the cow more nourishingly -
the milk will be fattier"
What does a cow eat? (in summer – grass, in winter – hay).
That's right, but not only that, cows need a variety of foods. Behind
a special doctor monitors the nutrition of the cows on the farm; he draws up a menu for
Burenok.
In the morning the cows are fed fragrant hay, at noon - corn silage,
in the evening - straw from grain crops. The cows really like this menu.
Slide. Cows in the meadow.
But best time- this is summer, when cows walk freely through the meadows, on their own
choose the best grass: juicy, green, fragrant.
And cows give fatty, healthy milk.
Slide. Milk tanker - a car, a dairy plant.
Milk is transported from the farm in special vehicles, as you might think, how do they
are called (milk tanker).
The milk goes to the dairy plant. This is where an interesting process begins.
Milk turns into...what, let me start and you continue.
Slide. The children guessed the product appeared.
To make life beautiful, you spread... butter on your bread.
We all love rustic sour cream without deception.
It is famous throughout the world for its delicious, sour... kefir.
Like a turnip, yellow on all sides, the more holes, the better it is. Cheese.
I am not cream, not cheese, white, delicious... curd.
What are all these products called in one word? Dairy products.
What other dairy products do you know?
Yogurt, cream, yogurt, fermented baked milk, Varenets, ice cream, condensed
milk.
Slide. Counter with dairy products.
Dairy products arrive at the store where we buy them.
The children get up and go to the table, where there are cereals on the plates,
covered with a napkin.
Every day we are served milk porridge for breakfast in the kindergarten. Please pay
pay attention to the table (the teacher raises the napkin), guys, what is this?
(Cereals)
Name them. (Semolina, buckwheat, rice, millet, rolled oats).
What will the porridge made from these cereals be called? (Semolina, millet, rice,
buckwheat, rolled oatmeal).
I suggest you play, we'll cook porridge.
I put masks on children with milk, salt, sugar, rice.
Physical education lesson “Cooking porridge”
One two Three,
Cook our pot of porridge!
We will be attentive
Let's not forget anything!
Pour milk... it’s healthy after all
We will be attentive
Let's not forget anything!
I need to salt the porridge
And sweeten it a little
We will be attentive
Let's not forget anything!
We pour cereal...
We will be attentive
Let's not forget anything!
All products were placed.
The porridge is being cooked: “Puff-puff!” -
For friends and family.
And now everyone is one after another
Let's stir the porridge around!
And we'll try ours
Cooked porridge together!
Let's eat it together
We'll treat everyone to porridge.
After all, it was cooking: “Puff-puff!” -
For friends and family."
Educator: Well done, kids, girls and boys, they showed how
You need to cook porridge correctly! Do you know what to add to porridge?
to make it tastier?
Children offer options: add butter, jam, nuts, raisins, strawberries
etc.
Educator: and now, guys, I suggest you experiment a little.
Children: Yes!
Educator: I propose to become magical artists and paint our milk with colorful paints.
To do this, add a few drops of different dyes to the plates with milk. Take cotton swabs and dip them in liquid soap and touch the center of the plate with milk. So what happens? The milk begins to move and the dyes mix. A real explosion of color in a plate! Now I’ll explain how this happens: milk is the same liquid as water, only it contains fats, minerals, vitamins and other substances. And the whole secret of color lies in a drop of soap; the main property of soap is to eliminate fats. When soap is placed in milk, the soap molecules try to attack the milk molecules, and those contained in the milk try to avoid the attack and run away. So they run after each other, so the flowers move.
Educator: That's how much new and interesting we learned about milk.
Let's do it now guys volumetric applique from colored paper “Happy Cow”.
Experience: Explosion of color in milk.
To conduct this spectacular experiment, you will need:
Whole milk
Food colors in different colors
Any liquid detergent
Cotton buds
Plate
Please note that the milk must be whole and not skim. Why? All explanations after the experience.
Work plan:
1. Pour milk into a plate.
2. Add a few drops of each dye to it. Try to do this carefully so as not to move the plate itself.
3. Now, believe it or not, we will get the milk moving using regular detergent! Take a cotton swab, dip it in the product and touch it to the very center of the plate of milk. Look what happens! The milk will begin to move and the colors will begin to mix. A real explosion of color in a plate!
Explanation of experiment: milk consists of molecules different types: fats, proteins, carbohydrates, vitamins and minerals. When detergent is added to milk, several processes occur simultaneously. First, the detergent reduces surface tension, allowing food coloring to move freely across the entire surface of the milk. But the most important thing is that the detergent reacts with the fat molecules in the milk and sets them in motion. This is why skim milk is not suitable for this experiment.
