About men 

Research activity “Water cycle in nature. The water cycle in nature Project on the theme of the water cycle in nature




The water cycle in nature on a large scale The water cycle is carried out due to evaporation, the movement of water vapor in the atmosphere, its condensation and precipitation. The cycle begins with the evaporation of water. Water vapor moves from one area to another. Most of the water evaporates from the surface of the oceans, which receives water from sewage and groundwater. A smaller proportion of evaporated water is carried to land by air currents. In connection with the processes of moisture condensation, precipitation occurs.



The Water Cycle on a Small Scale You can also consider the example of hot water in a pot. If we cover the pan with a lid, then after a while, removing it, we will see drops of water on it. Having covered the pan with a lid again, the drops will “fall” into the water, and then the water will again be on the lid, here it is, the cycle. But how does water appear on the lid? With the help of vaporization and condensation. Below I will discuss these concepts in more detail.




Vaporization From the name of the term, it can be understood that vaporization is the formation of steam from water. In the global water cycle, steam rises above the Earth and moves upward. Further, as we know, clouds are formed, but not from steam, but from water. Because the steam turned into it with the help of condensation. Now I will review it.




Condensation Condensation is not as understood a word as vaporization. Vaporization is the transformation of water into steam, while condensation is the transformation of steam into water. Clouds form from this water, when they gain a large mass, they will splash their water onto the Earth and it will rain, snow or hail. But how in winter the steam rises so high, because it can just freeze. To answer this question, I will consider the term evaporation




Evaporation When evaporation occurs from the surface of water, it is called evaporation. Evaporation is due to the fact that in a liquid there is always some fraction of fast molecules, the kinetic energy of which is sufficient for them to fly out of the liquid. Such fast molecules exist at any temperature, so evaporation occurs at any temperature. And that's why it snows in winter.




Specific heat of vaporization The specific heat of vaporization can be calculated. Experiments show that the amount of heat required to turn a liquid into vapor at a constant temperature is proportional to the mass of the liquid. The formula is obtained: Q - amount of heat L - specific heat of formation m - mass Q = Lm




Evaporation Without Precipitation As water begins to evaporate, there will be little change on Earth. But in a week, the volume of the world's oceans will greatly decrease. In another two weeks, some countries will have problems with a drinking water event, mass extinction will begin in arid countries. A month later, the "water problem" will become a global one. In another 4-5 months, the entire world ocean will dry up.


Precipitation without evaporation The water evaporated and condensed for the last time. Clouds have formed. It started to rain (snow, hail). But evaporation did not occur, therefore, after repeated precipitation, some parts of the planet begin to flood (rivers, seas, oceans go beyond their borders). Cloud reserves are depleted, rainfall is less and less. After the cessation of precipitation, water begins to move around the planet. People will have to use artificial irrigation.




Conclusions The water cycle in nature is very important for the entire planet Using the property of evaporation, precipitation falls at any temperature It is possible to calculate the specific heat of vaporization If there was no condensation, then all the water from the Earth's surface would simply evaporate drought, or people will have to artificially irrigate the land

The type of the project is educational and research.

Project participants are teachers, pupils of the senior group No. 9, parents of pupils.

The duration of the project is one week.

Problem Insufficient awareness of children about the importance of water in human life.

Water is the first and favorite object for research by all children. Children come into contact with water from the first days of life. And as soon as they begin to understand at least something, they start playing with water.

It is very important to teach children, our future generation, to take care of water. Water plays a huge role in our life, it is our constant companion.

It is important that the child could evaluate human behavior in nature, express his opinion on this problem. And we must create conditions for the child to communicate with nature and for feasible activities.

The project was developed due to the particular relevance of the problem of educating the ecological culture of preschool children. A huge role in organizing this problem is assigned to the environmental education of children. To date, environmental awareness, respect for nature have become the key to human survival on our planet. In addition, the environmental education of children is a huge potential for their comprehensive development.

Children need to instill the skills of an environmentally literate attitude in everyday life, teach them to treat water carefully and economically. Pay attention to the fact that even such a familiar object as water is fraught with a lot of unknown. All this emphasizes the relevance of this project.

Objective of the project.

To form in the children of the older group the importance of water in the life of all life on earth.

Water is the source of life.

Project objectives:

  1. Systematize and expand children's ideas about the properties of water.
  2. Develop the ability to formulate a problem, analyze situations, plan an experiment, think through the course of activities to obtain the desired result, draw conclusions based on practical experience.
  3. Cultivate a sense of mutual assistance, accuracy in conducting experiments. The priority educational area is cognitive development.

Integration of educational areas speech development, social and communicative development, physical development, artistic and aesthetic.

Stage Organizational Clarification of children's ideas about the properties of water (diagnostics on the topic of the project).

Equipment and materials materials for diagnostics, computer (a laptop), art word (tests of fairy tales, stories, folklore for walking), materials and equipment for organizing visual activities and design: colored paper, oilcloths, glue, paints, colored pencils, plasticine, etc., materials for didactic games, musical works for listening.

Social partners:

  • Observations
  • Library
  • book exhibition
  • Stage Informative
  • The entry of children into the problem.

Joint goal-setting and activity planning.

A problem, goal, task is formed, a game situation is introduced. Satisfying the interests and needs of the child, the requests of parents, the educator is the initiator.

The way the project is implemented.

What we know is that the water is blue, you can wash, you can drink, you can water the plant, it can be hot and cold, a puddle, a river, the sea, rain is water, fish and plants live in the water.

What we want to know is why it freezes, why not all water can be drunk, whether there is water in an apple, why water sounds.

From whom and in what sources to find information - ask mom or dad, read in a book, watch a TV show, look on the Internet.

Layout "The water cycle in nature"

Artistic and aesthetic development:

  • Painting "Natural Phenomena" , "Rain, rain, drop"
  • modeling "Grandfather Mazai and hares" , "The globe"
  • Application "Trees in a puddle" , “And the water is far away, but the bucket is big”

Droplet travel. Water experiments:

  • “Water is liquid, it can flow”
  • "Water has no taste"
  • "Steam is also water"
  • "Turning Snow into Water"
  • The life-giving property of water"

Socio-communicative development.

  • Didactic games "Walks, swims, flies" , "Compare Water" , "Who needs water?" , "The droplets go around"
  • finger game "Rain"

Self-service and elementary household work.

  • Labor in the corner of nature (rubbing the leaves of indoor plants, watering plants).

Speech development.

A. S. Pushkin "Gold fish" , H. Andersen "The Snow Queen" . Lyman Moore "Little Raccoon and the one who sits in the pond" , story by N. A. Ryzhov "How people offended the river" .

R. n. story "Snow Maiden" , N. Nosova "Slide" Riddles, poems, proverbs and sayings about snow, water, rain, hail.

Physical development.

mobile game "Brook"

"Carp and pike" , "Sinking, not sinking" , "Two Frosts" , "Good Umbrella" .

Stage Final

Project presentation form – multimedia presentation, project portfolio.

Expected results:

  • For children - got an idea about the properties of water, the importance of water in the life of a person, animals, plants; development of research skills, increasing motivation for studies, development of children's speech, development of creative abilities, activity and independence.
  • For teachers - increasing professional competence in the field of organizing project activities for preschoolers, using experimentation in the formation of ecological ideas of older preschool children, knowledge on planning project activities for preschoolers.
  • For parents - the participation of parents in the activities of the kindergarten, increasing the pedagogical knowledge of parents in the forms and methods of raising and teaching children of preschool age, developing creativity, imagination, and the interest of parents in the work being done.
  • The practical significance of the results of the project - this project can be used in the work of teachers of children's groups.


THE RUSSIAN FEDERATION
YAMAL - NENETS AUTONOMOUS DISTRICT
DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE PUROVSKY DISTRICT
Municipal state preschool educational institution
"KINDERGARTEN" TEREMOK "p. Khanymei
629877, RUSSIA, YaNAO, Purovsky district, pos. Khanymey, st. Neftchinikov d.17 (tel/fax) 41-4-38, e-mail –

Project
"The water cycle in nature"
(in the senior group of kindergarten)

Prepared by:
educator
Smirnova I.M.

Khanymey village, May 2014

Project name: "The water cycle in nature"
Problem: To study the water cycle in nature.
Purpose: to expand children's ideas about the water cycle in nature.
Tasks: to explore the water cycle in nature (explain the stages of the water cycle in nature; to consolidate knowledge about the various states of water in nature; to conduct simple water experiments with children; to cultivate a caring attitude towards water bodies, nature in general; to form competent ecological behavior in nature.
The main steps for the implementation of the project:
defining a project problem
project goal setting
development of a plan to achieve the goal
involvement of specialists in the implementation of the relevant sections of the project.
collection, accumulation of material
inclusion in the project plan of classes, games, research activities of children, etc.
homework for self-fulfillment (reading fiction, visual activity; memorizing poems; experiments and experiments with the participation of parents
presentation of the project (slide show on a computer, music festival "Journey of a droplet")
Description of the product resulting from the project:
the desire to expand the cognizable horizons of reality; the desire to identify the connections and relationships existing in the world and delve into them; interest in new sources of information; the need to establish oneself in one's attitude to the world around;
the formation of children's knowledge about the cycle of the water cycle in nature;
systematization of children's knowledge about the transition of water from one physical state to another; enjoying the beauty of nature; development of imagination and creativity.
Type of project: research (long-term)
Participants: children of the preparatory group; specialist teachers; educator; parents.
Interdisciplinary connections:

Section name
programs
Content
Tasks

"Welcome to Ecology"
(Voronkevich O.A;
lesson number 4; p. 198)

Conversation "River, river, river"
1. Dialogue of a teacher with children (on a carpet) on the topic “Where does the river begin, where does it begin?”
2. The game "Name the river affectionately"
3. Children make up a story about their river, in which they swam in the summer.

1. Expand concepts about the world around us, learn to compose a descriptive story about familiar rivers from memory.
2. To form concepts about the origin of the river, its sources.
3. Learn to compare natural water sources with objects in the immediate environment.
4.Expand and activate children's vocabulary.

(lesson No. 3; p. 212)
in the "December" section

Snow talk
1. Riddles about snow.
2. The game "What do we know about snow"
3. Consideration of snowflakes.
4. Game-experiment "Snow in a jar" (children in the roles of a jar and snow). The snow in the bank is in different temperature conditions (street, group).

1. Help children establish the dependence of the state of snow on air temperature.
2. To develop children's creative imagination.
3. Activate speech through the words "melts", "freezes", snow groats, "snow flakes"

(lesson #3; p.231)
in the section "February"
Generalizing conversation about winter "How many interesting things happen in winter"
1. Dunno is visiting. Children tell Dunno everything they know about winter.
2.D / and "Winter Games"
1. To form a generalized idea of ​​\u200b\u200bchildren about winter, the state of inanimate nature.
2. To develop the cognitive activity of children: to teach to establish cause-and-effect relationships, the ability to use models in cognitive activity.

(lesson No. 1; p. 241)
in the section "April"
Entertainment.
Ecological fairy tale "Brook"
1. Children read poems about spring to the music. Signs of spring.
2. Simulation game "Hang signs of spring on a tree"
3. Performing a song about spring.
1. Show children the interconnection of all living things in nature.
2.Develop children's cognitive ability.
3. To teach respect for animate and inanimate nature.

"Me and the world" Mosalova L.L.
(p.44)

Lesson "In nature, everything is interconnected"
1. Considering pictures with views of nature.
2. Children make up stories from pictures.
3.Children look at the signs prohibiting doing something in nature.
4.Children show photos of family vacations in nature.

1. Fix the concept of respect for nature.
2. Refine and expand ideas about what spoils the environment.
3. Raise the desire to restore the surrounding nature as much as possible.

Cognitive development in the senior group
Volchkova V.N.; Stepanova N.V.
(lesson #2; p.158)
Lesson "Invisible Air"
1.Experimental-experimental activity.
The glass is turned upside down and slowly lowered into a jar of water. The glass does not fill with water. Air does not let water into the glass.
2. Air properties.
3. Air value.
1. Introduce the concept of "air", its properties and role in the life of all living things.

(session No. 3; p. 159)

Lesson "Sorceress water"
1. Work with the globe (consideration of the earth model and acquaintance with the Arctic and Antarctica).
2. The game "Who will name the edible liquid more"
3. Riddles about water.
4.Experience. Water in three glasses. Her comparison.
5. Rules for the use of water.
1. To get acquainted with the form in which water exists in nature, with various phenomena (rain, dew, snow, hoarfrost, ice, steam, etc.) and the state of water in the environment; to inculcate skills of environmentally competent behavior in everyday life; learn to understand the need to respect water as a natural resource.

Planning work on environmental education in different age groups.
I.L.Savo
(p.39)
1. Experimental activity "Measuring the snow depth with a snow gauge"
2. P / and “The droplets are walking in a circle”
3. Reading N. Ryzhova about water.
4. Reading B. Plastov "The Tale of the Drops"
5. Excursions to the reservoir.
1. Master ideas about some environmental factors (light, water and its variability; water and its transition to various states).

Classes for the development of speech.
O.S. Ushakov
(lesson No. 13; p. 58)
Retelling of N. Kalinina's story "About the snow bun"
1. Reading the story.
Discussion.
2. Snowball fight (imitation)
3. The game "Summer-Winter"

(lesson No. 14; p. 61)
Drawing up a story based on the painting "The River Frozen"
1. Compilation of a story on the topic "The river is frozen"
2. Explanation of the meaning of the word "frozen"
1. Repeat and summarize the properties of water.
2. To educate safe behavior on rivers, lakes, reservoirs.

The development of coherent speech in preschool children.
N.V. Nishcheva
(p.64)
Finger gymnastics "Snowflakes"
1. Learning gymnastics.
2. Development of fine motor skills, coordination of speech with movement.

Tales-retellings.
T.A. Kulikovskaya
(p.65)

Relay game "Useful Umbrella"
1. Learning the game.
1. Induce a positive mood in children.

Art activities for preschoolers.
T.G. Kazakova
(p.116)

Lesson "Spring rain"
1. To develop in children an interest in the environment, to teach to convey the phenomenon of nature with accessible visual means, to draw a cheerful rain with rhythmic lines.

Additional information needed to complete the project: visiting the library, searching for information in the methodological room, helping parents in search activities.
Material and technical resources necessary for the implementation of the project: Creation of conditions for experiments and experiments: purchase of plastic glasses and spoons; drawing paper, paper for drawing, cardboard, felt-tip pens, etc.

Planned time for the implementation of the project by stages:

Stage
Content
activities

teacher
children

Search
1. Formulates the problem "Studying the water cycle in nature"

1. Entry into the problem

February

2. Introduces into the game (plot) situation "Journey of a droplet" (fairy tale)

2. Living in a game situation.

3. Formulates tasks
3. Accept tasks
February

Practical
1. Helps to plan activities

2. Organizes activities (classes, games, experiences and experiments)
2. Unite in working groups
March

Control and analytical
1. Directs and controls the implementation of the project
1. Form the acquired knowledge, skills and abilities
April

Presentation
1.Preparation for the presentation
1. The product of the activity is prepared for the presentation
May June

Forms
Form name
work
Timing

Lessons
"Journey of a Water Drop"

"Amazing transformations of a drop of water"
March

"How people offended the river"
April

"The water cycle in nature"
May

"Water in plant life"
June

Observations
snowflake observations

Water evaporation observations (at home)
March

Watching water turn to ice (at home)
March

Ferry Watch
April

Watching the kettle boil (at home)
May June

Experimentation
Experience number 1. Melting snowflakes on the hand.
February

Experience number 2. Evaporation of water in a warm and cool place (at home)
March

Experience number 3. Turning water into steam
April

Experience number 4. Turning a snowflake into water
May

Experience number 5. Turning ice into water (at home)
June

Tours
1. On the site d / s
February, March, April

May June

3. For children
settlement sites
May June

Working with parents
Involving parents in the work on the project (to acquaint with experimental activities on the topic "The water cycle in nature"). Conversations.

Group discussion
Conversations on ecological fairy tales, stories. Conclusions in the course of experiments and experiments.
February, March, April, May, June

February
1. Lesson "Journey of a drop of water" (a fairy tale accompanied by illustrations).
Purpose: to explain the stages of the water cycle in nature, to consolidate the concept of clouds, clouds, the meaning of the sun in all states of water.
2. Observation of snowflakes.
Purpose: to teach children to observe such a natural phenomenon as snowflakes; examine the patterns of snowflakes and compare them; explain to the children that it is better to look at snowflakes on a dark background (on a mitten, coat sleeve, etc.); develop mindfulness, cognition, curiosity; to conclude: are all snowflakes the same?
3.Experimentation: Experiment No. 1. "The melting of a snowflake on the hand and turning it into water."
Purpose: to catch a snowflake on a mitten and breathe on it; observe what happens to the snowflake and what it has become; conclude: why did this happen? (from the heat the snowflake turns into a drop of water)

5. Work with parents: involvement of parents in the work on the project (familiarization with experimental activities on the topic "The water cycle in nature"). Conversations on project activities.
6. Group discussion: conversations on environmental fairy tales, stories; conclusions in the course of experiments and experiments.
7. Fine art activity "Draw snowflakes."
Purpose: to continue to teach children to symmetrically draw the elements of the picture; develop imagination and attention; reinforce children's knowledge that snowflake patterns are different.

March
1. Lesson "Amazing transformations of a drop of water."
Purpose: to consolidate knowledge about the various states of water in nature; do simple experiments with water with the children.
2. Observation of water evaporation (at home).
Purpose: to teach children to observe the process of water evaporation; to give knowledge that water evaporates from all reservoirs, even very small ones; conclude: "What is evaporation?"
Observation of the transformation of water into ice. (at home)
Purpose: to familiarize parents with the conduct of this experience; clarify with children where ice can be found at home; teach children to observe the process of turning water into ice;
conclude: “What did the water turn into in the cold?”
3.Experimentation Experience No. 2. "Evaporation of water in a warm and cool place". (at home)
Purpose: to teach children using a regular cloth to experiment with water in different conditions (in a warm and cool place); explain to the children that there are droplets of water in the rag that evaporate or turn into steam.
4. Excursions on the site of the kindergarten.
5. Working with parents Involving parents in the work on the project (familiarization with experimental activities on the topic "The water cycle in nature"). Conversations on project activities.
6. Group discussion of the conversation on the experiments and experiments; conclusions in the course of experiments and experiments.
7. Artistic word: learning the poem "Fog".

April
1. Lesson "How people offended the river."
Purpose: to show what the rash actions of a person lead to; educate respect for water bodies, nature in general; to form competent ecological behavior in nature.
2. Observation of the steam.
Purpose: to teach children to watch a boiling kettle or pan with their parents; cultivate caution and accuracy.
3. Experimentation: Experiment No. 2. Turning water into steam.
Purpose: to familiarize parents with the experiment; warn children that steam in a boiling kettle (pot) is very hot and dangerous; conclude: “How does water turn into steam?”
4. Excursions on the site of the kindergarten.
5. Work with parents: conversations on project activities; summarizing the results of the experiments carried out together with the children.
6. Group discussion: conversations with children on the topic “What do people’s rash actions in relation to nature lead to”; give examples of your life related to nature.
7. Game activity: "Choose a word for water." "Choose the odd word."

May
1. Lesson "The water cycle in nature."
Purpose: to introduce children to the concept of "The water cycle in nature" with the help of the story "Vicious circle"; to teach children to give their own examples about the water cycle; cultivate love for nature; develop curiosity and imagination.


4. Excursions to the park.
5. Working with parents to prepare for the presentation on the project.
6. Group discussion: conversations on the conducted experiments and observations.
7. Artistic word: children memorizing poems for the presentation "Water Festival".

June
1. Lesson "Why should we save water?".
Purpose: to acquaint children with the process of cleaning and disinfecting water before drinking it; to acquaint with various factors of water pollution (construction of weaving factories, settlement of people near the water, etc.); cultivate respect for water.
2. Observation of different water conditions.
Purpose: to consolidate with children the knowledge that water has a different state (vaporous, liquid, solid); cultivate respect for water.
3.Experimentation: "The transformation of water into a different state."
Purpose: to give children knowledge in the process of experimentation that water can be in a liquid, solid and gaseous state. (Examples of experiments are given above).
4. Excursions to the park
5. Working with parents preparing for the presentation "Water Festival"
6. Group discussion: conversations on the topic of careful attitude to water; based on experiments and observations.
7. Presentation: "Water Festival"

long term plan
project
on the topic "The water cycle in nature"Arial BlackхђHeading 1хђHeading 2хђHeading 315

Comments (0 )

New ones first

Old ones first

First the best


OR LOG IN AS A GUEST


Latest comments on the site


⇒ "The plane is on fire right before our eyes. You can even see how it is more and more absorbed by the flames. The evacuation, although 55 seconds, is already good that at least someone was able to escape. I wonder what was going on inside the plane at that moment. Was there panic among the people? Usually at such moments the crowd behaves inappropriately. Thanks to the dead flight attendant. Thanks to him, for sure, it was possible to save many frightened people. Apparently, the passengers were in such shock that they did not understand where to run and how to help themselves. It is necessary to inform people before the flight about the rescue."
Added - 09/02/2019
⇒ "Pretty cool and not an ordinary cartoon, we watch it with our daughter, some episodes we laugh to tears!"
Added - 09/02/2019
⇒ "It looks like the roof was not even fixed. Although this would hardly be allowed. They probably didn't expect strong winds. But those who filmed, apparently expected such an outcome. No wonder the camera was turned on at the right time. The sight is not pleasant, but it is interesting to watch from the outside. It just becomes scary even at the thought that at that time someone could pass by and the roof would simply crush the person. I wonder now what happened next. How was the roof raised? And in general, someone should be held responsible for the incident?"
Added - 09/02/2019
⇒ "These videos are my favorite. Because animals don't pretend. And if they pretend, it’s even funnier and more interesting, even if they are not people, but it turns out that they can think and be cunning no worse. True, I didn’t see any sense in the birds walking in a circle, but we, people, don’t understand everything even in ourselves, let alone in animals. But the thief bear made me laugh). And the friendship of lions with hyenas in nature is really rare. It's nice to watch such natural, live shots about those whom we consider our relatives on the planet, and some of them friends."
Added - 09/02/2019
⇒ "Of course, the video is strange, it’s not entirely clear how it all began, but I think an adequate person, even with one leg, would not just smash the store like that. Most likely they brought a person so that he would start sweeping everything off the shelves. It can be seen that he is not drunk, not smoky, just an annoyed person with something. To be honest, I feel sorry for such people, and not because he is disabled, but precisely when such emotions, wine appear, that a person is "gotten", and he no longer controls himself. I hope he didn't get too much from the store employees."
Added - 09/02/2019

ELENA KALUGA
Research project "The water cycle in nature"

Introduction

Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship nature and man. Mastering the ways of practical interaction with the environment ensures the formation of the worldview of the child, his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with phenomena. nature.

Experimental- research activity contributes to the formation of a holistic picture of the world of a young child and the foundations of cultural knowledge of the world around. It gives children real ideas about the various aspects of the object being studied.

It is no secret that preschool children researchers. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Research, search activity is the natural state of the child, he is tuned in to the knowledge of the world, he wants to know it. Research, to open, to study means to take a step into the unknown and the unknown. Exactly research behavior and creates the conditions for the mental development of the child to initially unfold as a process of self-development.

One of the first natural materials, with which he meets in everyday life, the closest and most accessible is water. It gives the child pleasant sensations, develops various receptors and provides almost unlimited opportunities to learn about the world and oneself in it. Watching children play with water, as well as while washing, bathing, we saw the interest of children in water and became convinced of the relevance of this topic, namely the need to gain knowledge and ideas about the basic properties water, its states and role in the life of man, animals, plants.

When organizing and creating conditions for environmental upbringing and education, it is necessary, taking into account the age of children, to ensure both accessibility and fascination of cognitive and, therefore, such an important motivation for the ongoing work. Children are especially interested in doing something when they themselves directly perform active actions, explore, conduct experiments, organize experiments, that is, "act" independently, albeit under the close supervision and guidance of the teacher. Such activities are both accessible and exciting for a preschooler.

The project is based on conducting numerous entertaining experiments and experiments, organizing interesting observations, reading fiction, looking at books. A question that encourages cognitive research and experimental work, is presented in the form of a problem situation. The main task, which in this way "arises" before researchers to understand, to clarify why adults insist that water should be conserved, used sparingly, not wasted - because there is so much of it, and it flows in the tap as much as you want, and especially on the sea it is apparently invisible. Children think that the number water is not limited. That is, the basis project is the question- problem:

"Why do adults say that you need to protect (save) water, if there is so much of it everywhere - it runs in the tap and does not end, but there is so much of it in the sea that you can’t even see the coast?

Formation of elementary ecological knowledge and ideas among preschoolers through search and cognitive activity. Substantiation of the effectiveness of knowledge about water for the formation of a careful attitude of children to water as a valuable resource nature.

Research Project

« The water cycle in nature»

Prepared: Kaluga Elena Anatolyevna

Target project:

Formation of children's ideas about water as a necessary part for all living things on earth: systematize and deepen ideas about water - as a factor in environmental well-being: activate the thinking of children; to consolidate children's ideas about the properties of liquid, solid, gaseous substances; to teach the ability to compare and analyze the properties of objects.

Tasks:

Find out what water is, what kind of water is, where does it come from?

Find out why water is needed, is it possible to do without it? Why does water have different states?

Explore the properties of water empirically.

Stimulate cognitive interest by creating conditions for research activities of children.

Encourage children to set a goal, select the necessary means for its implementation, determine the sequence of actions, predict the result, evaluate and correct actions, enjoy the process and the result.

Develop creativity, imagination, curiosity.

Develop children's communication skills.

Find information about water in different works of art. To cultivate interest and love for oral folk art through fairy tales, proverbs, sayings, figurative expressions.

Conducting experiments and experiments with water

Where did our research? We first studied the properties and qualities water. We found out that water has no taste, color, smell, dissolves salt, sugar, paints, sunflower oil, etc.

The most interesting thing for children was the experiment "How Water Moves". Young researchers carefully listened to the instructions and independently conducted the experiment under the supervision of adults. Independent experimental activity gave the children confidence in their abilities, and increased their cognitive interest. During research, cognitive activity, the guys boldly expressed their thoughts, assumptions, proved, independently did findings.

Discussion-conversation (updating knowledge and ideas):

1 question: Where can we see water?

"In a river, in a faucet, in bottles, in a bank, in the sea, in a teapot, in an aquarium, in a pool, in a saucepan, in a puddle, in the sky."

2. Question Q: Where and what is the water used for?

- "For making soups, etc."

- "For washing dishes, floors"

- "To travel by sea."

As well as: “For drinking, washing, watering plants, washing; water is needed by birds, fish, etc.”

Conclusion: “Water surrounds us everywhere, but we need it always and everywhere!”

3. Question: Can all the water be used for this? "What kind of water is in nature?»

Conclusion: "In the seas and oceans, the water is salty, in rivers, lakes - fresh (unsalted)»

1. Experience "Solid and Liquid Men"

Target: The development of ideas about the melting of ice, about the transformation of ice into water. Formation of the transformation action.

Problem Why do snow and ice turn into water?

2. Experience: Condensation

Target: Formation of ideas about condensation water- the transformation of steam into water when the steam is cooled. Developing the ability to transform.

Problem: How to turn steam into water.

Description:

caregiver: Guys, today we will listen to a fairy tale about Nastenka and Baba Yaga, but first we will remember riddle:

If a strong, strong heat,

From the water will be .... (steam).

(heat up).

So, one day Nastenka went to the forest in the summer to pick mushrooms. In summer it is hot, the sun is shining, not like in winter it is cold and frosty. Nastenka was walking through the forest picking mushrooms, and she wanted to drink some water, and water You can't see it anywhere in the forest. In winter, snow lies everywhere, and if you want to drink, then what can you do with snow? Can you get water from snow?

Children. Yes! The snow will melt and there will be water.

caregiver: But in winter there is a lot of snow everywhere, but in summer there is no snow. And so Nastenka walked looking for a stream from which to drink. But the stream was nowhere to be seen. And suddenly she saw - there is a hut on chicken legs in the forest. Nastenka knocked and entered the hut. And Baba Yaga lived in the hut. "Hello Grandma"- said Nastenka. “Hello, hello, Nastenka,” Baba Yaga answered. “What brings you to my hut?” Nastenka said that she was very thirsty and asked Baba Yaga for some water. But Baba Yaga was cunning and decided to test Nastenka first - to see if she could guess riddles. Baba Yaga had a large stove in her hut. On the stove stood a large, large cauldron of boiling water.

Baba Yaga slyly looked at Nastenka and said: “So you Nastenka want to drink some water?” Well, well, I'll show you where a stream flows in the forest, and you can drink from it, just look here first!

And Baba Yaga showed a large cauldron of boiling water. The water in the cauldron boiled, seethed, white, hot steam rose above it - the water turned into steam. Look, guys, how steam comes out of a hot water. And here is Baba Yaga He speaks: “You see, Nastenka, this is boiling water, there is steam above the water. If you solve my riddle, I will let you go. Here's a glass for you

such a riddle - drink from this cauldron. What should Nastenka do? The water is hot! How to drink it? What do you guys think, how to be Nastenka, how to drink some water from this cauldron?

Children: You need to cool the water.

“So the steam needs to be cooled!”- decided Nastenka. What does she have cold ... She looked in her basket and found a mirror. Nastenka touched the mirror - it was cold.

The steam is hot, the mirror is cold. She leaned a mirror against the steam coming out of the cauldron, put the glass that Baba Yaga had given her, and this is what happened:

Children watch the transformation of steam into droplets water.

Water turns to steam when we (heat up).

Educator. "Look, guys, the steam turns into droplets water! The steam is hot - the mirror is cold, the steam cools and turns into water! That's how Nastenka scored drop by drop water in a glass and solved the riddle of Baba Yaga.

Conclusion In order for the steam to turn into water, it must be cooled.

Experience 3. Do stones sink in water?

Children take a jar of water and carefully place one stone in the water. They are watching. Share the experience. The teacher draws attention to additional phenomena - they went on the water circles, the color of the stone has changed, become more vivid.

Conclusion: stones sink in water because they are heavy and dense.

Experience 4. "Playing with colors"

Target: introduce the process of dissolving paint in water (randomly and with stirring); develop observation, ingenuity.

Conclusion: a drop of paint, if not stirred, dissolves in water slowly, unevenly, and when stirred, evenly.

Experience 5. "Soap magician"

Target: introduce the properties and purpose of soap; develop observation, curiosity; enforce safety rules working with soap.

Experience 6. "Colorful ice cubes"

Target: get familiar with the properties water in liquid and solid states; show how colored water turns into colored ice.

Our next step was the selection of literature on experimental activities, the creation of cards on experimentation together with the children.

The event was the creation of a creative workshop in the group. Children clearly saw what water is needed for, what equipment is involved in the process of cleaning drinking water got acquainted with the reservoirs of their native land. The children used their knowledge of water in

creative game "A flower blooming on the water", fantasized and unfolded plots, invented extraordinary stories about water and its travels. Was designed fairy tale"The journey of a chicken, or the world behind the fence of the poultry yard!".

Children took an active part in satisfying their curiosity in the process of active cognitive research activities.

The story "How people offended the river"

Once upon a time there was a blue river with clean, clear water. She was very cheerful and loved it when guests came to her. "Look how clean, cool, beautiful I am. How many tenants in my water: and fish, and crayfish, and birds, and beetles. I invite you to visit, come swim, relax. I will be glad to see you," Rechka said.

One day dad, mom and boy Kostya came to visit her. The family settled down on the shore and began rest: sunbathe and swim. First, dad made a fire, then he caught a lot of fish. Mom picked a huge bouquet of beautiful white water lilies, but they quickly withered and had to be thrown away. Kostya pulled out a lot of shells from the river, scattered them along the shore, and smashed some of them with a stone to find out what these shells were inside. Then he caught a frog and crushed it, because he did not like frogs. And he stepped on a large black beetle, which inadvertently appeared nearby. When the family was about to go home, dad threw all the empty cans into the river, mom hid the dirty bags and papers in the bushes. She was very fond of cleanliness and did not tolerate garbage in her house. When the guests left, the blue river turned gray, became sad and never again invited anyone to visit.

Contributing to the education of the personality of a child with a developed cognitive interest and a formed consciously correct attitude towards nature capable of seeing and feeling the beauty of the surrounding world will be effective if design the activity of preschool children stimulates internal development and ensures the satisfaction of children's needs, requests, initiatives and desires.

The final stage

At present, more than ever, the issue of environmental education of preschool children continues to be acute. The child who loves nature, will not thoughtlessly pick flowers, ruin nests, offend animals, will save water for himself and those around us.

Nature full of amazing wonders. It never repeats itself, so project« The water cycle in nature» we tried to teach children to see, feel, seek and find something new in what is already known.

Fiction and observations, experiments and experiments served as a means in the environmental education of children and contributed to the formation of the first concepts of the unity of man and nature, helped to develop creative imagination, fantasy, flight of thought and made it possible to reveal the huge potential inherent in every child.

Summing up work, I would like to note that it was not in vain! Watching plants and animals, birds, working with water in a group, with snow on the street, the children began to notice what they had not even paid attention to before attention: rain is different, when the temperature rises, the snow melts, the water takes on a different shape.

So little by little in the process work, we tried to educate children in kindness, responsiveness, develop children's inquisitiveness, curiosity, interest, love for their native nature desire to take care of her.

This creative search lays the initial forms of a consciously correct attitude towards nature, interest in its knowledge, sympathy for all living things, the ability to see beauty nature in its various forms and manifestations, to express their attitude towards it.

During the implementation project children came to the following conclusions:

Water is a useful liquid, which is of great importance for human health.

Water is the source of life, which is used by man in everyday life and at work, in agriculture and medicine.

Bibliography

1. V. V. Shchetina, O. V. Dybina, N. P. Rakhmanova "Unknown near". Entertaining experiences and experiments for preschoolers, Moscow, 2011

2. S. N. Nikolaeva "Young ecologist". The program of ecological education in kindergarten. Mosaic-synthesis, 2010

3. S. N. Nikolaeva "Folk pedagogy in the environmental education of preschoolers". Manual for specialists in preschool education. Mosaic-synthesis, 2010

4. Evdokimova E. S. Technology design in preschool educational institution. - M .: TC Sphere, 2008.

5. G. P. Tugusheva A. E. Chistyakova - Experimental activities of children of secondary and senior preschool age: Detstvo-Press, 2013.

6. A. I. Ivanova “Methods of organizing environmental observations and experiments in children's garden: Benefit for worker preschool institutions "- M .: TC Sphere, 2003

7. Alyabyeva E. V. « Nature. Fairy tales and games for children», Sphere, 2012

8. Zhuravleva V. N., « Design activities of older preschoolers ", Teacher, 2011

9. Ivanova A. I., "Naturally-scientific observations and experiments in kindergarten", Man, 2010

10. Pashkevich T. D. " Design effective interaction of teachers with children: recommendations, diagnostic materials, tasks and exercises”, Teacher. 2012

11. Internet resources.