Summary of direct educational activities “Conducting experiments with soil and land” in the senior group. Summary of direct educational activities “Conducting experiments with soil and soil” in the senior group Is there air in the soil?
Let's walk and develop
Surely there is plenty of land at the dacha in the summer. Sometimes you even wish there was less of it, especially when the baby scoops up semi-liquid mud from a puddle and enthusiastically smears it over all available surfaces. You can, of course, try to let research activities the child in a peaceful direction and invite him to set up a toy or even a real kindergarten. But to use the land as self-sufficient teaching aid Few people would think of it. But in vain. After all, there is even a whole science, soil science, that studies how and what the earth is made of, or, in scientific terms, soil. By carrying out simple experiments, you and your little one can learn a lot of interesting things about the properties of soil.
Who destroys mountains?
It seems to us that the earth has always been there. In fact, in ancient times our planet consisted of barren rocks, which, under the influence of wind, water, and temperature changes, gradually collapsed and turned into powder. The following experience will show how this happened.
Keep a small pebble (it’s better to take a soft rock, such as sandstone) in water for a few minutes and put it in the freezer. After a few hours, take the stone out, let it warm up in the air, and then wet it again and cool it. Repeat this several times. Then consider what happened to the pebble. Freezing, the water increased in volume, and the cracks became wider and deeper, and the rock itself crumbled.
How do they eat flowers?
The baby has probably already realized that the soil contains a lot of different things. nutrients, useful for the growth of flowers and trees. But it’s not clear how they eat all this, because they don’t have a mouth! Carefully pull a plant with large roots (such as a dandelion) out of the ground and examine them carefully. What do the roots look like? That's right, for tubes! With their help, the plant pulls dissolved in water from the ground useful material like us - juice from a bag.
Why does the earth need grass?
Plants cannot live without soil. What about land without grass? It turns out, too. Take two soil samples: a bare lump of earth and a piece of the same size, but already penetrated by plant roots or covered with moss. Leave them out in the rain. What will happen? The first of our experimental objects will quickly blur, and the second will only slightly decrease in size. It turns out that the roots of the plants saved the soil from erosion. This means that not only the soil helps the plants, but the plants also help the soil.
Is there a lot of land on Earth?
Of course, a lot, the child will say. Look how many there are around! But no! Take an apple and cut it in half. Cut the peel off one half. Ask your child whether, in his opinion, the peel is thin or thick? Consider the other half of the fruit. Try to determine where the skin of the apple ends and the flesh begins. Layer of soil covering Earth, relatively thin, just like apple skin. Only on this thin “film” do flowers and trees grow.
Underworld Horizons
Make a hole in the ground as deep as a spade bayonet, take out the soil, pour it into a three-liter glass jar and fill with water (a finger above the soil layer). Let it sit for a few days. The soil will stratify and you will be able to study its composition: at the top - fertile layer, humus, under it - clay, rock particles, sand, gravel. During your walk, make control cuts at the edge of a ravine or on a steep river bank. You will be convinced that the layers of the earth (in scientific terms - horizons) are always located in this sequence. In the very depths there is a mountainous parent rock, above it there is a “subsoil” in which there is a lot of clay, then a light layer (“washout horizon”). Water dissolved and carried away all organic and minerals, so there are almost no plant roots here. The upper horizon is humus. There are a lot of larvae, worms, and insects here.
Is there air in the soil?
Ask your child if he thinks there is air in the soil. Most likely he will answer no. But there are so many living creatures living in the soil, what do they all breathe? To find out, let's conduct the following experiment.
Place a soil sample in a jar of water. Now watch: small bubbles run from the bottom of the jar to the surface. This means there really is air in the soil. This is what tiny underground inhabitants breathe.
What is humus?
The mineral particles formed when rock breaks down are home to tiny plants and creatures. When they die, they fall into the ground and turn into humus. Follow this process. Place leaves in a saucepan or bowl potato skins, drunk tea, etc. Cook in a small amount of water until almost all of it has evaporated. Mix with a few handfuls of soil and leave in the light. After some time, you will see that the mixture has turned into a homogeneous black mass. You can add humus to your flowerbed or vegetable garden.
Underground inhabitants
Take a funnel and line the inside with a piece of gauze. Place some soil on the cheesecloth. Place a funnel in the neck empty cans and light a lamp over it at night. The light will lure its inhabitants out of the soil, and they will fall to the bottom of the jar. You will be able to see a centipede (a long gray body, a fringe of legs along it and antennae-horns), a springtail (small, yellow-brown, “forked” at both ends), a soldier beetle larva (with three pairs of legs, a long belly and thickenings) horns on the head). After examining the prey, release it into the wild.
Digger worm
The earthworm, although not pretty in appearance, is useful. To find out what, pour a layer of earth, a layer of sand and another layer of earth into a glass jar and tamp it down. Add leaves to the jar, plant a worm, tie the jar with gauze and place it in dark place. The next day, take out the jar. All layers will be mixed, the earth will become loose, and the number of leaves will decrease. The worm ate them, and at the same time swallowed a fair amount of soil. Having passed through his stomach and mixed with the leaves, it became more beneficial for the plants.
Is there air and water in the soil?
(experimenting with soil and sand)
Target: continue to introduce children to soil and sand, their properties and characteristics, and the importance of soil in plant life.
Program tasks: consolidate children’s knowledge about the composition of the soil, its properties, and inhabitants. Introduce new soil properties. Strengthen the ability to conduct experiments with soil and record research results. To consolidate children's knowledge about the properties of sand. Follow safety rules when working with soil and sand.
Develop observation, perseverance, accuracy, attention and logical thinking.
Materials and equipment:gowns, soil, disposable tableware, alcohol lamp, plexiglass plate, sand, water. Sheets of paper and markers, magnifying glasses, glue, cardboard, seeds for planting. Bottles of water.
Teaching methods : experimentation, reasoning, observation, surprise moment, practical activity.
Organization of the lesson:children enter the hall, talk with the Underground King, sit at a common table, pushing several children together, practical activities take place, then a physical education minute and work at other tables with sand.
This lesson is a continuation of the system of classes to familiarize children with soil (sand) and its properties. It clarifies and concretizes the concepts that the teacher began to form earlier, and also introduces new concepts.
The lesson uses a surprise moment - the Underground King. He sets the children a task - to find out whether there is air and water in the soil?
Children become scientists and go to scientific laboratory, where they conduct experiments, sketch the results and draw conclusions: is there water and air in the soil or not?
The soil is used for planting sunflower seeds.
After the experiment, a physical education minute is held, which corresponds to the topic of the lesson.
At the end of the lesson - practical activities for children, accompanied by soothing music, making sand applications as a gift to the Underground King.
Then summing up the lesson.
Progress of the lesson:
V – l : Guys, today we will continue to get acquainted with the soil. But first let's take a look at our Mailbox environmental mail, has anyone sent us a letter?
V – l or child takes out a letter from the mailbox.
Letter:
“Hello, dear guys! The Underground King is writing to you! Greetings to you from all the inhabitants of the underworld, I think that you are already familiar with many of them. I’m also sending you a bag of magic earth as a gift. I hope you like it. This land is magical! Why is she magical? Because this is not just land - it is soil. She feeds and waters the plants, and they give her their dry leaves and branches. There are a lot of inhabitants in the soil: earthworms, moles, bugs, spiders. This is a whole underground kingdom that you cannot see. But I have never been to your upper kingdom, and I would really like to visit you someday and get to know you better. I hope that we will meet you soon. Goodbye!"
(The sound of the wind, the King appears).
Tsar: Hello guys! Finally I got to you. Well, have you guessed who I am?
Children: underground king!
Tsar : oh, how bright it is here, I can’t get used to your sun, (covers eyes with hand or puts on glasses). It’s so good underground – dark, damp, cool. I love my home. And tell the guys: “Did you receive my gift?”
Children: yes, we got it.
Tsar : guys, I would like to ask you if you already know anything about soil.
Children: yes, we know.
Tsar : Then I'll check now!
Tell me the layers of soil(sand, clay, small pebbles, earth on top)
What can be found in the soil? (pebbles, twigs, roots, insect remains, sand, dry leaves, clay).
Who lives in the soil? (mole, mole rat, earthworm, centipede).
What is the use of an earthworm? (Loosens the soil, processes leaves and turns them into soil).
Well done! It’s not in vain that I came to you, I see you know a lot about my kingdom. Otherwise, many people walk on the roof of my kingdom - the soil - and don’t even think about the fact that it needs to be protected. Moreover, they are indignant that it is dusty or dirty! And I love any Mother Earth!
Well then, I’ll ask you one last question: what do underground animals breathe? ( air ). What do plant roots feed on? (Water, air and nutrients).
Tsar : How do you know that there is water and air in the soil, they are not visible.
V-l : dear king! And you stay with us a little longer. The guys and I want to invite you to our scientific laboratory, where we will conduct experiments with soil, and you will see water and air in the soil.
Tsar: I’m tired, guys, my eyes hurt from the light, and my health doesn’t allow me to stay in your upper kingdom for long. I’ll go home, keep order, count earthworms, and keep them away from people. Once you carry out your experiments, sketch them and send them to me by environmental mail, and I’ll figure out what’s what. And I also have a surprise for you, as soon as you finish your experiments, check your mailbox! Well, goodbye!!!
V-l : Well, guys, let’s go into our scientific laboratory, put on our gowns, and take our places at the tables. Before we begin, let's remember the rules of conduct when working with sand and soil.((do not throw sand and soil, do not rub your eyes with dirty hands, handle glassware with care, etc.). Let's start work. Let's look at the soil, what did you manage to see? (blades of grass, roots, insect foot, etc.). All? Didn’t you see if there was invisibility air hiding there? Let's find out through experience.
Experience : Take a glass of water and carefully lower a lump of soil into it. What are you observing?
Transparent bubbles appeared on the lump. Silvery paths ran upward. What do you think this is? Where did the air come from? Of course, the air that was inside the lump between grains of sand and dust. The water penetrated and forced it out. It bubbled, floated and mixed with the air around us.
We conducted our first experiment, what conclusion can we draw?
Children : There is air in the soil.
V-l : Sketch the results of your experiment.(Children sketch).
Now we know that there is air in the soil, but is there water in the soil?
Experience (performed by an adult, children watch). Before conducting the experiment, let each child touch the glass. What is it - cold or warm? Dry or wet? The teacher heats the soil over the fire, holding a piece of glass over it. Let the young scientists carefully run their fingers across the glass again. What did it become? Where did the water come from?
What conclusion can we draw after this experiment?
Children: There is water in the soil!
Vs: sketch the results of the experiment.
Guys, we have conducted experiments, but look how much land we still have, what we can do with it, how to use it profitably.
Children: plant seeds in the ground.
V-l : ok, let's remember how to plant seeds (Fill the pot with soil not to the top, put a seed in the middle and cover it with soil on top. Then pour a little water on it). (Children plant seeds).
V-l : What do our seeds need in order for them to germinate?
Children : warmth, light, water, love.
Vs: and when our seeds sprout and the sprouts grow, we will plant them on our plot.
Physical education minute:
In the group we play together, the children walk
We study the layers of soil with our hands on a shelf, alternately upwards
Down, then right, then left hand
They took microscopes in their hands and showed the microscope
We found out who lives in the earth:
Worms, bugs, moles showed a wave, sat down, sat down
Lower
They found their house in the soil. Hands folded over head.
There is water to wash your hands with a ladle, we scoop up the water and
Let's wash ourselves.
There is also air to breathe with our hands from above, we wave at ourselves and
Let's breathe
We will try very hard, the children are walking.
Vs: So you and I have a rest. Tell me, did you guys like the underground king? (Yes). Remember, he said that he had prepared a surprise for us, and let us also prepare a surprise for him, we will make applications from sand, I think that he will be very pleased, he will look at them and remember you.
Who can tell me the properties of sand? ( loose, friable ), and what is sand made of?(small-small pebbles).
Let's get to work (children make applications from sand).
V-l : Well done, the work turned out to be very wonderful, I think that the Underground King will really like it. Now they need to lie down and dry, and then we will put them in an envelope and send them along ecological soil.
Our lesson is coming to an end, let's remember what new we learned today. (That there is water and air in the soil).
It's time to check what surprise the Underground King has prepared for us. We will check (Yes).
V-l with children takes out a surprise from the environmental mailbox - a treat for the children!
Slide 1
Is there air in the soil? Study 1 “Is there air in the soil?” Goal: to experimentally determine whether there is air in the soil Equipment: Jars of water, soil sample. Conducting the experiment. Remind us that in the underground kingdom - the soil - there are many inhabitants (earthworms, moles, beetles, etc.) What do they breathe? Like all animals with air. Suggest checking if there is air in the soil? Place a soil sample in a jar of water and ask to see if air bubbles appear in the water. All children do the experiment independently and draw appropriate conclusions.Slide 2
Slide 3
Is there moisture in the soil? Study 2. “Is there moisture in the soil” Purpose: Experienced way determine whether there is water in the soil. Equipment: Jar with soil, glass, alcohol lamp, iron spoon. Conducting the experiment: Heat some fresh soil over a fire. Hold the cold glass over the soil. Soon the glass will become damp. We conclude that there is water in the soil.
Slide 4
Slide 5
Where better CONDITIONS for plant life and soil inhabitants. Study 4 Purpose: To show that as a result of soil trampling (for example on paths, playgrounds) the living conditions of underground inhabitants are deteriorating, which means there are fewer of them. Help children independently come to the conclusion about the need to follow the rules of behavior on vacation Equipment: For a soil sample: the first one is from an area that is rarely visited by people ( loose soil); the second - from a path with tightly compacted earth. For each sample, a jar of water. Conducting the experiment: Let’s remind the children where the soil samples were taken from. Invite them to express their hypotheses (where there is more air in the soil - in places where a person rarely sets foot), (where there is less air - “Under the path”). When we walk on the ground, we “press” on its particles, they seem to compress , there is less and less air between them and it is difficult for soil inhabitants and plants to breathe.
Slide 6
Slide 7
Slide 8
Falling leaves are an excellent treat for earthworms. Goal: Through long-term observation, show children how earthworms form soil. Equipment: Mesh basket without bottom, fallen leaves. Conducting the experiment: The guys and I decided to make a kind of dining room for earthworms and other underground inhabitants. We took a mesh basket and cut the bottom off and dug it into the ground and filled it with fallen leaves. Holes in the basket are needed so that the worms have free access both to the “dining room” and back to their usual habitat. We hope that as we observe, our foliage will turn into fertile soil.
Slide 9
Slide 10
The soil - living earth“Why doesn’t anything grow under the spruce tree?” In our corner of the forest there is a wonderful place where, standing in one place and only turning your head right or left, you can observe completely different forest communities. On one side there is a mixed forest. On the other hand they ate.
Slide 11
Program content:
1. Expand children’s understanding of soil as a component of nature, its composition (plant roots, remains of insects, leaves) and the cycle of substances; about the relationship and interdependence of soil and plants. To consolidate knowledge about representatives of soil fauna - underground animals: earthworm, beetle, mole. Show through experiments that there is air in the soil; when lumps of earth are compressed, it “leaves”, how soil pollution occurs: discuss the consequences of this.
2. Activate the words in speech: soil, underground inhabitants, air, crumbly, compressed. Continue to teach children to make simple conclusions, inferences based on practical activities, express them in your speech.
3. Cultivate interest in studying the composition of the soil, environmentally conscious behavior in the forest, in the park: walk along the paths, do not trample everything around, in order to save the lives of underground inhabitants and plants. Form friendly relationships during experiments and games.
Preliminary work:
Observing leaf fall and soil on a walk. Work in the vegetable garden, flower garden (digging up beds, weeding, watering); in a corner of nature (loosening, watering). Examination of an earthworm, illustrations of moles; observation of beetles and their larvae. Reading and asking riddles about the soil and underground inhabitants. Conversation about the soil, walks and excursions to the forest, park in different periods of the year.
Material:
Transparent jars of water (for each child). Large jars for the teacher. Soil for 1, 2, 3 experiments. Sheets of paper. Jars with soil samples. 2 transparent containers with water (clean and dirty, soap or powder solution with foam). Cardboard leaves. Emblems with the image of worms. Cups with soil. Hoops. Medals for awarding.
GCD move:
1 part. Examining soil on pieces of paper. A conversation about its composition and properties. Questions: What is this? What is another word for earth? What kind of soil? (black, gray-brown, crumbly, dry). What do you see in the soil? (roots, dry remains of plants, insects). How do you think this all got into the ground? Who lives in the earth, in the underworld? (worms, moles, beetles, larvae). What do they breathe? (by air). Let's see if there is air in the underground kingdom? How can you see air in water?
part 2
Experiment No. 1 “There is air in the soil”
First, the teacher puts a soil sample into his jar of water, and the children and the teacher look to see if there are air bubbles in the water. Then each child performs this experiment independently in his own jar.
Questions: How to check if there is air in the ground? Why did bubbles appear on the surface of the water? Who has the most (less) bubbles? What does this mean? Look at each other. Does Sasha have air in his soil? Who has more, you or Sasha? Why do underground inhabitants feel good underground?
Experiment No. 2 “B” empty seats Ah, there is air in the soil; when the earth is compressed, it “leaves”
The teacher invites the children to look at the lumps of earth and remember what they look like. Draws attention to the fact that inside the lumps there are “empty spaces” where air is hidden. Then he offers to squeeze a lump of earth in his hand. Questions: What happened to them? What has he become? Increased or decreased? Why? (since there were fewer “empty spaces” between the particles of earth, they pressed against each other, and the air “gone away”: there was no room left for it). In the same way, under the weight of our body, the earth on paths and roads compresses, and the air “leaves”
There are many paths in forests, parks, and squares. Where can you find more living things - in the ground under paths or in areas that people don't visit? Why? What will happen to the underground inhabitants if they walk in the forest not along the path, but wherever they want?
Conclusions: What more places in the forest and park will be trampled by people, the fewer underground inhabitants will remain there. Where should you walk in the forest: wherever you want or along the paths. Why?
Experience No. 3 "Soil pollution"
The teacher suggests looking at water in large jars (one with clean water, the other with soapy water).
Compare how water differs? (in one bank - pure water, in the other - the one that remains after washing, we pour it into the sink).
Questions: What will happen to the soil if you water it with clean (dirty) water? Why?
The teacher performs an experiment: pours clean (dirty) water into large jars with soil.
Questions: What has changed in the first (second) bank? (in the first jar the soil became moist, but clean. Such water can water a tree or a blade of grass; in the second the soil became contaminated: bubbles appeared). If you were an earthworm or a mole, what kind of soil would you choose for your home? How would they feel if they had to live in dirty land? So that they think about the people who polluted the soil? What would they be asked to do if they could speak?
Conclusions: In life, as in fairy tales, there are living water(it falls into the ground along with rain, melted snow. It feeds plants and animals), but there is “dead water” - dirty (when it falls into the soil, underground inhabitants bad things happen: they can get sick and even die). This water gets into the ground after washing cars and flows down factory pipes. We need to take care of the underworld and try to make sure it is always clean. What can you and I do for this?
Part 3. Outdoor game"Autumn"
Children are divided into 2 teams. Each team must have a “worm” and a “tree”.
Two hoops are placed on the floor near one wall, on the same line, at a certain distance from each other. These are the “holes” of worms. Each team selects a child to play the role of an earthworm. He stands in the middle of the circle. Here, in a circle, there are glasses with soil.
Two circles are created against the opposite wall for children playing the roles of “trees”. Tree children also stand in the middle of their circles. They are holding leaves in their hands.
The “worm” from each team is located opposite its “tree”. The children wear matching hats on their heads. The remaining participants in the game stand one behind the other: each team stands near its “tree”.
At the teacher’s command “Autumn,” the “tree” children throw one leaf on the floor. The child standing closest to the “tree” must pick it up as quickly as possible and take it to the “worm”. Having received the leaf, the “worm” picks up a glass with earth from the floor and gives it to the child, who quickly (trying not to scatter the earth) returns to his “tree”, hands him a glass with earth and stands at the end of the chain. The “tree”, having received the ground, puts the glass on the floor and drops the next leaf. He is picked up by a second team member. The actions are repeated until the last participant in the game brings a glass of soil to his “tree”. As soon as the “tree” receives the last glass of earth, it “grows” - the child representing it, and with him all members of his team raise their hands - “branches” up. The team whose “tree” grows first wins.
At the end of the game, medals are awarded to the winning team.
The observations and experiments are summarized:
Why were we watching today? What did you see?
All the guys were attentive, keen observers, so they saw a lot of interesting things about the earth.