Experience. Topic: “Organization of research work with children of senior preschool age. Project “Travel to the Kungur Ice Cave Research work on the topic cave for preschoolers
Scientific and practical conference of schoolchildren’s research works
MBOU "Zhanatalapskaya secondary school"
Secrets of the Gift Cave
Performed by Elina Kukteubaeva
6th grade student
Scientific adviser:
Barsukova Larisa Stanislavovna
1. Introduction. Origin and main characteristics of the Gift cave.
2. The appearance of stalactites.
3. Experimental study
4. Conclusion
5. List of sources used
Introduction
In October 2017, I visited a very interesting place - Cave "Gift". This is one of the most speleological attractions in the Orenburg region. It is located one and a half kilometers west of a small village Dubenskaya Orenburg region on a stud farm karst field ( Belyaevsky district). The cave is the deepest of all the caves in the Orenburg region. Its total length is 660 meters. The Gift Cave is a group of several karst galleries and halls connected by meanders and narrow manholes.
Description of the cave
The entrance to the cave is located in a karst hole about three meters deep; until recently, descent there was only possible with the help of a rope. A few years ago, kind people installed an iron staircase, making visiting the Gift Cave easier. When visiting the cave, it is recommended to have clothes with you that you don’t mind getting dirty, and also take head protection (helmet). When visiting the cave, you must be careful, since the gypsum rocks that make up the Gift Cave are prone to collapses.
The first hall of the cave opens into a small gallery, into which there are two paths: the first along a small corridor with water, the second through a narrow meander located on low altitude, after which there will be a steep loose slope. From the first gallery there are two intersecting corridors, one of which goes into a hall with a corridor with a circular passage (you can get lost here). The temperature in the cave does not rise above 12 degrees, bats nest on the ceiling. In the Podarok cave there are small sinter formations, in some places small stalactites and stalagmites have formed.
This completely different, extraordinarily beautiful world, in which reigns for hundreds of years absolute silence, darkness, underground waters, abysses struck me. I learned that stalactites formed in karst caves grow very slowly, at a rate of several millimeters per year. Is it possible to speed up the process of formation and growth of stalactites at home? We decided to find an answer to this question in our work.
Goal of the work: establish that the growth rate of stalactite at home will be greater than in the natural conditions of caves.
Object of study: crystallization of minerals.
Subject of study: the conditions under which a stalactite grows.
Hypothesis: Let us assume that a stalactite grown at home will have an external resemblance to a natural stalactite.
Research objectives:
Study the process of formation of stalactites;
Experimentally test the influence of home conditions on stalactite growth.
Methods:
Searching for information in literature and Internet sources;
Conducting experiments and observations;
Generalization of acquired knowledge.
2. The appearance of stalactites.
How are cave decorations formed? Water entering the cave evaporates, leaving lime. Where it constantly dripped from the same places, thin hollow tubes several meters long appeared. These soda "straws" can become clogged and turn into icicle-like stalactites that hang in icicles, tubes, and fringes from the ceilings and tops of karst cave walls. The "straw" also forms an undulating drapery that cascades from the vaulted ceilings.
If water drips into small depressions, the grains of sand are gradually covered with soft lime and the result is shiny cave pearls. And in some caves even more exquisite decorations were formed. These are fragile bundles of needle-shaped crystals, as well as twisted, worm-like tubes (helictites) that grow in different directions.
Tiny particles of salts of various minerals, dissolved in water, paint stalactites in different colors: pink, yellow, blue, red, black and even rainbow.
Stalactites arise through a process called - karst(karst process). The essence of the process is as follows: calcite, the main component of limestone, is dissolved by rainwater. When limestone is exposed on the earth's surface, water seeps through small cracks in the rock and dissolves it. Over time, these cracks widen, forming a characteristic karst landscape with a system underground caves created by groundwater.
Water, saturated with limestone, reaches the ceiling of the already created cave through the smallest cracks and hangs on it. Gradually, very slowly, the drop evaporates, and the limestone settles on the ceiling. After some time, the next drop comes to this place and again deposits limestone. Gradually, limestone accumulates on this section of the ceiling, and large “icicles” form. - stalactites.
But not all the limestone settles on the ceiling and gives rise to stalactites. Under their own weight, some of the drops fall to the floor, and from below towards the stalactite grows stalagmite(from the Greek word stalagma - drop). When a stalactite and a stalagmite connect and grow together, a column is formed stalagnate.
Both stalactites, stalagmites, and columns are very large - tens of meters in height and several meters in diameter. The rate of their growth depends on the temperature and degree of dampness in the cave, on the thickness of the limestone layer above the cave and on the amount of water entering the cave. And the longest freely hanging stalactite is considered to be a huge stone icicle in Gruga do Janelao (Brazil), 12 m long. And the tallest stalagmite in the world is now considered to be a 63-meter giant in the Las Villas cave (Cuba). When water stops flowing into the caves, the stalactites stop growing and the cave is considered “dead.”
The age of stalactites and stalactite columns cannot be determined by their size and thickness. In different caves, even in different halls of the same cave, the conditions for the formation and growth of stalactites can be completely different. In the section you can see that inside the stalactite consists of rings, from which you can find out what the climate was like on Earth during the period of their formation. Thick rings indicate a humid climate, while thin rings indicate a dry climate. For comparison, the width of the Siberian stalactite ring is 15 mm - which is 50 times larger than the widest ring from the Carlsbad Caverns. This is because the Carlsbad Caverns are located in the New Mexico desert, where there is very little rainfall. , even in wetter years.
3. Experimental research.
Having learned that stalactites and stalagmites are made of ice, clay, gypsum, salt, and lava, we realized that at home we can only grow salt ones, because the rest are difficult to work with or simply inaccessible. Therefore, we decided to grow a salt stalactite from ammonium phosphate powder from the Alchemist set.
Stages of the experiment:
On November 20, 2017, we began an experiment on growing stalactite. For the experiment we needed: 1 glass jar, ammonium phosphate powder (hereinafter referred to as the reagent), a piece of granite, thread, pencil, pan.
2.Tied the stone to a thread, tied the other end of the thread to a pencil. They lowered a pebble on a string into a jar of solution, placing a pencil on the neck of the jar, while the stone dropped below the middle of the solution level. Cover the jar with a napkin and leave for 2 hours.
3. After 2 hours, the pebble was carefully removed. A sediment has formed at the bottom of the jar. Place the jar in a pan of boiling water and carefully stir the sediment. They put the pebble back into the jar and left it until the morning.
4. The next day, they took out a pebble covered with salt crystals from the jar.
5. We prepared a new reagent solution and lowered the pebble again.
6. After a few hours, they took the crystal out of the jar and dried it on a napkin.
7. We made a model of the cave and placed the grown crystal there.
Conclusion.
Based on the results of the experiment, we can conclude that the hypothesis was confirmed: a salt stalactite grown at home is similar in shape to a natural stalactite. It grew much faster than in the natural conditions of caves (in just 24 hours it grew by ___ mm).
While doing research work, I learned a lot of new and very interesting things about mysterious world caves We learned how to grow stalactites.
I am grateful to my parents for visiting such a unique place, where drops can drip for tens of thousands of years into the same point, from which underground stone flowers grow, and I tried to reproduce this magical beauty at home.
Of course, it is difficult to convey the creation of nature. It needs to be seen and felt. No fairy tale can repeat the beauty that I saw.
List of sources used:
Encyclopedia for children. // Geology. [Text]:/ Encyclopedia – M: AVANTA+, 1995.
Encyclopedia of Russian nature. // Minerals and rocks. [Text]:/ Encyclopedia - M: ABF, 1998.
Want to know everything. / Stones and minerals – M, Reader's Digest, 2010, p. 22
The relief of our Motherland is varied - hills, plains, mountains. We got acquainted with this topic in the lessons of the surrounding world. Interested in this topic, I found the book “Caves” in the library; it told a lot of interesting information about how caves are formed, what stalactites and stalagmites are, who lives in caves, how caves were used by people, how caves are studied. Recently my family and I visited the Kungur Ice Cave. This cave delighted me with its beauty and size. I wanted to know more about this cave Ural mountains and tell the class about it. This question became the topic of my project.
Target: create a video - a tour of the Kungur Ice Cave and a model of the cave's grotto.
Tasks:
1) Find out what a cave is and what types of caves there are?
2) Find out how the Kungur Ice Cave was formed?
3) Get acquainted with the structure of the Kungur Ice Cave.
4) Consider how stalactites and stalagmites are formed?
5) Find out who are the inhabitants of the Kungur Ice Cave.
Practical significance: this work can be used in lessons about the surrounding world.
While working on the project I learned that:
A cave is a cavity in the upper part of the earth's crust, connected to the surface by one or more entrance holes accessible to humans.
Caves, based on how they were formed, are divided into the following types:
1) Karst caves.
2) Tectonic caves.
3) Erosion caves.
4) Glacier caves.
5) Volcanic caves.
Kungur cave- one of the largest karst caves in Russia. The cave is located on the banks of the Sylva River on the outskirts of the city of Kungur in the village of Filippovka.
The age of the Kungur ice cave is 10-12 thousand years. Length of all cave passages- 5 km 700 m; number of grottoes- 48,number of lakes- 70. Each grotto and lake is associated with a legend, which is why they have unusual names.
In caves, stalactites are very common - “icicles” of different sizes hanging from the ceiling, and stalagmites - formations that also look like icicles and grow from the floor of the cave. How are they formed? Water seeping through washes away minerals - calcite. When droplets drip, stalactites form on top and stalagmites below. Stalactites and stalagmites often grow together to form stalagnates.
Despite the cold and darkness, the cave has its own inhabitants - bats, and crustaceans live in the lakes.
As a result of work on the project, we collected interesting information about the cave.
In order to show the stalactites and stalagmites, a model of the grotto was created. In the future, I will try to grow stalactites, stalagmites and crystals at home using chemical elements.
The collected information, video and photographic materials made it possible to create a video - excursions around the Kungur Ice Cave.
1. In the WindowsLive Film Studio program, inserted into project work photos.
2. In the VideoMaster program, we edited the video recordings, recorded and overdubbed the sound.
4. Saved the film.
Thanks to this work, I learned to work in the WindowsLive Film Studio and VideoMaster programs.
Design and research activities have recently become increasingly popular. These trends are associated both with the effectiveness of the method and with general trends in education - the transition from the study of specific knowledge to methods for obtaining it.
Topics developed within environmental projects can be very diverse. Let's consider several projects of various themes and nature, implemented in preschool institutions in our country.
Thus, in kindergarten No. 2333 in Moscow, projects were developed on the following topics: “Mini-museums in kindergarten”, “World of paper”, “World of clay”, “Fairy tale in environmental education” and many others.
ON THE. Ryzhova was developed and is actively used in educational institutions project "Hello, tree!" This project includes two stages: the “Our Tree” project for preschoolers and the “My Tree” project for primary schoolchildren. This approach to project activities ensures continuity in the system of continuous environmental education.
Project "Hello Tree!" consists of introducing children to a certain tree by observing seasonal changes and maintaining a calendar of observations. Children present the results of observations and research in the form of drawings and short stories. At the same time, the role of the teacher in this process changes with age - the older the children become, the more independent and voluminous the research becomes. The forms of presentation and synthesis of research materials are also becoming more diverse.
Parents are also actively involved in the project implementation process. A successful option is when a kindergarten and a school can work together on a submitted project.
Duration of the project "Hello, tree!" is at least one year, this is due to the fact that children should be able to trace seasonal changes in the life of the tree. The regularity of individual observations and studies depends on the time of year: during periods of seasonal change (August-September, March-April, etc.) their frequency increases, because At this time, changes in the life of all plants and trees, including, are most noticeable.
Trees were not chosen by chance as an object of observation and research. They have a number of properties that make them a convenient object of observation by N.A. Ryzhova. "Ecological project "Hello, tree!", Preschool education No. 3, 7, 10 - 2002:
1. Trees grow almost everywhere, but at the same time, neither children nor adults usually pay much attention to them. Children's attention is attracted significantly more by bright plants and animals. Often, children consider plants to be inanimate because they do not possess the property that, according to children, is inherent in living beings - movement.
2. Trees are excellent objects for phenological observations. Deciduous trees have noticeable, pronounced changes with the seasons.
3. Based on the appearance and condition of the trees, the ecological situation of the territory can be assessed.
4. Trees are large objects, and therefore it is much easier for children to communicate with them than with small herbaceous plants.
Project "Hello tree!" Like any research project, it is carried out in several stages.
Stage 1 - Selecting the target and object of observation. At this stage, it is necessary to decide what will become the object of research, and on the one hand, the choice of the object should remain with the children, and on the other hand, the teacher should guide the decision-making process in such a way that the group comes to a consensus. To do this, the teacher should draw the children’s attention to a specific plant and tell them something interesting about it.
Stage 2 - Preparation of necessary materials and equipment.
At this stage, it is necessary to prepare everything that will be required during the research process and when presenting the results.
To document the results of the work, you need an “Observation Diary”, which is a separate album or just a notebook. You will also need a folder with transparent files to store research results, children's drawings, leaves, etc.
On the first page of the album, children should draw a portrait of a tree and write its name; you can also use a photograph of children with a tree.
The second page of the album is called “What does our tree need?” Here the guys must determine and depict what the tree needs, without which it cannot exist.
Children usually depict the sun, since a tree needs light and heat, water, soil, wind, an earthworm, and a bee. In the process of this activity, children develop an idea of the close relationships between plants and objects of living and inanimate nature, and an understanding is formed that no living organism can exist separately from others; life depends on many factors.
The third page of the album is called "Passport of our tree." This page records general information about the tree: its age, height, trunk diameter, neighboring trees, the presence of young trees of the same species or shoots nearby, the presence of bird nests, etc.
The remaining pages of the album are intended for recording impressions, statements of children, results of observations, and drawings of children.
Separately in the album, children must draw a “portrait of a tree” in different seasons. Parents can help make a page containing poems, riddles, proverbs and sayings.
Thus, the main tasks of the preparatory stage of the project are as follows: Ryzhova N.A. "Ecological project "Hello, tree!", Preschool education No. 3, 7, 10 - 2002
1. Choose the tree you like best. Find out what it's called.
2. Think about what (or who) the tree looks like and choose a suitable “name” for it.
3. Find out who planted this tree. Ask if there is any interesting story connected with it.
4. Get to know your tree - go up to it, say “Hello!”, whisper your name, say what its name is now, hug it, stroke the bark, listen.
5. Prepare equipment for research and an album in which the results of observations of the life of the tree are noted.
Research stage. At this stage, observations are made of the life of the selected tree, including its seasonal changes, bird observations, leaves, bark and other parts of the tree, as well as the soil and its inhabitants are studied.
Research activities within the framework of the project should be combined with other types of activities: writing stories, visual arts, play and other types of children's activities.
Of great importance is the children’s emotional perception of the tree under study, as well as nature in general, and the development of the ability to see the beauty of nature.
Labor activity is also an integral element of the project. As part of their work activities, children care for plants, make feeders, birdhouses, etc.
Generalization stage The project consists of analyzing and summarizing the results of the research, consolidating the acquired knowledge and behavioral skills in children. At this stage of the project, various recommendations are developed based on the research carried out.
At this stage, children’s activities consist of composing stories and fairy tales, illustrating them, reflecting the results of research in games, developing environmental signs, holding the Tree Day holiday, composing an advertisement for a tree, and selecting literature about it.
These recommendations are for the teacher a kind of form of diagnostics of the results of the project, since they are a reflection of the ongoing changes in the behavior and attitude of children towards the natural environment. As part of making recommendations, children answer the questions: “What can I do for this tree?”, “What can I do for all trees?” Based on the recommendations, it is possible to carry out further practical activities for children - developing environmental signs, collecting waste paper, planting trees, etc.
Following the example of this project, it is possible to develop projects on other topics.
As part of work with primary schoolchildren, educational institutions in our country also carry out design and research activities. Some projects, with some modification, are quite suitable for children preschool age.
Project "Bird's Canteen". This project should be carried out in winter. Its essence lies in organizing the work of a bird “canteen” on the territory of an educational institution. To do this, the relationship between different types of wintering birds is studied, on the basis of which options for placing the “dining room”, types and shapes of feeders are proposed.
The opening of the “dining room” can be turned into a kind of celebration. After this, observations of birds flying to the dining room are organized, as well as watches. During observations, children keep diaries, recording the types of arriving birds, reflecting the nature of the relationships between different species. Conclusions are drawn based on observations.
Project "Forest Pharmacy". The goal of this project is to introduce children to medicinal plants. In the process of implementing the project, it becomes clear which medicinal plants grow in a given area and what their healing properties are.
Plants for the pharmacy are collected during walks and excursions to the park or forest. Plants may include coltsfoot, linden flowers, nettle, rose hips, burdock, plantain, etc.
The result of the project is the opening of a forest pharmacy. Children talk about medicinal plants and their research to their parents and other children.
Another project dedicated to inanimate nature was implemented in a municipal preschool educational institution"Kindergarten No. 116" Semitsvetik, Ryazan. This project was not directly environmentally oriented, but if desired, it could easily be given an environmental character.
The project was called "This amazing salt." This project was the result of a holiday for one of the pupils of the preschool educational institution on the salt lake Baskunchak. As a result, the children had many questions: “What is salt?”, “Where does it come from? How is it mined?”, “Why is the sea salty?” and etc.
Children, parents, and teachers took part in the work on the “This Amazing Salt” project.
The project combined two individual studies:
· “Why is salt salty and so different?”
· "The Sorceress Salt"
Objective of the project: To form an idea of salt as a necessary product for humans.
1. Find out where salt comes from.
2. Find out why salt is needed, is it possible to do without it? Why is the salt different?
3. Experimental study of the properties of salt.
4. Searching for information about salt in works of art.
5. Stimulating cognitive activity, creating conditions for research activities.
6. Development of creative abilities and communication skills of preschoolers.
7. Development of imagination, curiosity and confidence in one's abilities.
8. Cultivating interest and love for oral folk art.
Based on the dominant method, this project was exploratory and creative in nature. The interaction was carried out within the child-adult pair. In terms of the nature of contacts, the project was multi-age, in terms of the number of participants, the project was group, and in terms of duration of implementation, it was medium-term.
The project was implemented in several stages:
1. The design phase included the following activities:
· Conversations (“What is salt and why is it needed?”, “What do we want to know about salt?”, “Where can we find the necessary information”);
· looking at encyclopedias, reading books;
· formulation of problematic issues;
· putting forward hypotheses;
· work planning.
The goal of this stage was to teach children to ask questions, independently put forward hypotheses, formulate a topic, and plan their work.
The result of the first stage was a plan for further work:
· Collect information about salt from various sources of information.
· Familiarity with works of art that contain mention of salt
· Research into why salt comes in different colors.
· Growing salt crystals.
· Photographing
· Making a presentation: “This amazing salt”, “Such different salt”.
The next stage of the project - technological - included:
· collecting information from various sources (encyclopedias, dictionaries, stories from adults, independent judgments, TV shows, the Internet);
· conversations (“Salt in proverbs, sayings, riddles”, “What kind of salt is there?”);
· collection of salt samples (sea salt, table salt, rock salt, iodized salt, “Extra” salt, bath salt);
· experiments (“Does salt dissolve in water?”, “How does salt affect the properties of water?”, “Where does salt go when it evaporates?”, “Growing crystals”);
· observations (“How does mom use salt?”).
The reflective stage included:
· generalization and systematization of acquired knowledge;
· recording the results of acquired knowledge (photo album, useful tips, memo "How to grow a crystal?", grown crystals, slides "Salt Caves");
· formulating conclusions;
· preparing and conducting presentations.
The last final stage of this project consisted of an interesting story about the research carried out to children, their parents and educators.
Another project was carried out in the same institution" Bark is clothing for plants."
This project combined three research topics:
· "Such different bark"
· "Birch bark lace",
· “Who needs bark besides trees (does bark benefit anyone).”
The goal of the project was to form children's ideas about the protective functions of the cortex and its use.
Project objectives:
· formation of basic scientific and environmental knowledge that is understandable to a preschool child;
· development of cognitive interest in living nature;
· formation of initial skills and habits of environmentally literate behavior that is safe for nature and preschoolers;
· formation of ideas about the diversity of bark and the use of bark by humans;
· introducing children to bark as a natural material used to make objects for various purposes (folk crafts);
· introducing children to the use of bark in medicine.
The first stage of the project was expeditionary. At this stage, the children met:
· with the characteristics of the bark of different trees (what color, smooth or rough, does it have a smell);
· compared the bark of young and old trees;
· collected bark to create a collection;
· natural material for making crafts;
· found traces of damage caused to trees by humans.
During the expedition, the children were interested in literally everything:
· Why do trees need bark?
· Why is the bark different?
· What does the bark smell like?
· What happens to a tree if you peel off the bark?
· Why can't trees live without bark?
· Why are tree trunks whitened?
· Why does a small birch tree have brown bark, while a large one has white bark?
After the expedition, a conference was held, during which the children talked about what they had learned and learned, exchanged impressions and shared their future plans.
During the brainstorming process, children formulated questions and put forward hypotheses for their future research.
The technological stage included the collection of information from a variety of sources: children turned to adults for help, to encyclopedias, books, fairy tales, and observed trees on the territory of the kindergarten. An excursion to the nature museum was organized, where the pupils were told about the trees growing in Meshchera and how the bark of various trees is used.
With their parents, the children visited a store where they sell souvenirs made from tree bark, and a pharmacy, where they received information about healing properties bark and purchased it.
Conversations were held:
· “How a person uses the bark”;
· “What are birch bark letters and when did they appear?”;
· “How do you get birch bark for crafts?
According to the dominant method, this project was social research, in terms of content it included the child and nature, it was interdisciplinary in nature, and in terms of the nature of participation - the child was a participant in the project from idea to result. The project was carried out within one age group, in terms of the number of participants it was a group project, and in terms of duration it was long-term.
The outcome of the project was:
· Collection "Such different bark";
· Panels “The bark heals”, “The bark feeds”, “What does the bark smell like?”;
· Collection of crafts and souvenirs made from bark.
Project "Biocenosis of a birch grove in the village of Yuzhny." This project includes the following areas: the formation of knowledge about the world around us, including nature, the development of children’s speech, and artistic education. At the same time, design and research activities are organically included in all other types of activities, forming a single whole.
The goal of the project is to develop the research abilities of older preschoolers in the process of studying living nature.
Project objectives:
· To develop knowledge about living and inanimate nature
· Instill the skills of environmentally conscious behavior in nature;
· Give an idea of a birch grove as a green home of plants and animals
· Develop in children the ability to analyze, draw conclusions, and establish cause-and-effect relationships;
· Foster an exploratory interest in nature by creating problem situations and setting up experiments;
· Expand children's understanding of the social significance of a birch grove.
As part of the project, the following topics were developed for individual research of preschoolers:
· Who planted the birch tree?
· How does a birch tree prepare for a cold winter?
· Who needs a birch tree?
· What is my birch tree to me?
This project is a methodological guide for working with children of the kindergarten group preparatory to school when studying the basic course “Acquaintance with the Environment” according to the S.N. program. Nikolaeva "Environmental education in kindergarten." With some adaptation, you can work with the project according to A.I.’s manual. Ivanova "Ecological observations and experiments in kindergarten."
The duration of design and research activities was determined by the following factors:
· Features of the phenomenon being studied (seasonal changes in the life of a tree, autumn-winter);
· Availability of free time;
· The interest of children, their attitude to the proposed type of activity.
Therefore, the project was long-term in nature.
At the preparatory stage, issues related to project and research activities were discussed, the goal and objectives of the project were determined, a list of necessary equipment was drawn up, a work schedule was developed, methodological and fiction literature was prepared, educational games on the project topic were purchased, necessary supplies for practical classes, a “Little Wizards” laboratory has been created for experimental activities.
During the implementation of the project, preschoolers were organized to carry out independent research (experiments, experiences, observations), didactic games were conducted, and familiarization with literature on the topic of the project was carried out.
In the process of joint work of children and adults on the project, the Museum of Nature “Man, trees, birds and grass are the same roots of our kinship!”, the album “Berezonka”, a photo album, and homemade books were created.
The presentation of the project took the form of watching a video film “Expedition to the birch grove of the village of Yuzhny” and a concert where the results of the project were demonstrated.
Project activities may not necessarily be purely environmentally oriented. It is possible to combine several areas within one project. An example of this is the project implemented in MDOU No. 225 " Summer is an amazing time!"
This project was implemented within the framework of a preschool educational institution in the summer and was aimed at making the activities of children during this period more meaningful, interesting and educational.
The project involved: preschool children, teachers, a speech therapist, a music director, and parents.
The goal of the project: to enrich children's impressions of the diversity of nature in the summer.
Project objectives:
1. Creation of conditions that ensure the protection of the life and health of children through the use of natural factors.
2. Fostering in children a love for living things, a desire to preserve and protect nature.
3. Development of cognitive interest and formation of experimentation skills.
4. Expanding children's knowledge about seasonal changes in nature.
5. Developing the habit of daily physical activity.
6. Promoting the involvement of parents of preschoolers in joint activities with the child.
The project was implemented through various activities in several areas:
1. Conversations “The sun, air and water are ours” best friends!", "Advice from Doctor Pilyulkin", "Lessons from Bronchi - brother"
2. Physical entertainment “Faster, higher, further”, “Visiting Neptune”
3. Health Day "Funny Ball"
4. Collection of medicinal plants: “The fruits of plants will save us from disease and suffering!”
1. Conversation “There is nothing superfluous in nature.”
2. Photo exhibition “The Amazing is Nearby”.
3. Action "Greening the territory of the kindergarten - let's plant a tree."
4. Targeted excursion to the meadow “Hello, meadow!”
5. Flower Festival (program: poems, riddles, sports sketches, outdoor games, signs, puzzles).
6. Quiz “Nature is our friend!”, “Forest experts”.
7. Ecological games “What would happen if…” disappeared from the forest, “Where does it ripen?”, “Distribution of fruits according to taste, color, shape.”
1. Compilation of stories “The Adventure of Ant”, “My Favorite Sport” (creation of a small sports encyclopedia).
2. Speech physical education minutes.
3. Coming up with riddles about trees and flowers.
4. A collection of riddles, proverbs, sayings about summer.
5. Dramatization of the poem "Colored Milk".
1. Thematic role-playing games “Gardener”, “Young Builders”.
2. Word games “Who will notice the most fables?”, “Name the plant”, “The fourth odd one”.
3. Communication games “Who can name the most?”, “Come up with a fable.”
4. Puzzles, cut-out pictures "Animal world"
1. Conducting experiments with sand and water.
2. Studying encyclopedias: “Why is sand different?”, “Why do cacti grow in the desert?”, “Plants - phytosaviors: mint, calendula, plantain, chamomile.”
3. Lesson "Sunny Bunnies".
4. Integrated lesson “Journey to Phytolandia”.
1. Action "Labor Landing" (together with parents) - picking up garbage, pruning bushes, planting flowers.
2. Competition of children's works on manual labor: creation of little books "Summer is an amazing time."
3. Work in the flower garden and vegetable garden “Flowers grow for beauty, and vegetables grow for health.”
1. Opening of a “Creative Workshop” on the site.
2. Design of the exhibition "Summer Sports". Creation of a small sports encyclopedia.
3. Drawing competition "Water and paints".
4. Competition "Young Florist".
5. Making panama hats from paper.
6. Making toys - animals from natural materials.
1. Spartakiad "Sports and laughter - success in the family!"
2. Making attributes for sports and outdoor games “Skillful hands know no boredom.”
3. Hiking trip "Hello, forest, full of fairy tales and miracles!"
4. Production of family photo albums "Summer - 2009".
1. Poetry competition about summer.
2. Entertainment "Land of Mysteries".
3. Literary gatherings “We read together about summer”: N. Kalinina “How Sasha was burned by nettles”, V. Berestov “Happy Summer”, N. Polyakova “Good Summer”, M. Prishvin “Golden Meadow”, Z. Alexandrova “Rain” ".
1. Matinee "Hello, sun! Hello, summer!"
2. “Musical piggy bank” (listen and sing songs about summer).
3. Round dance games
4. Conversation "Nature and Music".
5. Birthday person's day.
Thus, within the framework of this project, an integrated approach was fully implemented.
Based on the projects reviewed, we can conclude that design and research activities arouse keen interest among preschool children; they are happy to participate in projects and contribute to its organization and development. Accordingly, the effectiveness of the acquired knowledge is significantly higher, because It is impossible to forget the information that you found and prepared yourself.
When preparing a project, teachers should also use their imagination. As can be seen from the examples given, projects can be carried out on various topics, include various types of activities - not only research, be of an environmental or complex nature, carried out within the framework of preschool educational institutions or jointly with schools, etc.
However, in any case, clear planning and organization of activities is required. To do this, teachers should answer the following questions:
· What is the purpose of the project?
· Who will participate in this project (which teachers, children, will parents take part, etc.)
· What is the focus of the project? (whether it will be purely environmental in nature or comprehensive)
· Will the project be carried out only by preschool educational institutions or jointly with schools, museums, etc.
· What is the planned duration of the project? (the duration largely depends on the chosen topic).
· What is the theme of the project? (the answer to this question can be given by communication with children, since the topic of the project should be interesting to them).
· What equipment and materials are needed to implement the project?
· What financial support is needed for the project? (purchase of equipment may be necessary, etc.)
· What stages will be performed during the project implementation?
· What role will the project participants play at each stage?
· What results should be achieved at the end of each stage?
· What results should be achieved as a result of the implementation of this project and how they will be presented.
conclusions
Currently, environmental education issues are presented both within the framework of comprehensive environmental education programs and targeted environmental education programs.
At the same time, design and research activities can be carried out within the framework of the work of preschool educational institutions as an addition to general developmental, comprehensive programs, and within the framework of environmental programs.
Project and research activities as a method of environmental education have recently become increasingly popular. This is due to its effectiveness, as well as to the general trend in education - the transition from the study of specific knowledge to methods of obtaining it.
The topics of environmental projects can be very diverse.
However, in any case, the goals of design and research activities as a method of environmental education will be achieved only if teachers adhere to certain rules, the main ones of which are the following:
· work should be organized in such a way that every child wants to participate in research, shows initiative,
· Children must be given freedom of choice.
· It is necessary to avoid didacticism and slogans, since environmentally conscious behavior is based on understanding, not on memorization.
Any design and research activity, regardless of the topic of research, must include such stages as choosing a topic and object, preparing materials and equipment, obtaining initial theoretical knowledge about the object, conducting research, summarizing research results, drawing conclusions, and presenting results.
Larionova Elena Alexandrovna
Nefedeva Tatyana Vladimirovna
teacher of the 1st qualification category
Participation in the district
design and research competition
among preschoolers "First Steps"
2015
Awarded the "Education Management Certificate"
Administration Oktyabrsky district"
for 1st place
Presentation
Training project passport
with children 6 - 7 years old
general developmental orientation
"This amazing salt".
Project name “This is amazing salt!”
Project participants: preschool children, teachers, parents.
Managers : Nefedeva Tatyana Vladimirovna and Larionova Elena Aleksandrovna, teachers of MDOBU child development center kindergarten No. 11 “Beryozka”
Objective of the project : Using available means, clarify what salt is? What types of salt are there? Properties of salt?
Project type:
Short
Research
Creative
Informative
Informational
Group
Tasks:
1. To promote the accumulation in children of specific ideas about the properties, forms and types of salt (“Cognition”)
2. Develop thinking, curiosity, observation, logical thinking, attention, memory (“communication”), (“Cognition”)
3. Teach children to establish cause-and-effect relationships, the ability to draw conclusions (“Cognition”)
4. Develop children’s cognitive abilities: the ability to independently find answers to problematic questions, solve problem situations (“Cognition”)
5. Continue to expand the area of social and moral orientations and feelings in children; ("Socialization")
6. Enrich children’s understanding of the relationships around them, emotional and physical states (“Socialization”);
7. Develop coherent and dialogical speech; visual and auditory attention, develop speech hearing; ability to navigate in space; fine and gross motor skills (“Communication”);
Relevance of the project: The topic of research arose after reading the Slovak fairy tale “Salt is more valuable than gold” to children. The guys became interested: what kind of cave was the gnomes working in, where does the salt come from? Children have some idea about ordinary salt. One of the guys said that he had colored salt at home. The children were very interested in this. We decided to explore salt as a mineral, why salt is an essential food product about which we know little, its uniqueness and impact on human health.
Project activity product: making an album “Experiments with salt” for kindergarten, a collection of creative works using salt: making crafts, painting with watercolors, modeling New Year’s figures from salt dough.
Work plan for the project “This Amazing Salt”
The project includes 3 stages: preparatory, main and final.
This project is significant for all its participants:
Children: study of the properties of salt, its significance.
Teachers: continued development of the design method - a method of organizing rich children's activities, which makes it possible to expand the educational space, give it new forms, and effectively develop the creative and cognitive thinking of preschoolers.
Parents: expand the possibilities of interaction with their children, applying the acquired knowledge.
Assumed division of roles in the project team :
Educator: organizes a project-research situation, joint experimental activities, and counseling parents.
Children: participate in research activities.
Parents: participate in the project together with children and teachers.
Providing project activities
Material and technical support:
Portable mini-laboratory for research work (magnifying glasses, tubes, plates, ice, pipettes, paper clip)
Egg, spruce branches, poplars, woolen thread
Set of different salts
- Containers for conducting experiments (half-liter glasses, containers, water, teaspoons
Literature with works about salt (riddles, sayings, proverbs, fairy tales, folk signs)
A set of postcards, illustrations, photographs, videos.
Location: Group, kitchen, music room.
Dates: November 2015
Form of conduct : GCD, independent activities, joint experimental and research activities.
Expected Result:
Satisfying children's interest in exploring nature with methods of obtaining salt, its value and use by humans for the prevention of diseases.
Formation of knowledge, experimentation skills; increasing the level of assimilation of program material.
Development of observation, attention, ability to compare, see cause-and-effect relationships.
Research hypothesis:
Promoting the development of the cognitive needs of a child with a developed cognitive interest and a formed conscious attitude towards nature, capable of seeing and feeling the beauty of the world around him, will be effective if the research activities of older preschoolers stimulate a creative approach and ensure the satisfaction of children's needs, initiative and desires.
Object of study: salt.
Subject of study: properties of salt, meaning for humans.
When organizing research activities the following methods were used:
Studying information, conversations
Analysis of educational literature,
Selection of materials and equipment for research,
Experimental activities,
Research activities,
Excursions,
Observations,
Creative activity,
Gaming activities (cognitive, logical, artistic and cognitive games)
STAGES OF WORK ON THE PROJECT:
1.Preparatory stage:
Together with the children, we developed and discussed a detailed activity plan. We set goals and tasks for experimentation, selected educational, scientific literature on the topic of the project,
looked at illustrations, photographs of salt mining sites and equipment;
type of salt: (fine, coarse, rock, table, colored, sea); read articles, asked riddles.
After watching cartoons about salt, the children's interest in this topic increased. They wanted to conduct experiments and experiments with salt. Where did our research begin?
2. Main stage: experimental activities
First, we studied the properties and qualities of salt. To do this, we conducted experiments and found that salt tastes salty, is white, odorless, free-flowing, consists of crystals, and dissolves faster in warm water than in cold water. We also learned that salt has the property of dissolving ice (ice experiment); that an egg does not sink in salt water (an experiment with an egg) since a large amount of salt prevents some objects from sinking. They found out that when salt water evaporates, salt crystals remain.
But the most interesting thing for the children was the “Growing a Crystal” experiment on a spruce, poplar branch and on a paper clip. The young researchers listened carefully to the instructions and independently carried out the experiment under supervision. Independent experimental activities gave children confidence in their abilities and increased cognitive interest. In the process of research and educational activities, the children boldly expressed their thoughts, assumptions, proved them, independently observed the growth of crystals and drew conclusions.
3. Final stage: Artistic and aesthetic creativity
The product of our project was artistic and aesthetic creativity. Children got acquainted with a variety of ways to draw pictures using salt: “Frosty patterns”, drawing a butterfly with salt, “Trees in frost”,
We made crafts from salt dough and designed an album of experiments for children from other groups. We held a master class with parents and prepared materials for the parent corner.
Results.
In the process of working together with children, we generalized knowledge about salt, briefly describing the main characteristics, places of extraction and human use, indicating positive and negative properties. We expanded our knowledge of what types of salt there are.
Replenishment of the subject-development environment: enrichment of the experimental laboratory with salt samples, creation of a card index of experiments and experiments “This amazing salt”.
conclusions
During the research activities, the children came to the following conclusions:
There are several types of salt. Salt is a mineral that is used by humans in everyday life and in production.
Understanding the elementary natural scientific concepts of salt as a fossil, we learned the properties and qualities.
We also became convinced that the unknown is nearby and the simplest and most familiar things can be unusual.
experience
Subject:
“Organization of research work with children of senior preschool age”
Completed by the teacher
MDOU d/s No. 34
In everyday life, a child inevitably encounters new, unfamiliar objects and phenomena, and he has a desire to learn this new thing, to understand the incomprehensible.
However, I think you will agree with me that society and parents often limit the child’s research activities. This is a lot - numerous prohibitions “Don’t meddle!”, “Don’t touch!”, “Don’t do this!”, inattention to children’s questions, and the firm conviction that it is too early for a child to know this.
But unrealized research activity results in helplessness when faced with life’s difficulties and even situations that should not be perceived as difficulties.
That is why our task is to help children gain new knowledge about the world around them in the process of search and cognitive activity.
Many people equate the concepts of “research activity” and “experimental activity.” But that's not true. Research is a broader term than experiment. For example, we see a glass on the edge of the table and think, if we move it one centimeter, will it fall or not? How about two centimeters? Etc. To answer this question, we first move the glass one centimeter and see what happens. Then two centimeters, etc.. This is an experiment.
And research is not just an experiment. It includes many more components. In addition to experimentation, this includes the ability to obtain information from a variety of sources, process and process it in your head, generalize and classify this information, i.e. work at a theoretical level.
The magazine “Preschool Education” No. 2 for 2000 describes the work experience of A. Savenkov, Doctor of Pedagogical Sciences, professor at Moscow State Pedagogical University on the topic “Educational research in kindergarten.” It interested me, and I took it as a basis. In accordance with the author’s recommendations, research activities include several stages.
I bring to your attention a table where you will see the main stages of research activities.
Table.
№ | Stages of research activity |
Identification and formulation of the problem (choice of research topic). |
|
Search and offer possible options for collecting information. |
|
Collection of material. |
|
Generalization of the obtained data. |
|
Project preparation (layouts, drawings, diagrams, models). |
|
Project protection. |
In other words, research involves posing a problem, putting forward a hypothesis, testing it and analyzing the results. Research is the conscious acquisition of new knowledge.
The essence of A. Savenkov’s work is that children (and in the process of work they are scientists - researchers) are invited to prepare a report or message on a specific topic (for example, about water).
In order to prepare a report - a message, you need to collect information. There are several methods for collecting information. They are shown schematically on the cards.
I offer them to your attention (showing cards).
Ø Think for yourself.
Ø Ask another person.
Ø Read or look in a book.
Ø Observation.
Ø Experiment.
Children choose the ones they need and place them on the panel.
When the children have chosen the necessary methods of information, they begin to collect material. It is difficult to retain the collected information in memory for a long time. Therefore, it is better to record them. To do this, children are given small pieces of paper and they use a pen or colored pencils to sketch the collected information.
The message plan is ready and the children - the researchers - begin the most important part of the work - they make a report.
This general scheme activities.
Since I work with children in the speech therapy group, I selected research topics in accordance with the lexical topics of the speech therapist.
Now I offer to your attention a lesson on research activities on the topic “Water in human life” (video).
At the end of this lesson, it was proposed to make a report - a message. But research activity also involves other forms of work: preparation and defense of the project.
Now I propose to look at the work on another topic, “How human housing has changed.” The methods of working with children have also changed here. If in the lesson you saw the problem came from the game character Old Man - Lesovichka, then here the children themselves chose the topic of research at a group meeting. Now I suggest you watch not the entire group gathering, but only a fragment of it (video).
Then I conducted a lesson using the same structure as in working on the topic “Water”. You will now see a fragment of this lesson, where the child makes a message according to the diagram (video).
The difference between the classes is that the methods of collecting information have changed. If in the first lesson there was a lot of experimental work, then in this lesson there was no experiment at all. But there was an excursion to the construction site and local history museum to the exhibition of exhibits “Russian Izba”.
Of course, one cannot assume that research activities can be organized with all children within one lesson. No, it requires individual work, work in pairs or subgroups, over a long period of time.
So in this case, work on the topic “Human Dwelling” has not ended. As a joint activity, we decided to make models of dwellings from different times. I gave the children the opportunity to choose the kind of home they would like to make and the partners with whom they would like to work.
We made the cave ourselves in a group with those children who chose this type of housing. I bring to your attention a fragment of our joint work on the layout (video).
The children really enjoyed this activity. They shared their impressions with their parents. The parents became interested in such work, and they made the rest of the dwellings at home with their children. Then they made a presentation. The project participants spoke to the children and talked about how they made their model of the house, what material they used during construction. You will now see a fragment of the presentation of housing (video).
We have a large exhibition “Human Dwelling” (photo).
The same type of lesson was held on the topic “Evolution of water transport”. I bring to your attention the layout “From a raft to a steamship” (photo). Together with the children, we tested these models in water and practically became convinced of the need to replace one vehicle with another due to increased human needs.
In working on the theme “Polar Bear”, “Inhabitants of the Jungle”, in joint activities with children, we made models of climatic zones Far North and the jungle, while working on the theme “Our Hometown”, we made a model of the city.
Along with special research methods in my work, I used many others, which I think are necessary for a more complete collection of information about the object under study:
Ø Excursions (to the local history museum, to a telephone conversation point, to a construction site, to a kitchen and around the city).
Ø Meetings with interesting people(builder, museum employee, electrician, cook, etc.).
Ø Solving problem situations (What would happen if there were no... (water, telephone, housing, electricity). How to get to the other side if there is no bridge? What clothes to choose so as not to get wet in the rain, etc.).
Ø Didactic games: “Vegetables - fruits”, “Modes of transport”, “Evolution of things”, “Flower - seven flowers”, “Professions”, etc.
Ø Quiz “What do we know about professions”, “Connoisseurs” native land", KVN "Green Riddles".
Ø Collecting (matchstickers about animals, plants, a collection of stamps with transport).
Ø Modeling (How a river is born, etc.).
For systematic, consistent and systematic work, I developed a plan - a program for experimental and project activities “Young Researcher”, where I included the research topics proposed by the children.
Target: To develop children's curiosity, inquisitiveness of mind, stable cognitive interests.
Tasks:
Ø To promote the development of the simplest methods of mental activity: operations of analysis and synthesis, isolation, generalization, comparison according to several criteria.
Ø To develop in children the ability to carry out basic experimental work, establish cause-and-effect relationships, make assumptions, and draw conclusions.
Ø Improve the skills of educational activities: independently plan your activities and implement them, analyze the results obtained, act with graphic models; write a story about the object under study.
Ø To promote the formation in children of knowledge about various phenomena of the surrounding world, human lifestyle, living and inanimate nature.
The objects of research can be objects and phenomena from different fields of activity, therefore all topics are divided into blocks.
Thematic plan.
|
№ |
Block names. | Quantity classes. |
World of people. · Hometown ·Professions | ||
World of nature. · Live nature · Inanimate nature | ||
The world of things. · Houseware · Housing | ||
World of technology. · Transport · Appliances | ||
Total: |
Criteria
World of people.
Ø Knows the name of his hometown, has an idea of the history of its origin.
Ø Has an idea of the work of adults, cultural and social institutions, and industry of the city.
World of technology.
Ø Distinguishes and names types of transport; has an understanding of the reasons for the emergence and evolution in connection with technological progress.
Ø Has an understanding of changing types and forms of means of communication.
The world of things.
Ø Knows household items (dishes, clothing, furniture) and how they change due to living conditions.
Ø Determines the material from which objects are made (wood, metal, fabric).
Ø Has an idea of the evolution of human housing, appearance, heating, lighting.
World of nature.
Ø Has an understanding of various natural objects; about flora and fauna; Red Book.
Ø Establishes cause and effect relationships between the state of the environment and the life of living organisms.
Ø Able to independently conduct simple safe experiments.
Expected results
1. Children perform the simplest mental operations: analysis, synthesis, isolation, generalization, comparison according to several criteria.
2. Mastering the primary skills of practical and mental experimentation.
3. Independent planning of one’s activities: the ability to collect information about the object being studied, draw up a message outline, ask and answer questions, and analyze the results obtained.
4. Children develop knowledge about various phenomena of the surrounding world, human lifestyle, living and inanimate nature.
Work on this topic has yielded positive results. This work influenced the mental development of children. Their horizons have expanded significantly, children have learned to establish cause and effect relationships, ask questions, draw conclusions and conclusions, choose a partner, type of activity, suggest a topic and choose a topic. If at the beginning of the year the children could only do this with my help through leading questions, then by the end of the year, as a result of the accumulated experience, they could explain this or that phenomenon themselves and draw a conclusion. Didactic techniques such as comparison, analogy, and comparison of facts contributed to the development of logical thinking.
An important condition for the development of children’s mental abilities is work on the formation of speech, which occupies one of the important places in research activities.
Firstly, the children’s vocabulary has significantly expanded.
Secondly, the children were asked to do
message.
I taught them to choose the main thing when selecting facts, and the secondary ones fade into the background. Naturally, this helped the children a lot when composing stories in speech development classes. The stories were distinguished by their harmonious presentation, became more consistent, and differed in volume.
The research work also affected the environmental education of children. They began to be more conscious of the surrounding nature, love it and treat it with care.
Involving parents in this work also yielded positive results. Parents became interested in this activity and together with their children went to the library and looked for the necessary information to get an answer to the question posed, and took part in the production of various models. This immediately affected the microclimate of the family. The relationship between parents and children has become closer and friendlier.
To summarize my speech, I want to note that in order to successfully solve the problems of research-based teaching, we, educators, need:
Ø Teach children to act independently, independently, and avoid direct instructions.
Ø Do not restrain children's initiatives.
Ø Don't do for them what they can do (or can learn to do) themselves.
Ø Don't rush into making value judgments.
Ø Help children learn to manage the process of acquiring knowledge:
A) trace connections between objects, events and phenomena;
B) develop skills for independently solving research problems;
C) learn analysis and synthesis.
Ø Give children the right to choose a research topic, a partner for joint activities, and the type of activity.
And the most important thing is to approach this work creatively. By teaching children specific skills, we often deprive them of the chance to do own discovery. The desire to interact with the outside world, the desire to find and solve new problems is one of the most important properties of human nature.
It might be useful to read:
- How to get on an excursion to Antarctica?;
- Czech Republic Troy Castle. Troja Castle in Prague. Ancient winery and museum;
- Böcklin and his “island of the dead” A cultural phenomenon of its time;
- Air tickets to Crimea Air tickets to Crimea will become cheaper;
- What you can and cannot take with you;
- Open left menu Heviz How to get from Budapest to Lake Heviz;
- Cable car in Nha Trang (Vinpearl) The longest cable car in the world Vietnam;
- Kamenets-Podolsk fortress - a historical monument of Ukraine Life outside the walls of the Kamenets-Podolsk fortress;