Lesson objectives:; form initial concepts about the mineral resources of your country; consolidate knowledge about living and inanimate nature, distinguish between objects of nature and the world of things; interest in nature.
Progress of the lesson
Conversation with children about objects of living and inanimate nature.
The following objects are on the table: flowers, stone, doll.
IN. Today we will talk again about living and inanimate nature. Tell me which of these objects is alive and which is not. (Children's answers.) Why do you think that a flower is living nature. Does stone belong to nature? What kind of nature is this? Why is a doll not nature? Guys, take one picture at a time, look at what is drawn on it, and if it is a living object, put the picture near a flower, if it is inanimate nature - near a stone, and if it is not nature, then put it near a doll. (Children look at the cards, the teacher checks with the children whether the task is completed correctly.) The teacher invites the children to sit on chairs.
Conversation with children using a physical mapyour country
Q. Let's remember what nature is? A wonderful writer and nature lover M. Prishvin wrote: “We are the masters of our nature and for us it is a storehouse of the sun with great treasures of life. Fish is water, birds are air, animals are forests and mountains, and man needs a homeland. And protecting nature means protecting the Motherland.” What is the name of our Motherland? Look at the map, what country is shown on it?
Our country is not that big anymore, but it has a lot of wealth. You see how much green there is on the map, which means there are a lot of green forests. Blue color shows rivers and lakes. There are a lot of fish in the forest, and there are a lot of fish in the rivers and lakes. But there is also wealth inside the earth, in its depths. These riches are called minerals. These minerals are searched and found by people whose profession is geologists.
Imagine that we are geologists, and we are in a laboratory, and we will study minerals. A laboratory is where they examine, study, research various objects, and do experiments. Let's go to the tables, our laboratory will be there. (Children sit at tables.)
Experiments with children with minerals.
Q. The guys brought the minerals with a train, although it is a toy, the minerals are real. In the first carriage there are white pebbles. Take them in your hands and tell me what they are? (Chalk.) What is chalk for? Where did he come from? It turns out that long ago, where we live, there was a sea in which there were many snails in shells, time passed, the snails died, and their shells fell to the bottom of the sea. They were covered with sand and silt, their shells turned to chalk. People learned to extract chalk and use it. Doctors use purified chalk to give people healthy teeth and strong bones. This chalk is called calcium glucanate. Taste the tablet.
Let's try what's in the second trailer. (Salt.) Salt is also a mineral; it is mined in our state. At first it is called stone. Why do you think? And then it is ground, cleaned, and it becomes food. Why is it called food? Salt is mined near cities such as... (shows these cities on the map). but remember that we are geologists, and they are looking for minerals in the mountains, swamps, forests, overcoming any obstacles.
Children sit in front of the board, the teacher shows the cities and draws attention to the symbol on the map of oil.
IN. Look how many black triangles there are, they show that in these places, deep underground, a river flows, the water in which can burn. Geologists found this river and drove a steel pipe into the ground. (Show picture.) A fountain of black water, which is called oil, came out of the pipe. (Showing oil in a test tube.) It is thick and burns. In special factories, petroleum is used to make gasoline, kerosene, asphalt resin, plastic and many other things. What is gasoline and kerosene used for, and what is made from plastic?
The children are invited to take a cup from the tray and drink some water. What is this? (Mineral water.) Mineral water is very useful for humans, and it is also found in the depths of our earth. We have many more minerals, such as..., but we will talk about them in the next lesson.
Oil is the best and cheapest fuel for industry and transport. Even in ancient times, it was known to people, but they began to mine it in large quantities only in the middle of the last century. The oil was nicknamed “black gold” for its color and invaluable qualities.
At first, people used oil as fuel. They never even dreamed of what amazing treasures this black, sticky, unpleasant-looking liquid concealed. Oil was formed at the bottom of former seas and lakes in very ancient times, when no human foot had yet set foot on the earth. Of what? From the remains of plants and living creatures that inhabited water spaces. Over millions of years, these decaying remains accumulated and combined with other substances.
Gradually, underground seas of black liquid - oil - formed. There is a lot of “black gold” in the depths of the earth. There is a lot of it in Russia. How is oil processed? First, it is cleaned of sand, water, mineral salts and gases, and then sent to the pipeline into special devices.
When refining oil, we obtain: kerosene, gasoline, tar, fuel oil, rocket and motor fuel. No car, no spaceship, no train could travel if there was no oil. (We consider samples of available derivatives from oil distillation). Paraffin also owes its origin to oil.
It turns out that colored pencils, soap, paper and paints are made from paraffin by combining it with other chemicals. Scientists have learned to create substances that do not exist in nature. For example, rubber or rubber, as it is also called. It is used to produce car tires, balls, and rubber boots.
Your mothers and fathers use aromatic perfumes and cologne, but the pleasant smell is given to perfumes by odorous substances derived from petroleum. what kind of treasures does it hide within itself! Therefore, people should appreciate and remember that oil, like other minerals, must be used carefully, avoiding overspending.
Age: middle group (4-5 years)
Integration of educational areas: "Cognitive Development" , "Social and communicative development" , "Speech development" , "Artistic and aesthetic development" , "Physical development"
Tasks:
- Expand children's understanding of inanimate nature (Socio-communicative development)
- Continue to introduce professions - miner (Cognitive development)
- Expand children's understanding of the properties of stones and their purpose (Cognitive development)
- Continue to discuss information about objects that go beyond the usual immediate environment (Speech development)
- Promote curiosity (Speech development)
- Give the concept of new words - the bowels of the Earth, minerals, precious stones. (Speech development)
- Develop music listening culture skills (Artistic and aesthetic development)
- Improve motor skills (Physical development)
Types of children's activities: cognitive-research, communicative, motor, musical.
Methods and techniques: visual - illustrations, viewing a collection of natural stones, viewing photographs of precious stones, verbal - conversation, story, riddles, practical - listening to music.
Materials and equipment: illustrations, a collection of natural stones and photographs of precious stones, a disk with the sounds of the sea.
Preliminary work: reading a Khakass fairy tale "Why did the mountains fall silent" , educational games “Find the same stone” , "Find out by touch" , family cartoon viewing "Dwarves and the Mountain King" , "Silver Hoof" .
Logic of educational activities:
Educator: Guys, our group has accumulated a whole collection of stones. I brought part of this collection from the seaside, where I vacationed in the summer; many of you were also at the seaside and brought stones as a souvenir of your vacation and brought them to kindergarten. How many of you have been to the sea? What did you see there? (children's answers). Do you want to hear the sound of the sea? Now I will turn on the music, you will close your eyes, listen carefully and imagine the picture that it tells you. (Children listen)
What did you hear, what pictures flashed before your eyes? (Children's answers).
Let's listen to the music again, do you hear how the sea roars, how the waves, running onto the shore, roll stones from place to place, how they knock against each other?
Educator: There are sea stones on the tray, take them in your hands, what do they feel like? (flat, round, smooth).
Educator: Yes, the sea waves made them that way. In sea water, stones hit each other, the water breaks off their edges. And they become smooth, smooth - without a single corner. Now take the pebbles from the other tray and place them next to the sea ones. Touch them, what can you say about them? What are they? (rough, uneven, with sharp corners).
Educator: So what is the difference between sea and river pebbles? (Children's answers) Compare them by strength (children test stones for strength and draw conclusions about their hardness).
Educator: Do you know where the stones came from? (children's assumptions). Our planet, the vast, beautiful Earth, keeps many secrets. Do you want to get acquainted with what is stored inside the Earth?
There is a whole world underground! And what a one! Look (the teacher offers illustrations depicting underground caves, stalactites, stalagmites). Where do you think the caves came from, how were they formed? (Children's guesses)
These caves were made by water. I can’t even believe that such soft and gentle water can be so strong and so powerful. It can wash and wash away entire halls of caves among the rocks in the mountains.
Educator: (pay attention to beads made of natural stone, photo of precious stones)). Look at the beautiful shapes, the play of colors, the lines in the drawing. It was Mother Earth and her assistant water who created such miracles. Rings and beads are made of precious stones. These stones are very beautiful. They shine and shimmer in different colors. Such stones are rare in the ground and are expensive, which is why they are called precious. Admire this sun stone (the teacher demonstrates amber, the children look at it) What can you say about him? Want to touch this gem and learn its history?
Educator: Amber is a fossilized resin. Millions of years ago, some species of coniferous trees healed their wounds with resin: whether a branch broke off or the bark of a tree was split off, resin immediately began to be released, which closed the wound. What do you think will happen if an insect lands on a sticky, resinous surface? (It will stick), resin - sticky, viscous. In the resinous puddles, all sorts of small animals and birds left their traces: some fluff, some a feather, some a hair. You can also see air bubbles or raindrops in amber. It took a lot of time for the resin to turn into amber. Coniferous trees grew old and fell. They were covered with earth, under the heavy layer of earth that had piled up, the resin hardened like stone and became amber. How did amber get into the sea? A river flowed through the forest, amber was a light stone, and the waters of the river washed it out of the ground and carried it with them. The river flows into the sea. And the amber treasure ended up in the sea. The storm and waves carried the stone ashore. How beautiful decorations they give for birthdays.
Educator: (shows a piece of coal) Guys, do you think this stone can serve as decoration? It may be ugly and get your hands dirty, but its value and benefit to humans is very great. This is coal. It burns well and is used as a fuel to generate heat and electricity. Coal is stored underground, which is why it is called a mineral. How do you understand the expression "minerals" ? (Fossils - because you need to look for and dig them out of the ground, and useful ones, because they bring great benefits to people). Why is coal called hard coal? (because it's hard) In addition to coal, the Earth's storehouse contains many more minerals, all of which are inanimate. We'll talk about them next time. Are you interested in learning how coal is mined? Then we will have to go to the mountains.
Physical education minute
We'll go right now
And then let's go left
Let's gather in the center of the circle
And we’ll turn around on the spot
We'll sit down quietly
And let's lie down a little
We will rise quietly
And let's jump lightly.
Let our feet dance
And they clap their hands.
Let's turn right
And then we'll go straight
We walked and reached the mountains.
Educator: Coal is mined in quarries if it lies shallow, or in mines if the reserves are deep. (the teacher’s story is accompanied by a display of illustrations). People who mine coal are called miners, miners (Why?). The work of miners is very difficult and dangerous. Everyone respects miners for their strength and courage.
Educator: Today we took a trip through the depths of our Earth, learned about minerals. Who will be the first to guess the riddle: “It’s an unsightly stone, it lies in the ground in a layer, in order to lift it up, you need to visit the mine. There are lights underground - these are miners in the mine. Hammers are used to beat off this very necessary stone. (Coal)
What are minerals? (Children's answers). What minerals did you learn about today? (Children's answers). What are the names of the stones from which jewelry is made? (Children's answers).
Think about what icon you will use to represent coal, amber (the teacher invites the children to draw icons)
Alla Bueva
Abstract of the GCD “Introduction to mineral resources”
Cognition. Senior group.
Prepared by a teacher of the 1st category of MBDOU kindergarten No. 3d. Yasentsy.
Abstract of GCD.
Subject: " Introduction to minerals"
Target: Continuation acquaintance with mineral resources of Russia(coal, chalk, sand, clay, salt).Clarify the understanding of the properties of sand and clay in comparison (sand consists of grains of sand, coal and chalk, salt, their properties and differences. Consolidation and enrichment of knowledge about usefulness natural resources for humans. Development of sensory sensations, interest, vocabulary development and speech activation. Cultivating a sense of pride in one's fatherland.
Facilities: a plate with sand, clay, coal, chalk, salt, jars of water, a hammer, a black sheet of paper, a globe.
on the table in plates laid out: coal, sand, clay, chalk, salt
Children, today we will talk to you about the natural resources of the Earth.
All the natural resources that people extract from the depths of the Earth and from its surface are minerals.
Our country is rich in various minerals(teacher shows the field on the globe). Minerals people use in the national economy. Some are necessary in construction.
What do you think minerals used in construction?
Clay, sand, limestone
Others serve as fuel. Which?
Peat, coal, gas, oil.
Today we will talk to you about sand and clay - the most common natural fossils, which are formed under the influence of the destruction of mountains.
Let's compare sand and clay:
Children examine, feel, throw
After experimenting, children do conclusions:
Clay is soft, you can sculpt from it, it does not allow water to pass through well.
Sand is dry, free-flowing, it can be sculpted from raw material, but when it dries, the building breaks down, sand allows water to pass through well.
Children, do you want to know what sand is made of? Take a black sheet of paper and put some sand.
-children draw conclusions: sand consists of tiny grains of sand, so it is free-flowing
Then I turn my attention to coal
I suggest experiments: put a piece of coal in water, hit it with a hammer, draw it on paper.
What is he like?
It is black, glitters in the sun, hard, sinks in water, disintegrates upon impact, and leaves marks.
The main property of coal is flammability (teacher showing how coal burns)
Then I show some coal deposits on the globe
Coal is used to heat residential buildings, as fuel in factories. Paints and medicines are made from coal (Activated carbon) and etc. useful material.
Then I suggest you pay attention to the chalk. Chalk is made from shell rock, which is mined near the sea, and school chalk is made from it.
children looking at chalk: draw, throw water, break)
- Children draw conclusions: it comes in different colors, it is brittle, it splits, it breaks, it leaves marks - you can paint.
-Next let's look at salt: what is it for? where can I find it (showing deposits in Russia)
What properties does salt have? how can I check?
After experimenting (taste it, throw it into water, what is it made of? crush it with a hammer)
- Salt: white in color, salty, fragile, consists of crystals, needed for cooking.
Clarifying children's knowledge:
1. What minerals you know?
2. What are they for? minerals?
At the end of the lesson, I propose to draw, the theme is "Winter Landscape" (chalk on a black sheet of paper)
Publications on the topic:
Lesson summary “Getting to know the metro” Summary of GCD in the preparatory group "Getting to know the Metro". Goal: To introduce children to the history of the Metro. Program content.
Abstract of the educational activity “Getting to know the cow” Lesson No. 5 “Getting to know the cow” Purpose: introducing children to domestic animals Tasks: - introducing children to the cow; - consolidate the concept.
Abstract of the GCD “Introduction to the Olympic Games” SUMMARY OF NOD (open lesson). Educational area: “COGNITION”, Formation of a holistic picture of the world with elements of physical education Topic.
Summary of OOD “Meeting the Pig” Lesson No. 9 “Getting to know the pig” Goal: introducing children to domestic animals Tasks: - introducing children to the pig; - consolidate the concept.
Lesson summary “Introducing the number 6” Topic: “Getting to know the number 6” Image. goal: 1) Introduce the number 6. 2) Learn to count within six. 3) Practice ordinal counting.
Summary of a lesson in the middle group on familiarization with minerals “In Search of Natural Treasures” Topic: “In search of natural treasures.” Goal: To develop cognitive abilities and voluntary attention of children through search activities.
Lesson summary “Introduction to electricity” Program content. Continue to introduce children to electricity. Introduce children to the history of the electric lamp and its structure.
An open integrated lesson on environmental education for children in the preparatory group.
Target: formation of a correct idea of the world around us, of the rational use of natural resources in everyday life.
Educational objectives:
- expand knowledge about minerals, classify them into groups: iron ores, building materials, fuels and gems;
- expand and activate children's vocabulary;
- introduce children to the properties and qualities of salt;
- practice orientation on a sheet;
- consolidate the ability to identify the first sound in a word, write down the corresponding letter, and read what is written.
- develop interest and activity in the process of cognitive and research activities;
- activate mental activity, memory, attention.
- cultivate environmentally conscious behavior in everyday life and nature;
- foster a sense of pride in your native land.
Preliminary work: looking at minerals (coal, oil, sand, clay, iron ore, gems), looking at illustrations and pictures, watching videos, conversations on the topics “What is gas/coal/oil needed for?”, “Where is what is mined?”
Progress of the lesson
Educator: Guys, today they brought an old bottle to our kindergarten that sailors found in the sea. There is some kind of map here. Let's see! ( Opens a map.) Treasure Island! Let's go to this island! But for this you need to be able to use a map, be able to read it. Look at the map, let's determine where which island is located. ( There are geometric shapes on the screen, children determine their location. Sample questions: Which island is in the upper right corner, where is Triangle Island?)Educator: Well done! Now you can go on a trip. Take your seats on the ship. ( Children sit on chairs. A picture of a ship at sea appears on the TV screen.)
Educator: Guys, look, here is Treasure Island. Let's get off the ship and onto land. ( The teacher brings out the layout.)
Educator: Look, this is Mineral Island! Who knows what “minerals” are? ( Children's answers.) Minerals are natural resources that people extract on earth and underground and use them in the economy. Minerals are the treasures of the Earth. Let's remember what types of minerals there are? Guess the riddles.
Me, guys, after swimming
I want to be steel.
Steel is also needed for a pin,
And for the plane.
But I myself am plain,
I can be dark.
Underground, in dark caves
I often go to bed. ( Iron ore.)
And sticky, and fat, and soft,
And the dishes made from it are strong! ( Clay.)
It is yellow and friable,
There is a pile in the yard.
Can you dig it
And pour it into a bucket. ( Sand.)
The white pebble melted
He left marks on the board. ( Chalk.)
He won't run without it
No bus, no taxi,
The rocket doesn't rise.
Guess what it is? ( Oil.)
Educator: You have guessed riddles about minerals, but the people who find them are called geologists. There is such a profession - geologist. Now we will become geologists and tell you about minerals. ( Four children talk about fossils.)
Educator: Now we'll play. It is necessary to divide minerals into groups. ( Didactic game "Minerals".)
Educator: Guys, look, the parrot brought us a letter. Let's read it. But to read it, you need to determine the first sound from each picture and write the corresponding letters in the boxes. ( The children find the letter, read it and find the chest. The teacher opens it.)
Educator: Guys, what's in the chest?
It was cut down in the gray rocks,
They extracted from the seas and lakes,
To then put a pinch
In bowls, bowls, pots, pans.
Rice and fish, beans and salad
They immediately became a hundred times tastier! ( Salt.)
Educator: Salt is also a mineral, and therefore a treasure of the Earth. And now I invite you to visit our on-site laboratory. Let's take a closer look at salt. What color is salt? Now let's smell the salt, does it have a smell? Touch it, what does it feel like? Let's taste it, what is it like? Let's determine whether she sinks in water or not? Let's interrupt, what happened? ( Children conduct experiments.)
Educator: Now let's move to the screen. ( Video "Salt".) In ancient times, salt was more expensive than gold; salt was used to pay for goods instead of money. And it was called “white gold”. Salt can be rock, table and sea. Rock salt is mined in salt mines. Blocks are cut, which are then broken into pieces, loaded onto a conveyor and lifted up. Table salt is extracted from rock salt and from salt lakes using special combines. See how they work. And then the salt is loaded into wagons. Sea salt is obtained by evaporation from sea water. Salt is truly a treasure. It is simply necessary for human life; it is not only consumed as food, but also used to treat various diseases.
Educator: Guys, every year we use more and more minerals, and over time they may run out. Minerals need to be saved. But as? Be careful with water. To save gas, gas stoves are being replaced with electric ones. It is necessary to sort the waste in order to send it later to recycling plants. This means that even you and I can save minerals.
Educator: Today we learned about another mineral - salt. Learned how salt is used. You can also draw on salt, just like on sand. And, ending our journey, I invite you to go to the tables and try to draw pictures. ( Children approach the tables on which there are plates of salt. Draw with sticks.)
Irina Sergeeva, teacher, GBOU School No. 1794 (building 2)