Research project
"MAGIC STONE - MAGNET"

Relevance:

Experimentation- effective method knowledge of patterns and phenomena of the surrounding world is one of the most pressing problems modernity.

The main advantage of experimentation is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

IN children's experimentation Children’s own activity, aimed at obtaining new knowledge and information, is most powerfully manifested.

Experimentation is associated with all types of activities, such as observation and work, speech development, visual activity, FEMP.

Project goal:

Project objectives:

Form in children preschool age dialectical thinking, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies;

Develop your own educational experience summarized using visual aids(symbols, diagrams);

Expand the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions;

Support children's initiative, intelligence, inquisitiveness, criticality, and independence.

Participants: preparatory school students speech therapy group, educators, speech therapist, parents of students.

Stages of the project:

I. Preparatory stage:

1. Development of a project plan “My magnet attracts me.”

2. Development of a promising thematic plan working with children.

Preparation of methodological literature.

3. A selection of stories, paintings, illustrations on the topic “Experiments, experimenting with a magnet.”

4. Preparation of didactic and practical material for conducting experiments.

5. Design of informational and educational material for parents in the form of sliding folders, material in the corner for parents

7. Help from parents in setting up an experimentation corner.

II. Main stage:

1. Reading the fairy tale “Dreams of a Magnet.” Legends about magnets.

2. GCD “Acquaintance with natural origin magnet."

Learning a poem about a magnet.

3. Playing with Bakugan toys.

4. Watching the cartoon “Fixies” (“Magnet”, “Compass”).

5. Conducting experiments with magnets at home.

6. Games with magnetic constructor, alphabet, mosaic.

7. GCD " Magic stone- magnet."

8. Design of the “Experimenting at Home” stand.

III. Final stage:

1. Design of the album “Use of magnets in medicine, astronautics, shipbuilding, etc.

2. Design of a magnetic theater based on the fairy tale “Rukavichka”.

References:

1. “The unknown is nearby. Experiments for preschoolers."

Dybina O.V., Rakhmanova N.P., Shchetinina V.V. 2010

2. " Experimental activities children of middle and senior preschool age." Tugusheva G. P., Chistyakova A. E. 2010

3. “Organization of experimental activities for children aged 2-7 years.” Martynova E. A., I. M. Suchkova. 2011

4. "365" scientific experiments" 2010

Search-cognitive
direct educational activities
for children of senior preschool age
"Magic stone - magnet"

Target: development cognitive abilities preschool children through experimentation.

Tasks:

Educational

1. Form children’s ideas about physical phenomenon- magnetism.

2. Expand children’s knowledge about the properties of a magnet, experimentally identify its properties (attract objects; the action of a magnet through glass, cardboard, water).

3. Enrich the children’s vocabulary with the following terms: “magnetism”, “magnet poles”.

Developmental

1. Develop activity, curiosity, the desire to independently search for causes, methods of action, manifestation creative potential and expression of individuality.

2. Develop free communication with adults and children, components oral speech children in various forms and types of activities.

Educational

1. Develop artistic perception when getting acquainted with the artistic word on the topic “Magnet”.

2. To develop skills for safe handling of objects during experiments.

3. Develop children’s ability to work together, the ability to discuss, and negotiate.

Material and equipment:

Demo: 2 magnets, paper clips large and small, “Car track”, a jar with a snake, an aquarium.

Dispensing: 2 small magnets for each child, a set of items made from various materials: a soft toy, wooden pencil, plastic button, glass jar, metal paper clip and nails, fish blanks, scissors.

Logic of educational activities

Educator invites children to the hall, decorated as scientific laboratory….

Asks the children a question - “Where have we come?”

Children consider materials, “equipment”, offer an answer.

The teacher, using a hint (slides with a picture of a scientific laboratory), leads the children to the conclusion that they are in a research institute.

Asks children who works in research institutes and what people in this profession do.

Educator:- Guys! I invite you to visit our institute and become scientific researchers for a while.

Offers to wear gowns, hats, glasses.

Draws children's attention to a stand with diagrams “Safety rules for working in the laboratory.” Conducts a conversation on “How to behave in a scientific laboratory.” They study the rules and assign roles.

The teacher acts as a senior researcher, since he has already been to this laboratory and knows what interesting things can be done here. Children are offered the roles of junior staff and laboratory assistants and a badge with the appropriate designation.

Educator brings in a box with a large magnet. The box is closed.

Today they brought some object to our institute for research, try to guess what it is?

It can be small, big,

Iron is very friendly with him,

With him and the blind, of course,

Find a needle in a haystack.

Children's answers...

Here in front of us is an ordinary magnet.

He keeps many secrets within himself.

Educator: - “ Our task is to get to know this better amazing stone" Shows the magnet to the children, lets them touch it (what does it feel like? Smooth, cold), determine the weight (heavy - light?), color...

Define - “A magnet is a stone, its surface is cold, smooth, has weight.....”.

Educator asks the question - “What other property does a magnet have that distinguishes it from ordinary stones?”

Children's answers…..

Educator: - “ Guys, do you think all objects are attracted by a magnet?” Children's answers.

To check your assumptions, I suggest that all junior employees and laboratory assistants take to laboratory No. 1...

- “Look, what objects are on your tables?”

Children list...

1. soft toy

2. wooden pencil

3. plastic button

4. glass jar

5. metal clip and washer.

Experience No. 1.

“I suggest you choose those objects that, in your opinion, a magnet can attract to itself.” Children do the task...

“How to check whether you made the right choice?” Children offer a solution to the problem(using a magnet).

- “What objects did the magnet attract?” (Paper clip, washer).

- “Which ones didn’t you attract?” ( soft toy, wooden pencil, plastic button, glass ball).

« What can be concluded?

Conclusion: A magnet only attracts metal objects.

The study of the following properties of a magnet can be continued in laboratory No. 2.

The diagram “Repulsion and Attraction of Magnets” and airplanes with magnetic ends (red - blue) lie on the table and are simultaneously shown on the screen.

Colleagues, pay attention to the diagram, what kind of research do you think we need to do? Children's answers...

The teacher draws the children's attention to a magnet painted red and blue. And also on airplanes lying on tables with the same coloring. He asks why the magnet is painted in two colors? Children reason... Then the teacher suggests connecting the airplanes with two identical ends. What's happening? (the planes push off). If you connect with different ends - red and blue (the airplanes are connected). Why? Children's answers... The teacher gives an explanation: a magnet has two poles, if you connect two identical poles, the magnets will repel, and if you connect two different ones, they will attract each other.

Dynamic pause

The teacher suggests going to the airfield. - Look, I brought the airplanes you made: blue and red, like the poles of a magnet. Please note that our airfields also have two colors (red and blue). As soon as the music starts, you will fly in a circle, when the music stops, you need to land the plane on the airfield that will attract it. 2-3 children explain why planes landed at a particular airfield.

Guys, look, in laboratory No. 3 there is some kind of vessel, but what is in it is not visible. But, in all likelihood, there is some kind of creature there, possibly poisonous. How can you find out who is in the bank without putting your hands in it?

Children's answers, discussion, guesses.

Let's try to get the occupant of the jar with a magnet?

Experiment No. 3. Use a magnet to remove the snake from the jar.

Educator:- On your tables there are jars containing paper clip snakes. Use a magnet to remove the paper clips from the jar.

Educator:- Guys, what conclusion can we draw?

Children:- The magnet acts through the glass.

(Demonstration of the circuit through the projector).

- Do you think a magnet only acts through glass?

Children's answers.

Experience No. 4.

A track for cars is drawn on the easel, and small metal cars and magnets lie on the table. A magnet is installed behind the machine, which moves it along the track.

Now try it yourself. Take a car and try to control them using a magnet.

What can be concluded?

- The magnet acts through the cardboard.

(Demonstration of all circuits through the projector at the same time).

Children are offered game "Fisherman". Children use magnetic fishing rods to catch fish from aquariums.

Discussed at the end of the game next property: "A magnet acts through water."

(Slide show).

The teacher draws the children's attention to the box with the magnet.

Dear colleagues, today we had a difficult but interesting day. We studied the properties of a magnet.

What properties does a magnet have?

(There are diagrams and hints on the board.)

Children name the properties and choose the appropriate diagram. (At the same time, the diagrams appear on the screen.)

1. A magnet only attracts metal objects.

2. A magnet has two poles: different poles attract, and identical poles repel.

3. The magnet acts through glass, cardboard, water.

Children, together with the teacher, put together a magnet and cards, and send a parcel with the completed task.

A child reads a poem about a magnet:

I have loved magnets for a long time.

He still attracts me

A small piece of stone

A nondescript, gray block.

The teacher draws the children's attention to the screen « Practical Application magnet."

The teacher guides children to further familiarize themselves with the properties and uses of magnets. - How and where to find necessary information. Children offer answers. (Ask your parents, call relatives or friends, read the encyclopedia, watch TV, access Internet resources, etc.).

Dear junior employees and laboratory assistants, the management of the research institute thanks you for the work done and rewards you with valuable memorable gifts- magnetic games.

Nomination: Kindergarten, preparatory group, senior group, Lesson notes, GCD, experimental activities
Title: Summary of educational activities for experimental activities for children of senior preschool age “Magic stone - magnet”
, teacher of the highest qualification. category, MBDOU d/s No. 110, Samara, Russia.
Author of the presentation:
Grishina Irina Yurievna, highly qualified speech therapist teacher. category, MBDOU d/s No. 110, Samara, Russia.

IN children's club There was a lesson on the topic “Magnetism”. I will write in more detail about what we did, and we conducted experiments with magnets.

Undoubtedly, all children are familiar with magnets and love them very much. And so I brought a large magnet, poured out nails, paper clips, springs and all sorts of things, and the guys disappeared... Of course, they did not disappear, but they were so carried away by the magnetization that they were almost inaudible (and this happens very rarely).

What attracts a magnet

As I already wrote, the first thing we did was find out what was capable of being magnetized. The youngest boy in the group boldly answered that the metal iron was capable of this. It should be noted that scientists believe that the whole world around us is magnetized. The smallest particles - atoms - and people also have magnetic properties, and the Earth and the Sun are also magnets. Yes, this information puzzled the guys. Especially why Danya and Tima are not magnetized. But the answer is very simple, human magnets are very weak.

Magnet strength

Then they began to develop the topic that there are stronger and weaker magnets. We took a large magnet and a small one and began to attach paper clips to them. The large magnet formed a chain of three large paper clips, while the small one produced only two. Based on the number of magnetized paper clips, we conclude that the large magnet turned out to be stronger.

Carrying out this simple experiment, we made a small discovery - having been in a magnetic field, paper clips became temporary magnets, that is, they began to attract each other just like that without external influence.

The action of a magnet through different materials

We fiddled with paper clips and nails for a long time, and then decided to test the ability of a magnet to act through other objects. To begin with, we took a sheet of paper, placed a paperclip on top, and moved a magnet underneath and gave commands to the paperclip. Surprisingly, the paperclip unmistakably obeyed and moved in the indicated direction. Next, they thickened the barrier by taking a book. Then they played with nails, moving a magnet under the table... The children were delighted. By the way, in the lesson there was little Makar, who liked the fun with moving nails the most.

The guys had fun and everything was clear. But for some reason, they were puzzled by the ability of a magnet to act through water. IN plastic bottle We threw in paper clips, nails, and a spring with water, and the task was set to pull these little things out of the water without getting our hands wet. The boys and girls thought for a while, and then took turns leaning the magnet against the wall of the bottle and figured out how to do it all. They liked this idea so much that they drowned all the pieces of iron and each took out these treasures from the bottom of the bottle twice. Magnetic force acts through paper, plastic, glass and water, and through many other materials. Of course, within your own simple experiments we did not set out to find all of them.

A magnetic field is created around the magnet, but it cannot be seen, and I do not feel it at all (although I admit that someone is able to see it). And since in our group of young experimenters there is one scientist who always says “I don’t believe it,” we had to demonstrate these same magnetic field lines. A little metal dust was poured onto a sheet of paper, and a magnet was placed at the bottom of the sheet... Delight, iron Christmas trees grew on the sheet, and to some people soldiers appeared.

Since our scientists are only five years old, but in deep scientific explanations I didn’t go into detail, we just played and had fun.

If your scientists have already grown out of toddler age and want serious research, then study the topic of creating smart magnetic plasticine. Very interesting!

At the end of the lesson we talked about the compass. Of course, we touched it, felt it, and watched how the magnetic needle oscillated and where it pointed. Do you remember that the compass needle points north? But just observing was not enough for the guys, so we made our own compasses using a needle, a magnet and a saucer of water.

How to make a compass with your own hands

1. First, we ran a magnet along the needle. This should be done in one direction.
2. They collected it in a saucer cold water.
3. We tried putting the needle on the water. Only one person succeeded, so it was decided to simplify the task. First they put a strip on the water paper napkin, and a needle was already placed on top. After a few minutes, the napkin sank, and the needle remained lying on the surface of the water. By the way, why? What was holding her back? You can read about this in the article “Surface tension or is it possible to run on water.”
4. The needle became the needle of our home compass, which smoothly turned, pointing one end to the north. We checked this using a real compass.

This is the lesson we did about magnets. It was really fun. I’m thinking of making a continuation of this topic, because there are many more different magnetic ideas.

I found an interesting cartoon about why animals are not attracted by a magnet and whether this is true.

Let's face it, science is fun. I hope you enjoyed the experiments with magnets, if so, share the link with your friends on social networks. Invite us into your home laboratory. Tell us in the comments what you liked most and post a photo. We will be happy to share every joyful moment with you. And to make your future scientific research even more vivid and memorable, I have for you useful GIFT— “Collection of experiments with sound.” Have fun experimenting!

Experiments with magnet and sunlight. Experiment No. 1 Contents of the experiment. Show children that sunlight consists of a spectrum and reinforce the idea of ​​the seven colors of the rainbow. Experiment No. 2 Contents of the experiment Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Experiment No. 3 Contents of the experiment Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Experiment No. 4 Contents of the experiment. Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow Experiment No. 5 Contents of the experiment Bring children to understand how a rainbow is formed. Experiment No. 6 Contents of the experiment Find out the ability of a magnet to attract certain objects. Experiment No. 7 Contents of the experiment Identify the peculiarities of the interaction of two magnets: attraction and repulsion. Experiment No. 8 Contents of the experiment Identify the properties of a magnet. Experiment No. 9 Contents of the experiment Find objects that interact with the magnet; identify materials that are not attracted to a magnet. Experiment No. 10 Contents of the experiment Select objects that interact with the magnet. Experiment No. 11 Contents of the experiment Determine the ability of metal objects to be magnetized Experiment No. 12 Contents of the experiment Show the magnetic field around magnets. Experiment No. 13 Contents of the experiment: Identify the actions of the Earth’s magnetic forces. Experiment No. 14 Contents of the experiment Understand that the aurora is a manifestation of the Earth’s magnetic forces

Experiments with magnet and sunlight. Experiment No. 1 Contents of the experiment 1. Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Equipment: a basin filled to the brim with water, a mirror installed in the water at an angle of 25 degrees; light source (sun or desk lamp) On a sunny day, place a basin of water near the window and lower a mirror into it. The mirror needs a stand, since the angle between it and the surface of the water should be 25 degrees. If the mirror “catch” a ray of light, then as a result of the refraction of the ray in the water and its reflection from the mirror on the wall or ceiling, a rainbow will appear. This experiment can be carried out in the evening: then the light source will be a table lamp. The spectrum will be obtained in a darkened room. Experiment No. 2 Contents of the experiment Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Equipment: triangular transparent prism. If you look at objects through a prism white, they will appear colored. Using a prism, you can create an image of a rainbow on the wall. Experiment No. 3 Contents of the experiment 1. Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Equipment: plate with water, nail polish, “fishing rod” for film. Place a drop of varnish into the water. A thin film forms on the surface of the water. It must be carefully removed using special device- "fishing rods". The varnish film will play with all colors, reminiscent of the wings of a dragonfly. A beam of white light hitting thin film, is partially reflected from it, and partially passes deep, reflecting from its inner surface. Experiment No. 4 Contents of the experiment 1. Show children that sunlight consists of a spectrum, consolidate the idea of ​​the seven colors of the rainbow. Equipment: sheet of paper, crystal glass. Place the crystal glass on white sheet paper Try to catch the sunshine with your glass. Rainbow colored stripes will appear on a piece of paper. Experiment No. 5 Contents of the experiment 1. Bring children to understand how a rainbow is formed. You can show the children a rainbow in the room. Place the mirror in the water at a slight angle. Catch it with a mirror sunbeam and point it at the wall. Rotate the mirror until you see a spectrum on the wall. Water acts as a prism, decomposing light into its components. At the end of the lesson, ask the children what the word “ra-doo-ga” looks like? What is she like? Show the Rainbow with your hands. From the ground, a rainbow resembles an arc, but from an airplane it appears to be a circle. Experiment No. 6 Contents of the experiment Find out the ability of a magnet to attract certain objects. An adult demonstrates a trick: metal objects do not fall out of the mitten when unclenching his hand. Together with the children he finds out why. Invites children to take objects from other materials (wood, plastic, fur, fabric, paper) - the mitten ceases to be magical. Determine why (there is “something” in the mitten that prevents metal objects from falling). Children examine the mitten, find a magnet, and try to use it. Experiment No. 7 Contents of the experiment Identify the peculiarities of the interaction of two magnets: attraction and repulsion. An adult sets a task for the children: to determine how two magnets will behave if they are brought close to each other. Assumptions are checked by bringing one magnet to another suspended on a thread (they attract each other). Find out what will happen if you bring a magnet to the other side (they will repel; magnets can attract or repel, depending on which poles you bring them to each other). Experiment No. 8 Contents of the experiment Identify the properties of a magnet: the passage of magnetic forces through various materials and substances. An adult suggests finding out whether magnetic forces can act at a distance, how to check (slowly bring the magnet up and observe the object; the action of the magnet stops at long distance). Determine whether magnetic forces can pass through different materials , what needs to be done for this (put an object on one side, a magnet on the other and move it). Select any material, check the effect of magnetic forces through it; cover small objects with something, bring a magnet, lift it; pour small objects onto the material being tested and bring a magnet from below. They conclude: magnetic forces pass through many materials. An adult invites children to think about how to find a lost watch in the sand on the beach, or a needle on the floor. Children's assumptions are tested: after placing small objects in the sand, they bring a magnet to the sand. Experiment No. 9 Contents of the experiment Find objects that interact with the magnet; identify materials that are not attracted to a magnet. Children examine all objects and identify materials. They make assumptions about what will happen to objects if a magnet is brought to them (some of them will be attracted to the magnet). The adult invites the children to select all the objects they named that will not be attracted to the magnet and name the material. Examine the remaining objects, naming the material (metals) and checking their interaction with the magnet. They check whether all metals are attracted by a magnet (not all; copper, gold, silver, aluminum are not attracted by a magnet). Experiment No. 10 Contents of the experiment Select objects that interact with the magnet. An adult and children look at the paper, make an airplane out of it, and tie it with a thread. Unbeknownst to the children, he replaces it with a plane with a metal plate, hangs it up and, bringing a “magic” mitten, controls it in the air. Children conclude: if an object interacts with a magnet, then it contains metal. Then the children look at the small wooden balls. Find out if they can move themselves (no). An adult replaces them with objects with metal plates, brings them a “magic” mitten, and makes them move. They determine why this happened (there must be something metal inside, otherwise the mitten will not work). Then the adult “accidentally” drops a needle into a glass of water and invites the children to think about how to get it out without getting their hands wet (hold a mitten with a magnet to the glass). Experiment No. 11 Contents of the experiment Determine the ability of metal objects to be magnetized An adult invites children to bring a magnet to a paper clip, tell what happened to it (it was attracted), why (magnetic forces act on it). Carefully bring the paper clip to smaller metal objects, find out what happens to them (they are attracted to the paper clip), why (the paper clip has become “magnetic”). Carefully disconnect the first paper clip from the magnet, the second one holds on, find out why (the paper clip has become magnetized). Children make a chain of small items, carefully bringing them one at a time to the previously magnetized object. Experiment No. 12 Contents of the experiment Show the magnetic field around the magnets. Children cover magnets with cardboard and bring paper clips. They find out how a magnet works: it sets paper clips in motion, they move under the influence of magnetic forces. Determine the distance at which the paper clip begins to be attracted to the magnet by slowly, from afar, bringing the paper clip to the magnet. Metal filings are slowly poured from a small height. They examine the resulting “magnetic” patterns, which are located more at the poles and diverge in the middle. Children find out that by combining several magnets they can “draw” an interesting “magnetic” picture. Experiment No. 13 Contents of the experiment Identify the actions of the Earth’s magnetic forces. An adult asks the children what will happen to a pin if you bring a magnet to it (it will be attracted because it is metal). They check the effect of a magnet on a pin, bringing it to different poles, and explain what they saw. Children find out how a needle will behave near a magnet by performing an experiment according to the algorithm: lubricate the needle vegetable oil, carefully lowered to the surface of the water. From afar, slowly, at the level of the water surface, a magnet is brought up: the needle turns its end towards the magnet. Children lubricate the magnetized needle with fat and carefully lower it to the surface of the water. Notice the direction and carefully rotate the glass (the needle returns to its original position). Children explain what is happening by the action of the magnetic forces of the Earth. Then they examine the compass and its structure, compare the direction of the compass arrow and the needle in the glass. Experiment No. 14 Contents of the experiment Understand that the aurora is a manifestation of the magnetic forces of the Earth. Children put a magnet under a sheet of paper. From another sheet at a distance of 15 cm, metal filings are blown through a tube onto the paper. Find out what is happening (the sawdust is arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the Earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with air particles and glow. Children, together with an adult, observe the attraction small pieces paper to electrified by friction with hair balloon(pieces of paper - solar wind particles, ball - Earth).

GCD in kindergarten"Wonderful experiments with a magnet." Senior group

Target: Expand children's knowledge about magnets and some of its properties; teach to examine and experiment with an object, highlighting the expressed properties and qualities; develop mental operations, the ability to put forward hypotheses, draw conclusions, and activate children’s vocabulary. Get children interested in practical activities. We woke up early in the morning,
Smiled at the sun,
Mom will come into the room
As soon as the cockerel crows.
- What should I tell my mother then?
- Good night?
- WITH good morning I need to tell my mom
Good morning, wish dad.
To the whole world in the morning
We wish only the best!
Good morning!
Music morning greetings turns into a song about fixies.

TEACHER:- What a familiar song. What cartoon is she from?
CHILDREN: - About fixies. (Nolik appears on the screen)
TEACHER:- Guys, Nolik came to visit us and brought something. But this is theater, but not a simple one. Look. The characters in this theater can move. Think about what I use to control them? Why are they moving? (children express their guesses). If they find it difficult, the teacher helps with leading questions.
CHILDREN: Using a magnet.
TEACHER:- Pay attention, Look, a paper clip is attached to each figure, and behind the cardboard partition there is a magnet, as soon as I take the magnet to right side and the figure will follow the magnet
TEACHER: - Nolik wants to learn everything about magnets. And he asks us to help him. Shall we help? To do this, we need to go to the laboratory (children go to the tables)
- Let's remember the rules of behavior in the laboratory, cards - symbols will help us with this
The teacher shows the symbols.
1. Keep your work area tidy.
2. You cannot take substances and objects without the permission of the teacher.
3. Handle glassware, substances and laboratory equipment with care.
4. Work together amicably (in pairs, together).

TEACHER:- Well done! I hope everyone will follow the safety rules. Today, in our laboratory we will conduct experiments in order to learn about the wonderful properties of a magnet. And after each experiment, we, as researchers, need to draw certain conclusions.
TEACHER:- Pick up a magnet, look at it, touch it.
- What do you think the magnet is made of? (made of iron).
- The magnet is made of an alloy of several metals.
- Guys, alloy is when they take different metals, melt them in a furnace and join them together.
- What does it feel like? (cold, smooth, hard).
- Which ones? interesting properties Do you have a magnet that you are already familiar with?
CHILDREN: - A magnet can attract objects.
TEACHER: - I suggest you confirm this property of a magnet to attract objects. Pull the sample containers towards you.

Experience No. 1 “Attracts or not? »
In front of you is a container containing objects made from different material, let's name what objects are made of:
- This item is made of plastic
- This is a fabric sample
- This item is made of glass,
- This item is made of wood
- This is a sample paper
- This sample is made of iron.
TEACHER:- Each of you has tables on your table with images of objects from the container, if this object interacts with a magnet, i.e. the magnet attracted the object to itself, then on the card opposite this object you put a plus. If it doesn’t attract, then put a minus.
TEACHER:- I suggest taking the item that is first drawn in the table. What object is shown first?
CHILDREN: - Glass.
TEACHER:- We apply a magnet to it, is it attracted to the magnet or not?
The teacher demonstrates an experiment with a glass object.
CHILDREN: - No, it doesn’t attract.
TEACHER:- So on the card opposite the glass sample, what sign should be put?
CHILDREN: - Minus.
Continue experimenting on your own.
TEACHER:- Let's check the results of your experiment. What objects are not affected by the force of a magnet?
CHILDREN: - The force of a magnet does not affect glass, wood, plastic, objects made of fabric and paper.
TEACHER:- What objects are affected by the force of a magnet?
CHILDREN: - On iron objects.
TEACHER:- Let's think about what conclusion can be drawn from this experiment? To help you, I will start and you will continue.
Conclusion: a magnet attracts (what?) iron objects and does not act on (what materials?) other materials: plastic, wood, fabric, paper, glass)
Problem situation:
TEACHER:- I have two iron bolts in my hands. I bring the magnet to the first bolt and it is attracted. I bring it to the second one, and he?
CHILDREN: - Not attracted.
TEACHER: - Guys, not all metals are attracted by a magnet. I suggest you watch advice from Simka (video)
Conclusion: not all metals are attracted to a magnet.

TEACHER: - Is it interesting to be scientists? Learn new things about ordinary objects? All equipment is stored in our laboratory: instruments, various substances. Please tell me where fixies store their tools? What is the name of this miracle backpack?
CHILDREN: - Helper.
TEACHER: - That's right, Nolik suggests having a little fun with the song “Helper” (the child comes out and shows the movements, the rest repeat everything).

Musical physical exercise “Helper”

TEACHER: - Let's continue our acquaintance with wonderful properties magnet. Guys, there are permanent, temporary and electric magnets. Permanent magnets are manufactured in-house. They are made from an alloy of iron ore that is mined deep in the earth. The ore has the property of attracting iron objects.
You can make a temporary magnet yourself. To do this, you need to take any iron object and apply it to a magnet for some time. And it will acquire magnetic properties for a while. For example, a magnetized screwdriver is convenient for screwing in screws; they do not fall (show example).

Experiment No. 2 “Magnetization”
TEACHER: - Look, for the next experiment I will need a magnet and paper clips. I take a magnet and hold a paper clip to it. She was attracted. I bring the second one, and she is also attracted. Now - the third. A chain of paper clips was formed. Now I will carefully remove the chain of paper clips from the magnet. Look carefully - the chain is not broken
- Why didn’t the paper clips fall apart?
- Why did this happen?
CHILDREN: - They became magnetized (they turned into magnets).
- That's right, under the influence of a magnet, the paper clips became magnetized and short time became TEMPORARY magnets.
TEACHER: - I propose this experiment - perform the magic chain yourself.
Children perform an experiment.
TEACHER: - Well done, you are real wizards - you skillfully coped with the experience.
TEACHER: - But an electric magnet works thanks to electricity. Electric current flows, the magnet works, as soon as the electricity is turned off, the magnet loses its ability to attract objects. Now (child’s name) will show you how you can make an electric magnet at home. You cannot do it yourself, only TOGETHER WITH YOUR PARENTS.
A child comes out with a finished magnet, which he made at home with his parents, and tells.
CHILD: - We need a big nail, copper wire braided, battery (source electrical energy). We wind the wire around the nail, making the turns close to each other so that there is no gap. The ends of the wire are cleaned by parents from the braid. Now we connect the ends to the battery and our magnet is working. We disconnect it, the magnet does not work.
TEACHER: - Let's remember what kinds of magnets there are?
CHILDREN: - Magnets are permanent, temporary and electric.

TEACHER: - Guys, magnets can be strong and weak. Their strength is determined by how much weight they can lift. Science does not stand still. Scientists have created a neodymium magnet. These magnets are the strongest on earth. Now I'll show it to you. I have two magnets same size. The one with silver color is a neodymium magnet, and the one with black color is a regular magnet. Here is a nut that is larger in size than our magnets. Do you think magnets will be able to lift it? (children's answers). Let's check! (a neodymium magnet lifts, but a simple magnet does not).
TEACHER: - Well, guys, now you know. What magnets are...
Conclusion: magnets can be strong and weak.

TEACHER: - Today, fairy tale heroes turned to us for help in our scientific laboratory.

Experience - game No. 3 “Let's help Cinderella.”
TEACHER: - Look guys, do you recognize the heroine of the fairy tale? (slide).
CHILDREN: - Cinderella (slide Cinderella is sad)
TEACHER: - Cinderella really wants to go to the ball, but she must fulfill an order evil stepmother, who gave Cinderella another job, she mixed buckwheat with metal objects and ordered her to quickly disassemble everything. Let's help Cinderella? I propose to divide into two teams (children come out.)
TEACHER: - One team will select iron objects from the cereal with their hands, and the other team will select using magic magnets (at a signal they begin to select objects from the cereal).
TEACHER: - Who was able to sort through the cereal faster?
CHILDREN: - From the one who sorted with a magnet.
EDUCATOR: - What conclusion can be drawn from the experiment with scattered metal objects?
Conclusion: metal objects are easiest and fastest to collect using a magnet.

TEACHER: - We helped Cinderella, look how happy she was (slide Cinderella smiles) and she needs to hurry to the ball.
- One more fairy tale hero turned to us for help.
My father has a strange boy
Unusual, wooden,
On land and under water
Looking for a golden key
He pokes his long nose everywhere...
Who is this? Answer: Pinocchio

Experience - game No. 4 “Golden Key”.
TEACHER: - Carefree Pinocchio ran along the shore of the lake, waving a golden key. Suddenly the key slipped out of my hands and fell into the lake. Oh, poor Pinocchio! What to do now? Let's help poor Pinocchio get the key? (In front of the children there is a basin with water at the bottom, which contains a key)
- There were scattered on the shore of the lake various items. This is a stick, a ribbon, a magnet, a stone, an empty bottle. Maybe we can use them somehow to get the key?
- Think about how you can get a key from the bottom of the lake?
Children make their own assumptions.
CHILDREN: - Tie a string to the magnet and remove it from the bottom.
A child ties a string to a stick. There is a magnet attached to the end of the string. Before lowering the magnet into the water, the teacher asks:
TEACHER: - What do you think, will the magnetic force act in water? (children's answers)
- Well, now we’re trying to get the key (they take out the key).
CHILDREN: - Magic power The magnet works even in water!
TEACHER: - Well done. And I’ll give you a more difficult problem. Can you cope with a difficult task?
- How to get a paperclip out of a glass of water without getting your hands wet and you don’t have a string. There is only a magnet. Experiment (children experiment).
If it doesn’t work out, the teacher prompts.
TEACHER: - Guys, what conclusion can be drawn from our experiments?
Conclusion: Magnetic force can act through glass and water.

TEACHER: - Guys, tell me, where in the group do we meet a magnet and see its magical properties?
CHILDREN: - Magnetic alphabet, magnets for the board.
TEACHER: - Magnets are used in various toys and electrical appliances: fans and transformers; mechanisms - magnetic locks and motors. Magnets help a person, look how many helpers there are that have magnets:
Headphones
Speakers from a music center
Handset
Calls that are on entrance doors, your houses and apartments
In refrigerator doors, magnets help keep the door closed
Even on bank card there is a magnetic stripe
Fans
Magnetic locks

TEACHER:- Dear colleagues, you and I spent a lot today interesting experiments. Let's remember what new and interesting things we learned about the properties of a magnet.
CHILDREN: - Magnets attract iron objects and do not affect other materials.
- Not all metals are attracted to a magnet.
- Under the influence of a magnet, iron objects are magnetized and themselves become magnets for a short time.
- Magnets are permanent, temporary and electric.
- Magnetic force acts through water and glass.
TEACHER: - Where are magnets used? (children's answers)
TEACHER: - That's how many interesting things we told Nolik about magnets. And for this Nolik gave us interesting toy"Magnetic labyrinth"
- Now let's say goodbye to our guests.
CHILDREN: - Goodbye!

This educational activities I did it two years ago. When I was preparing for it, I made signs for work in the experimentation center. I hope they are useful to someone.

Tasks: to form children’s ideas about a magnet and its properties; develop the ability to identify objects that are and are not attracted to a magnet; develop children's cognitive needs; develop skills safe behavior when conducting experiments and experiments.

Material: different magnets, box with wooden, plastic balls, metal ball, wooden stick, with a magnet attached to one edge, silver and gold rings, small containers with sand mixed with small metal objects, a glass with water and metal objects in it, boxes with various objects.

Experimentation lesson progress

Educator(IN.): Today we have unusual activity: We will be magicians. Guys, you were all at the circus and saw the performances of a magician. Who is a magician? What is he doing? Do you want to be a magician? (Children’s answers.) It’s not easy to become a magician; you have to learn it. Are you ready to learn? So let's begin.

IN: Look carefully. I take the ball, put it on the table and, using a “magic” wand, make it roll. (I bring up a stick with a magnet: the ball rolls.)

Children, why did the ball roll after the stick? (Children make assumptions.)

I propose to consider a “magic” wand and a ball. The guys find a magnet at the end of the stick and determine that the ball is metal.

So what is the secret of the trick? (Children check their assumptions.)

Conclusion: a magnet on a stick attracts a metal ball, and it rolls behind the magnet.

IN: Guys, look what I have beautiful box. There's something about her. Sasha, please open it.

The box contains plastic and wooden balls. I invite those who wish to come to the table and try to roll wooden and then plastic balls with a “magic” wand.

Why don't they go after the stick? (Children make assumptions and check them.)

Conclusion: plastic and wooden items are not attracted by a magnet.

IN: Guys, do you think gold and silver are metals? (Children's answers.)

I invite children to touch gold ring, and then silver.

Will they be attracted to the magnet? (Children make assumptions.)

I suggest trying to move a gold ring with a magnet, and then a silver one. The rings don't move. Children check their guesses.

Conclusion: A magnet does not attract all metals.

IN: Guys, have you noticed that you have containers with sand on your tables? I'll tell you a secret: there is something hidden in the sand. Guys, let's remember how to handle objects during experiments. (Children's answers). Do you want to know what's there? (Children's answers.) How can you find out what is hidden in it without touching the sand with your hands? (Children express their guesses.)

I suggest everyone take a magnet and bring it to the sand. Children complete the task (check their assumptions).

Iron objects are “magnetized” to a sand magnet. They are different for each child.

You've probably already noticed that you have glasses of water on your tables, and there are objects at the bottom. How do you get these items out of the water without getting your hands wet? (Children express their guesses.)

I suggest bringing the magnet to the wall of the glass. When the object is “magnetized”, slowly move the magnet along the wall. The object will move behind the magnet.

Conclusion: A magnet attracts iron objects through many materials.

There is a knock on the door, Dunno comes. He brings boxes with different items in them. Dunno asks the children to help him sort these objects into iron and non-iron. Children use magnets to separate objects and place them on plates. Iron objects are placed on one plate, and non-iron objects on the other. Children experiment on their own and draw conclusions. Each child says which objects are attracted to the magnet and which are not and why.

IN: Guys, did you like being magicians? Now you can show these tricks at home to moms, dads and your brothers and sisters.