Natalia Levanova
Lesson notes with sand (middle group)
Lesson summary on experimental activities in the middle group
"MAGIC SAND"
Goal: to introduce children to sand as a natural component and its composition, to give an idea of the properties of sand . To develop children's cognitive activity in the process of experimentation.
Tasks:
1. Help children better understand the inanimate world around them;
2. Create favorable conditions for sensory perception, improving such vital mental processes as sensations, which are the first steps in understanding the world around us.
3. Through games and experiments, teach children to determine the physical properties of sand .
4. Teach children to make independent conclusions based on the results of the examination.
5. Nurture the moral and spiritual qualities of a child during his communication with nature.
Material for the lesson :
Large children's sandbox, set of molds, scoops, watering cans, napkins, magnifying glasses, cocktail straws,
Summary of GCD in the middle group of preschool educational institutions for experimenting with sand
Abstract of educational activities in the middle group of preschool educational institutions in the educational field “Cognitive development” on the topic “Sand Country - Wonderland”
Goal : Development of cognitive activity in the process of experimental activities with sand. Program objectives: Educational:
- to form a child’s cognitive interest and cognitive actions in various types of activities through experimentation in conditions of health preservation and life safety;
— introduce children to the properties of sand: flowability, ability to move, ability of wet sand to take any shape; — expand children’s knowledge about the purpose of sand in our lives; — learn to work in a team and independently during experiments; Developmental:
- to develop the cognitive activity of children in the process of becoming familiar with the properties of sand;
- develop all cognitive functions (perception, attention, memory, thinking, speech); — activate and enrich children’s vocabulary, develop coherent speech; — develop fine motor skills through the development of tactile sensitivity as the basis of “manual intelligence”; Educational:
- cultivate curiosity;
— cultivate accuracy when working with sand, compliance with safety regulations; — to cultivate the moral and spiritual qualities of the child during his communication with nature. Preliminary work. Games and experiments with sand. Comparison of sand and clay. Conversations about the purpose and use of sand, a reminder “Precautions when playing with sand,” reading poems and asking riddles about sand and the inhabitants of the desert. Subject-spatial environment - layout “Inhabitants of the Desert” - exhibition of illustrations “Sand and its properties”; - algorithm; - mini laboratory for experimenting with sand; — laptop, projector — equipment and materials for children’s productive activities. Materials and equipment: • For the teacher: game character - the wise Turtle, musical accompaniment, presentation “Man and Sand”, cartoon “Lion Cub and Turtle” • For children: pool with dry sand, box with dry sand and toys - inhabitants of the desert, sand table, sand, cocktail tubes, wet wipes, trays, glue, glue brushes, brush stands, spoons, magnifying glasses (according to the number of children), Easter cake molds, Easter cake trays, sand bags. Types of children's activities: play, communication, cognitive-research, motor, self-service, socialization, productive. Modern educational technologies used: - gaming; - problematic; — ICT; — research; — personality-oriented; - health-saving. Expected results - shows curiosity and interest in cognitive and research activities;
— actively interacts with peers and adults in the process of research and experimentation; - can use new words and expressions in speech: magnifying glass, experiments, grains of sand, loose. Progress of the GCD:
1. Motivational (introductory part). Educator. Guys, we have guests today. Let's welcome them. Educator: Guys! Do you like watching cartoons? Let's now watch an excerpt from a cartoon we know. (Showing an excerpt from the film “The Lion Cub and the Turtle” 2. Setting up a problem-game situation. Educator: Did you like the cartoon? What do you think the mood of the cartoon characters was? Why were they cheerful and joyful? What kind of sand is this? Let’s find out , as much as possible about him. 3. Surprise moment Educator: And the Wise Turtle from this cartoon came to us. She invites us to her native, amazing, full of wonders Sand Country. The Turtle will help us figure out what sand is and why it is needed , what are its properties. Do you want to go on a trip? 4. Rules for handling sand. Educator : Guys, any country has its own rules, and the Sand Country also has its own rules. All guests of the Sand Country should know them and be sure to follow them. Let's think , what rules might there be in Sand Country? (children’s answers are accompanied by mnemonic tables “Rules for handling sand”) - The sand doesn’t like being put in the mouth. - The sand doesn’t like being thrown at other children. - The sand doesn’t like when destroying what other children have built. — Sand doesn’t like it when sand is thrown out of the sandbox. “But sand loves it when children have clean hands, noses and heads. Therefore, guys, after playing with sand, we should wash our hands or wipe them with a damp cloth. — Can we comply with the rules of the Sand Country? Educator: Now we are ready to go to the Sand Country. So! We will go to a sandy land - a wonderland! And the Wise Turtle will show us the way. Let's follow her along a magical path with obstacles (walking between bags of sand) - We will follow the path and come to a sandy land. 5. Playing with sand “Welcome to the sand” We approached the pool with sand. Educator: Here we are. Let's say hello to the sand with our palms. I will introduce you to some ways of greeting. Educator: 1) Touch the sand with your palms, first with the inside, then with the outside, let’s give the sand a piece of our warmth. What does sand feel like? (dry, warm) 2) Take sand into your hands and rub it between your palms. What do you feel? Are you pleased? I feel the warmth of the sand, the small grains. Hands rejoice in the sand! 3) In a sandy country there may be an unusual sand rain. It is very nice. You can make this rain yourself. Watch it happen. (The teacher pours sand from his fist into his palm, then the children repeat.) 4) Now let’s leave traces with the help of our fingers, as “the inhabitants of this country come, camels, lizards” - the fingers walk waddling. 5) “Snakes crawl” - fingers make the surface of the sand wavy. Educator: Well, so we played with the sand. Did you enjoy playing with sand? Educator: Guys, did we follow all the rules in Sand Country? What did we forget to do? (wipe your hands with a damp napkin) Educator: Look at your hands, they are dusty with sand, let's wipe them with a damp napkin. 6. Viewing the presentation “Man and Sand” Educator: Guys, today, “our hero” is sand. To learn more about it, the Wise Turtle invites us to the TV room to look at a magic screen that will show why sand is needed and where it is used. (Presentation “Man and Sand”) 7. Game with sand “Find the animal in the sand” Educator: Guys, do you think animals need sand? D: Yes. Educator: Correct. Animals hide in the sand from the heat. And now we will find the inhabitants of the Sandy Country who hid in the sand and create a model of the Sandy Country. 8. Dynamic pause Educator: Let's imagine that you and I are grains of sand. “Turn around yourself and turn into grains of sand. Squatted down. How much sand we have! But then the wind blew, picked up the grains of sand and they flew in different directions (a waltz sounds and the children imitate flight) The wind died down and the grains of sand flew in and fell to the ground. The wind suddenly blew again and blew away the grains of sand. The breeze stopped blowing, the rain started dripping and all the grains of sand from the water stuck together (the children stand in a circle and hug each other by the shoulders.) Turn around yourself and turn into children" 9. Conducting experiments with sand Educator: The wise turtle said that in the sand country there is an interesting club for children “I want to know everything”. Let's go to the club! Here we will explore the properties of sand and conduct experiments. Experiment 1. “What is sand made of?” Educator: Now we will look at sand. Will an unusual object help us with this? Who knows what it's called (magnifying glass). That's right or a magnifying glass. To do this, take a magnifying glass and look through the magnifying glass to see what the sand is made of. What do you see? Children: Grains of sand. Educator: Sand consists of small grains of sand. Experiment 2. “Flowability of sand.” Educator: Take sand from a plate with a spoon and pour it onto a tray. What does sand do? Children: It's falling out. Educator: Does sand flow easily (easy) - Why does it flow easily (dry, free-flowing). -And if it were wet, it would crumble (mould). Experiment 3. “Movement of sand” (breathing exercise) Educator: Guys, do you think sand can move? How can I check this? Take the straws and gently blow into the sand. What's happening? Children: The sand is moving. (The experiments are accompanied by a picture depicting the properties of sand) 10. Finger play Our good little hands can do everything, even though we are tiny. They can draw, sculpt and make patterns, glue, cut, play, clap, even dance! Let's squeeze them tightly now, let's start doing good deeds! 11. Drawing on the sand “Let’s revive the Sand Country” Educator: Guys, you can also draw on the sand. Let's go to the magic table and bring the sandy land to life. We will draw the sun, rainbow, trees and flowers. 12. Productive activities of children by subgroups. Educator: We learned a lot about sand, and now the Wise Turtle invites us to the Creative Workshop. We will prepare gifts for the residents of Sand Country as a souvenir: we will bake Easter cakes and create sand drawings. Take your seats at the tables. What is in store for you here? (Wet sand, Easter cake molds, trays, napkins) - for 1 subgroup (Brushes, glue, colored cardboard, dry sand, stands for brushes, napkins) - for 2 subgroups. 13. Reflection. Educator: Guys, look at what wonderful gifts we made with our own hands for the residents of Sand Country! Did you like our trip to Sand Country? Thanks to the Wise Turtle for inviting us to such an amazing country. Guys, it's time for us to go back to kindergarten. And, of course, we have to say goodbye to sand! Repeat after me: “Thank you, our dear sand, you helped us become smarter. Goodbye sand! Goodbye, residents of the Sand Country!
We recommend watching:
Summary of GCD in the middle group “Visiting the Traffic Light” Summary of GCD in the middle group on the theme “New Year” Direct educational activities on experimentation in the middle group Summary of GCD in the middle group on the topic “Air” (with elements of entertainment)
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Progress of the lesson:
— We’ll play in the morning: It’s time for us to study, but not with modeling or reading, experience and play await us. Today we will conduct experiments with you.
Guess the riddle:
It is yellow and friable,
In the yard, piled up,
If you want, you can brother
And play (sand)
- Right. This is sand. Tell me, do you like to play with sand ? (Children's answers)
. Let's play with it a little and get acquainted with its properties. But first, let's agree that during the game:
— we don’t put sand in our mouth;
- don’t rub your eyes with dirty hands;
— don't cover yourself with sand.
“We need to work with sand carefully so that it doesn’t get into our mouths or eyes.”
1 EXPERIENCE
-Let us see what sand consists of. Place the plates in front of you. Take a pinch of sand and rub between your fingers, sprinkle with “rain”
.
- How did you feel? What kind of sand?
(children’s answers)
(Dry, loose, loose, etc.)
- Now take this device, who knows what it’s called, (magnifying glass, magnifying glass)
.
— It’s called that correctly, because it magnifies, and you can also say magnifying glass.
2 EXPERIENCE
Let's take a magnifying glass and carefully examine the sand.
- What does it consist of? (children's answers)
(Grains, pebbles)
.
— These small pebbles are called grains of sand, which do not stick to each other.
-What do grains of sand look like? (children's answers)
- They are very small, round, translucent (or white, yellow, brown, light brown depending on the type of sand ).
-Are grains of sand similar to each other? (Children's answers)
- How are they similar?
- What is the difference? (children's answers)
3 EXPERIENCE
Take the straws and gently blow on the sand in the bowls.
— What happens to the sand ? (children's answers)
— They scatter because the grains of sand do not stick to each other.
4 EXPERIENCE
- Guys, try to make something out of it.
- What's happening? (children's answers)
(sand crumbles)
CONCLUSION: Dry sand consists of small grains of sand that are different in shape, color, size and do not stick to each other. You can't make anything out of it.
- Guys, let's relax, play a game, and then continue.
- But first, before the game, we will wash our hands.
Outdoor game “Grains of Sand”
(repeated 2-3 times)
.
Goal: To introduce children to natural phenomena, to know, be able to depict, move easily and naturally, act on a signal.
Game "Sand Hide and Seek"
Goal: development of visual memory, tactile sensations.
Progress of the game: an adult invites the child to play hide and seek with small toys. Then the toys need to be hidden using a sand funnel, a scoop, or simply filling the toys with sand from the palms of your hands. Next, the teacher asks the child to help the “driver” in the game and remember where, for example, the horse is hidden, or who is hidden in this mound, etc. If the child incorrectly finds the place where the toy is hidden, it must be re-hidden.
Games in a sandbox with a transparent bottom
Game "Match a Pair"
Goal: development of tactile sensations, fine motor skills, and the ability to establish patterns.
Progress of the game: In this game, the child is asked to find a connection between pairs of pictures (mother - baby, object - shape, animal - what it eats). The child is asked to connect pairs of pictures with a sand path.
Game "Find the pictures"
Goal: development of tactile sensations, fine motor skills, memory.
Progress of the game: the child is asked to remember where the pictures are located, previously located under the glass, then hide them by covering them with sand (palms or a special tube). Next, the child needs to remember where the picture was, for example, with a bunny.
Sandbox games with lights
Game "Sand paths"
Goal: development of tactile sensations, fine motor skills, ability to establish patterns
Progress of the game: The adult begins to lay out a pattern of multi-colored pebbles, buttons, beans, and the child continues. A child can, according to his own plan, lay out a path, and an adult, as if to help him, continues the series, but with mistakes, and the child must find them and correct them.
The game will be more productive if there is a plot, for example, a track for the trainer.
Game “What is this color?”
Goal: development of tactile sensations, fine motor skills, generalization of knowledge about sensory standards.
Progress of the game: the adult asks the child to remember what is, for example, green. The child names several objects and draws them with his finger (a brush or a special tube), while turning on the appropriate lighting in the sandbox.
For children in the older age group, you can offer the following games and exercises:
Game "Walk"
Goal: development of quasi-spatial concepts.
Progress of the game: The teacher encourages the child to perform those actions with toys in the sandbox that the adult names. For example, the animals decided to go to the right, the elephant went first, followed by the giraffe, then the zebra, and the parrot. Which one was the parrot, who was next, who was previous? The path became wide and the giraffe decided to go to the right of the zebra, and the parrot to the left of the elephant, and the monkey stood between the zebra and the elephant. Who is walking to the left (right) of the giraffe, between the elephant and the parrot? Etc.
Game "Guess what's hidden in the sand"
Goal: development of quasi-spatial concepts.
Progress of the game: The child is asked to find miniature figures using the description of the place where the toy is hidden. For example, find a toy to the right of the tree, the toy is hidden between the tree and the stone.
Game “Decorate the sand city”
Goal: development of imaginative thinking, perception, ability to use a plan diagram.
Progress of the game: Children, according to a scheme prepared in advance by the teacher, improve the sand city (lay out paths, plant flowers in flower beds, etc.).
Games in a sandbox with a transparent bottom
Game "Sand Patterns"
Goal: development of tactile sensations, fine motor skills, hand-eye coordination.
Progress of the game: the teacher invites the child to be a real artist and draw a sand pattern with a special pencil (a sample of which lies under the glass).
Game "Connect the dots"
Goal: development of tactile sensations, fine motor skills, hand-eye coordination, attention.
Progress of the game: The child connects the figures given by the teacher to each other on a sheet of paper and receives one or another image (square, triangle, etc.).
Sandbox games with lights
Game "Pictures Alive"
Goal: development of tactile sensations and fine motor skills, imagination.
The teacher invites the child to be an artist today and draw pictures himself, which will then come to life. The adult begins to tell the story, and the child draws in the sandbox with his finger, palm, comb or special tube. If the child finds it difficult to depict what the teacher is talking about, then the adult helps.
Example text:
A gentle sun appeared in the sky, it shone brightly, its long rays spread far, far in all directions (yellow backlight).
But suddenly a huge blue cloud flew in and hid the sun (blue backlight), and it began to rain, lightly at first, and then harder and harder.
Soon the rain stopped and the sun (yellow backlight) appeared in the sky again, its warm rays reached the very ground and warmed it.
Blades of grass began to appear from the ground (green illumination), they stretched higher and higher, and then beautiful red flowers bloomed, there were so many of them that the clearing turned into a huge red blanket.
And then night came (turn off the backlight).
And when the clouds in the sky began to clear (white illumination), a huge white moon became visible.
The transfer of traditional pedagogical classes to the sandbox provides a greater educational effect than standard forms of training.
The sandbox not only develops the child’s creative potential, activates spatial imagination, figurative and logical thinking, trains fine motor skills, but unobtrusively, gradually sets children up to comprehend the moral truths of good and evil, and builds a harmonious image of the world.
It has been proven that children who actively played in the sand as children are more likely to grow up to be successful and confident adults.
Experiment, come up with new and interesting things, play with your children!
Sand rain Purpose: regulation of muscle tension, relaxation. Equipment: Sandbox. Progress of the game: Teacher: in a fairyland, an unusual sandy rain may fall and a sandy wind may blow. It is very nice. You can make such rain and wind yourself. Watch it happen. The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, into his palm. The child closes his eyes and places his palm with his fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger. Then they change roles.
Sand wind Purpose: to develop the ability to control inhalation and exhalation. Equipment: Sandbox, cocktail straws. Progress of the game: Children learn to breathe through a straw without drawing sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws. This exercise can be combined with aromatherapy (however, psychologists who have undergone some training in this area have the right to use aromatherapy). The child inhales the smell of an aromatic mixture specially selected for him (tonic or relaxing). When exhaling, the child easily blows sand onto his palms, blowing it into the sandbox.
Unusual traces Purpose: development of tactile sensitivity and imagination. Equipment: Sandbox. Progress of the game: “The bear cubs are coming” - the child presses forcefully onto the sand with his fists and palms. “Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions. “Snakes are crawling” - the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions). “Spiderbugs are running” - the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting each other with your hands under the sand - “bugs say hello”). “Crocazyable” - children leave a wide variety of traces in the sand, come up with a name for the fantastic animal that left such traces (later this animal can be drawn and made it an inhabitant of the sand country).
“Underground inhabitants” (“Moles”) Goal: development of tactile sensitivity, relaxation, activation of interest. Equipment: Sandbox. It is first necessary to introduce the child to animals that live underground. Progress of the game: Teacher. Today our hands can turn into moles. Like this. (The adult waves his hands and folds them like a duck, showing the child the eyes, nose and two teeth drawn on his knuckles.) Do you want to turn your hands into moles? I need to help my mole complete an important secret mission underground. (At the child’s request, the adult carefully draws a nose and eyes on the child’s knuckles). Well, why are we plunging into the sand? Look and do like my mole. The adult plunges one hand into the sand, moves it under the sand (draws the child's attention to changes in the surface of the sand), and then carefully digs out each finger. Then the child does the same. After that, they dig out each other’s hands (you can blow on the sand, use a feather, sticks, brushes). Option: carry out all actions with your eyes closed - look for each other’s fingers in the sand, shake them (the moles greet each other affectionately or shake each other’s paws forcefully).
Sand hide and seek Goal: development of tactile sensitivity, visual perception, imaginative thinking, arbitrariness. Equipment: Sandbox, pictures, fairy-tale characters, miniature figures. Progress of the game: First option Teacher. The toys want to play sand hide and seek with you. Choose the toys you like. You close your eyes, and they will hide in the sand, and after I say: “The eyes open, the game begins,” you must find them in the sand. You can blow sand, dig with your fingers, use sticks, brushes. To diversify the game, the adult shows the child a toy - a “mine” that cannot be completely dug out. As soon as part of it appears on the surface of the sand during excavation, the child must stop his excavations and continue them in another place. If a child forgets a rule, he will receive a game penalty, so he will be forced to dig out the toys very carefully. Second option To play, you need to have laminated pictures from different fairy tales and fairy-tale characters; you can make them yourself by wrapping bright pictures from children's books with tape. For games with children, use color pictures with a clear image (at the initial stage - easy to understand, depicting one object). To develop search activity, the image becomes gradually more complex. So, for older preschoolers, the image can be black and white, silhouette. First, the adult talks with the child about his favorite fairy tales and heroes, about the reasons for positive and negative attitudes towards different heroes. Teacher. Fairy tales and fairy-tale heroes love to hide in the sand. Let's play sand hide and seek with them. Close your eyes and say the magic words: “One, two, three, fairy tale come.” (An adult buries a picture from a fairy tale well known to the child in the sand. For kids, leave a corner of the picture visible.) Take a brush and start looking for this fairy tale in the sand. To avoid frightening the tale, unearth it slowly and carefully. You cleared away the sand from part of the picture: what kind of fairy tale do you think this is? The child gradually opens the picture, at some stage he is able to name a fairy tale or a fairy-tale character. If he cannot guess and name the fairy tale based on the elements of the picture, you can introduce a training stage. The child himself buries the picture in the sand, and the adult digs it up and talks out loud and analyzes what he saw.
“Secrets of dry and wet sand” It is advisable that the child already knows the properties of dry sand and playing with it. Teacher. In our sandy country, sometimes it rains, and real rivers and lakes appear. Want to see how it happens? An adult divides the sand in the sandbox into two parts and shows the child how to moisten the sand: “A stream flows” - the adult pours water onto one part of the sand in a thin stream from a jug. “It’s drizzling” - another part of the sand is moistened through the sprinkler. The adult draws the children's attention to the changed color and smell of wet sand. Then the child independently moistens the sand (there should be enough water for moistening so as not to overfill the sand). Teacher. Let's say hello to wet sand. With it you can play amazing games - you will turn into wizard builders. Then exercises are carried out similar to those that took place with dry sand: “Hello, sand” and “Unusual traces”. Game “Minks-mounds” The child makes holes in the sand with each finger in turn, then with all of them at once - a home for a mouse, sculpts mounds - a home for a turtle.
Sand builders Goal: consolidation of spatial concepts, development of auditory and visual memory. Equipment: Sandbox, miniature figures. Progress of the game: Teacher. The inhabitants of the sand country ask you to help them build houses. First, we need to mark in the sand where this or that house will be built. For example, a bun likes only round houses, a giraffe only likes rectangular ones, and a hippopotamus wants to live in a square house. Help the inhabitants of the sandbox. There will be a hippo living in the upper right corner. Select the desired mold and make an imprint. In a similar way, the adult gives the child the task of resettling all the inhabitants of the sandbox. The task can also be complicated by introducing more characters and distributing toys according to a plan drawn by an adult.
Who came to us? Goal: development of visual and tactile perception. Equipment: Sandbox, set of molds. Progress of the game: The child turns away, the adult makes bas-relief/high-relief prints using molds, then the child guesses the mold that the adult used. Then they change roles. The molds are first inspected and felt, and their contours are outlined. To complicate the task, play with new molds without first feeling them.
Patterns in the sand (1 option) Purpose: consolidating knowledge about sensory standards, establishing patterns. Equipment: Sandbox, natural material: pebbles, cones, etc.. Progress of the game: An adult with a finger, the edge of the palm, or a brush in the upper part of the sandbox draws various geometric shapes (in accordance with age standards for development), simple/complex patterns (straight and wavy paths , fences, stairs). The child must draw the same pattern below in the sand, or continue the adult’s pattern. Option: an adult draws on a board and gives verbal instructions to draw a specific pattern in the sand. The same patterns on sand are made by laying out objects in a given sequence, for example, pebbles, acorns, large buttons, etc. Teacher. Today you and I will decorate our sand house. See what patterns you can draw in the sand. Draw like me. Come up with your own pattern, drawing. There will be patterns of circles at the top of the sandbox, and triangles at the bottom.
Patterns on sand 2 var. Goal: development of hand-eye coordination, classification process, imagination. Equipment: Sandbox, miniature figures. Since wet sand produces clearer patterns and paths, they can be used in classification games. For example, only people walk along a wavy path, only cars drive along a straight path, and only birds sit on a fence - the child selects the necessary figures or pictures and places them on the indicated path. Subsequently, you can develop the plot and compose a mini-fairy tale “Who, where, why and what happened?” You can draw fairly clear faces on wet sand, teaching your child graphic ways to indicate human emotions: joy, sadness, anger, fear, surprise.
Sand circle Purpose: consolidation of knowledge about sensory standards, establishment of patterns. Equipment: Sandbox. Progress of the game: The child draws a circle in the sand by any means and decorates it with various objects: pebbles, seeds, buttons, coins, beads. The child can give his “sand circle” a name. He performs the same manipulations with the prints of his palms, and he can compose a story about each finger: “Who he was before, who he is now, who he will be in the future.”
How to spend Sand Day with children
Galina Panycheva
How to spend Sand Day with children
To ensure that preschoolers are not left to their own devices all the time during summer walks in kindergarten, educators should plan, in addition to children’s independent games based on their interests, joint activities with them. Invite teachers “ Sand Day ” with their students
. The article contains methodological tips on how to do this.
«sand day»
- a themed
day that does not require a special date on the calendar. Teachers can hold it on any sunny day . Traditionally, all age groups participate in the theme day. However, during this summer period, it is better not to unite children in common activities as part of Sand
Day ” , so as not to violate sanitary requirements, and
hold it separately in each group.
The goal of this day will be the same for everyone - to create a joyful mood in children. To celebrate " Sand Day "
, you need to think in advance what types of children's activities to include in the plan for this day.
A variety of activities should be provided both in the group room and during the morning walk, taking into account the age of the pupils in a particular group, in order to involve as many children as possible in joint activities. The content of activities with children of junior , middle, senior, preparatory groups within the framework of Sand
Day ” is at the end of the article.
Goals and objectives of “ Sand ”
The goals are to create a positive emotional mood in children, develop cognitive interest in research activities and playing with sand .
Tasks:
• create conditions for research and creative activities of pupils with sand ;
• introduce the properties of sand , tell in what areas and how people use it;
• improve children's communication skills, the ability to interact with each other while playing with sand .
Conversations in a group. Tell the children what sand is and what properties it has. Remind them of the safety precautions and hygiene rules to follow when playing with sand . Prepare a presentation “Sand Creations”
to tell preschoolers about exhibitions and competitions of sand buildings, to show sand in nature - deserts, dunes.
Drawing on the sand . Organize art activities in older groups in a format that is unusual for children - offer to draw in the sand or with sand . Tell us what drawing techniques are and show how to correctly draw using these techniques - see at the end of the article.
For example, the print technique is one of the most interesting. It provides space for children's creativity and imagination. Preschoolers can make prints with their palms, fingers, and use various objects depending on what kind of drawing they want to get.
You can also use different techniques together and separately in one drawing - it depends on the chosen subject. It is better to first draw your drawing with the children on a piece of paper , and then repeat it on the sand . At each stage of drawing, children will be able to make changes and add to the drawing. Sand paintings are short-lived, so the final result of children's joint activities can be photographed.
Surprise moment. On a walk on Sand Day
organize a surprise moment.
For example, the Sandman, the leader of the walk, can come to the children. He will tell preschoolers about himself, ask riddles, conduct a quiz and organize various types of children's activities.
Take on the role of the Sandman - put on the appropriate elements of the costume or use a toy and communicate with children on its behalf .
Experimental activities. This is an important component of a walk with older preschool children On Sand Day,
hold a Miracle Hour
.
Divide the children into “magicians”
and spectators.
Magicians will conduct experiments and experiments and show the properties of sand . Then the children can change roles and demonstrate other “miracles”
with
sand .
In this way, older children will practice their ability to explain and speak in public. Exhibition of sand . After the children decorate their buildings, they and the Sandman inspect them. Children present their building, show how it was built, and demonstrate how to play with it. The sandman takes photographs of all the buildings for a common photo album, which the children subsequently look at in the group.
Playing with sand . Organize on Sand Day
different types of games with
sand during a walk : didactic, active, relay games.
Labor activity. During an evening walk, organize the children's work activities. Invite them to remove sand from the veranda and collect sand in sandboxes.
Benefits of playing with sand
• encourage children to experiment and work independently;
• enrich their tactile experience;
• activate spatial imagination;
• develop attention, memory, thinking, fine motor skills;
• develop coordination of movements;
• develop creative abilities;
• develop communication skills, the ability to negotiate, give in, and share;
• have a positive effect on the emotional state of preschool children;
• learn to find non-standard solutions when working with sand .
Consider the age characteristics of children
In summer, children of all ages enjoy playing with sand . sand and water must be created in the areas of all kindergarten groups . Before the Sand Day _
,
check if you have the necessary equipment and game materials.
The modern children's toy industry currently presents a huge variety of sets for playing with sand , but you need to choose them taking into account the age characteristics of preschool children. For example, young children love to dig sand, sift it through a strainer, and sculpt it using molds. These games give children great pleasure and help them learn about the qualities of sand and the properties of the material: dry sand crumbles, but wet sand can be sculpted.
From simple manipulation with sand , sculpting pies, you need to gradually transfer kids to thematic sculpting, teach them to create a simple plot in games. For example, children make two mounds of sand and cover them with a plank to create a bridge. A small doll can walk across the bridge, or a car can drive by.
While playing with sand , make a simple building yourself, such as a house. Then invite the students to decorate it with flags and build a fence of twigs or sticks around the house. To help children organize a story-based sand building game, use small toys (people, animals, cars, etc.)
. At the same time, your help in the game should be non-directive, and suggestions and tips should be aimed at developing children's creativity.
Middle-aged children already have some experience in play activities and enjoy playing in the sandy courtyard. Their games gradually become more complex. They combine sand with planks and bricks and build houses, shops, and a tunnel through which trains pass. On " Sand Day "
divide the children into subgroups and suggest different themes for buildings: garage, garden, zoo. Show different techniques: how to sculpt from wet
sand , separate parts by smoothing them with a board, how to give sand a certain shape .
Older preschoolers are interested in creating complex buildings, preserving them and improving them. Such buildings require the participation of a team with a distribution of roles: builders, drivers delivering building materials, etc. In these games, the teacher’s task is to support the independence and initiative of the children and, if necessary, give advice and show new techniques for working with sand . It is also important to motivate children to use a variety of toys in addition to building. At the end of Sand Day "
Discuss and analyze with
the children the buildings and structures they have made themselves.
