Creative projects for children about Ural stones. Presentation - Student's annual project “My special interest is stones. Spain, Tunisia, Türkiye, Russia

Project type: short-term group research project with a given result and elements of creativity for children 5-6 years old.

Project duration: 2 months.

Project participants: children of the speech therapy group, parents of pupils, teachers.

Educational area: Cognitive development.

Relevance of the problem.

In preschool childhood, the foundations of a person’s personal culture are laid, and children become acquainted with the world around them. The child gets to know the world around him, learns to navigate the phenomena of the surrounding nature, objects created by human hands. In order to form a holistic understanding of the environment in children, it is necessary to pay more attention to a comprehensive study of nature.
Do we always carefully look under our feet, not only so as not to stumble and fall, but also to find, lift and examine one of the wonders of nature - a stone? Introducing children to stones helps broaden their horizons; the ability to identify the materials from which objects are made, establish connections between the properties and characteristics of various materials, determine the origin of man-made objects, people’s professions; the ability to examine objects using a system of sensory standards and perceptual actions, to group objects in accordance with the cognitive task.

Objective of the project: creating conditions for the development of cognitive and creative abilities of students in the process of implementing the educational project “Stones are interesting.”

Project objectives:

• to form in children of preparatory preschool age basic ideas about the variety of stones, the ability to examine them and name their properties;
• develop the ability to identify the features of different stones, describe them, compare them with other objects;
• introduce children to the role of stones in human life, some stones that people have used for their purposes since ancient times;
• cultivate a caring, conscious attitude towards inanimate nature;
• develop emotional responsiveness, curiosity, interest in a variety of natural resources, and environmental culture of preschool children;
• promote individual self-expression and creative abilities of children in the process of productive creative activity;
• contribute to the formation of skills in search and research activities, the development of intellectual initiative, the ability to determine possible methods of solving a problem with the help of an adult, and then independently.

Expected result:

• children can name the properties of stones;
• preschoolers have an idea of ​​some of the features of the appearance of stones;
• the guys know about the benefits of stones in nature and human life;
• children can find similarities and differences between stones;
• preschoolers compose a descriptive story about stones based on illustrative material;
• design of the thematic album “World of Stones”;
• creating a collection of stones.

Preliminary work:

• search work to select illustrative material on the topic “Stones are interesting”;
• examination of objects made of stone (jewelry, vases, writing instruments, small sculptures, etc.);
• acquaintance with literary works: The Brothers Grimm “White and Rosette”, “Why”: What are underground riches? What were the pebbles whispering about? P. Bazhov “Malachite Box”, “Silver Hoof”, “Mistress of the Copper Mountain”;
• learning proverbs and sayings about stones, playing finger gymnastics “How I took a pebble”;
• watching cartoons “Malachite Box”, “Stone Flower”, “Plasticine Story”;
• drawing products, objects made of stone.

Collaboration with family:

• compiling a thematic album “The World of Stones”;
• do-it-yourself creative idea “Transformation of a Pebble”;
• design together with parents in the “Stone Collections” group;
• selection of fiction and cartoons.

Final event: exhibition of drawings based on the work of P. Bazhov: “Malachite Box”.

Project activity product: a story about stones using illustrations and the thematic album “The World of Stones”, design in the group “Collections of Stones”, a creative idea with your own hands “Transformation of a Pebble”, an exhibition of drawings based on the works of P. Bazhov.

Project implementation plan:

Lesson “Visiting the Mistress of the Copper Mountain”

Target: introducing children to the diversity of the world of stones.

Tasks:

• to clarify children’s ideas about stone and its properties (the stone is hard and does not crumble; stones are varied in color, shape, size);
• introduce people to ways of using stone (in construction, sculpture, making jewelry);
• expand ideas about the professions of people working with stone;
• introduce children to where and how stone is mined, what tools are used to process it;
• develop children's spoken language, expand their active vocabulary;
• cultivate an interest in observations, a desire to do simple experiments;
• learn to draw conclusions independently, build conclusions;
• encourage children to express themselves in drawing, develop imagination and creative imagination;
• cultivate a caring attitude towards nature.

Preliminary work: reading tales by P.P. Bazhov “Malachite Box”, “Stone Flower”, “Mining Master”, “Mistress of the Copper Mountain”.

Preparing for the lesson.

Materials for experiments:

4 transparent vessels with water, wooden sticks;
- 4 trays, on which there are stones of different colors, shapes and sizes; pieces of foam plastic, plasticine, dry clay, wood, chalk, soap, sugar;
- wooden block, stone, hammer, 2 nails.

Illustrative material. Photographs of small sculptures depicting people and animals; architectural structures; Moscow metro stations; Japanese rock garden; photographs of mountains; stone deposits; photographs or illustrations depicting stone processing tools.

Exhibition of stone products: collection of minerals, jewelry, small sculptures, boxes, watches, paintings, dishes, chess.
On a separate drawing table: oilcloths, A3 and A4 paper, colored pencils, sanguine, charcoal, watercolor, gouache, brushes of different sizes, cups of water, rags, palette.

Progress of the lesson:

Educator. Guys, we recently read Pavel Petrovich Bazhov’s tale “The Malachite Box”. And today the Mistress of the Copper Mountain herself came to visit us.

An adult dressed as the Mistress of the Copper Mountain enters.

Mistress of Copper Mountain. Hello! I learned that in this kindergarten the children know a lot about nature, love it, take care of it, and are well versed in my world - the world of stones. Somehow I can’t believe that you know so well what a stone is; what properties does it have?
Educator. Yes, our guys know all this very well. Yes, Mistress, don’t doubt it, but check it out better!

The hostess of the Copper Mountain invites the children to divide into 4 teams and go to the tables on which there are vessels with water and sticks; distributes a tray of items to each team.

Mistress of Copper Mountain. Now, guys, take one object at a time from the tray, examine it, feel it, smell it, weigh it in your hand (heavy or light object) and try to determine what it is. And water will help you with this: put your object in the water and stir it with a wooden stick. See if it sinks or floats on the surface, dissolves, crumbles, colors the water, etc. Conclude whether all objects are stones.

The children conduct the experiment, and the Mistress of the Copper Mountain observes the children’s actions, helps with advice, and asks questions. In conclusion, he asks what kind of objects were on their trays; helps children clarify their properties. With its help, children draw a conclusion: stones are varied in shape, size, color; They are solid, do not crumble, do not dissolve in water, and are heavy - so they sink in water.

Mistress of Copper Mountain. Yes, indeed, you were all able to identify stones among a large number of different objects. They are actually very hard. Do you want to see how much harder stone is than wood?

The Mistress of the Copper Mountain takes the block and hammers a nail into it.

Mistress of Copper Mountain. Look, although the wood is hard, I can easily hammer a nail into it. Now I’ll try to hammer a nail into this stone. Do you think I can do it? (scores). What happened? The nail is metal, hard, but it bent when it hit the stone.

Guys, we are convinced that the stone is very hard and durable. How do you think people use this property of the stone in their lives? (They build buildings, fortresses, roads). For example, Moscow used to be built of stone (Moscow White Stone). People also make sculptures out of stone. The sculpture sometimes depicts a person, sometimes animals (show illustrations).
- Why do people create sculpture? The sculpture, like other ancient stone structures, helps us travel through time, allowing us to look into the past. They are so durable that they last for centuries, thanks to which we see and know how people lived many centuries ago: what buildings they lived in, what they looked like, what kind of clothes they had, hairstyles.
- And if you and I go down to the subway, what will we see? Moscow metro stations are decorated with stone: arches, vaults, floors and columns, sculptures, mosaics. The Moscow metro is the most beautiful in the world.
- And in Japan, landscape designers create beautiful compositions - Rock Gardens (showing photographs). They contain stones of different shapes, sizes, and colors. They are located in gardens and lawns. Why do you think the Japanese create such gardens? They believe that in the Rock Garden you can relax, rest, reflect, think, and fantasize. After all, the garden looks different all the time - in the morning, afternoon or evening, in sunny and cloudy weather.
- The stones are very diverse. They are not only hard and durable, but also very beautiful. I invite you guys to an exhibition of stone products, see what people make from this material. To create such beautiful things, a lot of people have to work hard. A stone is born in the bowels of the earth; Mountains store enormous wealth - this is a real treasury of the planet. In Russia these are the Ural Mountains (photos shown). Stones are mined from special deposits, and now special equipment is used for this.
People of different professions work with stone, let's call them together: geologists, sculptors, landscape designers, builders, jewelers, stone cutters, lapidaries. There are even such doctors - naturopaths - they also work with stone. Using gemstones of different colors they cure many diseases.
Many poets and writers sang the beauty of the stone. Who can name such authors? And how many proverbs and sayings about stone:
- What do you think the proverb “Water wears away stones” means?
- What kind of person do they say “He has a heart of stone”?
- In what cases do they say “Frozen with a straight face”?
- Here you and I, guys, have found out how people use stone in their lives. Now I invite you to play:

My friend and I will go for a walk, - stand in pairs, walk in place
We'll find a river and a heater.
The river gurgles merrily -
And he runs over the stones.
Across the river, the two of us - walking in place
Let's cross the bridge.
The stone bridge stands - fingers connected in front of the chest
The river gurgles happily. - hands forward, wave movement
A house was built from stones, - fist-to-fist movement
You and I will enter it. - arms above your head in the shape of a “roof”
A strong house made of stones,
Always open to friends! - arms to the sides with palms forward

Mistress of Copper Mountain. I heard that you guys draw very well. Do you remember how Danila the master could not create a stone flower for a long, long time? I'm very interested in how you imagine a stone flower. Let's get creative! Let each of you come up with your own stone flower and paint it with any of the materials suggested here.

Children choose paper and materials, sit at tables, and draw. After finishing the work, everyone organizes an exhibition together and admires the drawings.

Mistress of Copper Mountain. Guys, you surprised me today! What beautiful, different flowers everyone turned out! Goodbye guys, I have to go! And if you want to plunge into the wonderful world of stone again, visit the Stone Museum in Moscow. And also, look around you more often, and you will certainly meet the silent inhabitants of my stone kingdom.

Project "Mysterious Stones"

Integration of educational areas: PR, HER, RR, SKR, FR.

Goal: expand and consolidate children’s knowledge about the properties of stones.

Tasks:

• To form in children elementary ideas about the variety of stones, the ability to examine them and name their properties.
• Expand knowledge about what a stone is needed for and how a person uses the properties of a stone.
• Continue to learn how to reason and justify your point of view. Develop the ability to formulate conclusions.
• To develop the cognitive activity of children in the process of cognitive and experimental activities.
• Develop cooperation skills and the ability to work in pairs.
• Foster respect for natural resources.

Materials and equipment:

multimedia presentation, parcel box, large envelope, collection of stones, magnifying glass, glass of water, spoon, napkin, colored pencils (per child).

Organizing time

(Children sit in a semicircle in front of the table and screen.)

Educator: Guys, I suggest you guess the riddle:

It burns with fire in my mother’s earrings.
It lies useless in the dust on the road.
It changes shape, it changes color,
And in construction it is good for a thousand years.

It can be small - lie in the palm of your hand.
It’s heavy and big – you can’t lift it alone.
Who, children, guessed my riddle?
Who recognized this object by signs?

Children: stone.

Educator: Correct. Today I invite you to talk about stones.

Educator: Where can we see stones?

Children: on the street, in the mountains, in the sea, in the country...

Educator: Stones are very different. They are different in size, color, shape. In the old days, people believed that stones also had magical properties: they affected a person’s well-being, his mood, and treated various diseases.

Look at the screen. What do you see? (slide No. 2) Mountains are huge blocks of stone. When pieces break off from them, small pebbles are obtained. But there are stones not only in the mountains, they are both underground and under water (slide No. 3). Sea rocks are very smooth. Why do you think?

(Children's guesses)

That's right, the water smoothes out all the unevenness with its waves. Underwater, the stones rub against each other, gradually becoming smooth. Rocks that have never been to sea have sharper edges (slide No. 4). In the mountains and underground, people find precious stones that are processed and inserted into jewelry. (slide No. 5). - What else does a stone serve for a person?

(Children's guesses)

Houses, towers, bridges and roads, metro stations are built from stone (slides No. 6-9). Even monuments to great people are made of stone (slide number 10). Why do you think?

Children: the stone is very durable.

They also make very unusual monuments (slide number 11).

Educator: But in ancient times they used large stones as a sign on the road.

There's a knock on the door

(The teacher's assistant apologizes and gives the teacher the package).

Educator: I wonder who the package came from?! (Reads the sender's address "Institute of Geology" ) . Guys, what does this mean?

Children: make assumptions.

Educator: Geology is a science that studies the structure of the Earth and minerals. Including various stones. Let's see what's inside the package (opens the package and takes out a collection of stones.) Look, guys, what beautiful stones. And everyone is different. There is also a letter here (is reading) "Hello guys! We learned that you love to conduct various experiments. We have a lot of work to do. It is necessary to determine the properties of these stones and note them in research tables. Help us please. Geologists" . Well, guys, can we help? Then I invite you to our laboratory.

(Children go to tables with equipment. The teacher hands out stones and research sheets).

Educator: We will, like real scientists, study the properties of stones. Scientists often consult with each other and discuss their research. Therefore, you will work in pairs, agree on what to do, and help each other. But before we begin the study, we will warm up a little and relax.

Physical education minute "It's light fun"

It's easy fun -
Turns left and right.
We all know for a long time -
There is a wall, and there is a window. (Turns the body to the right and left.)

We squat quickly and deftly.
Skill is already visible here.
To develop muscles,
You have to do a lot of squats. (Squats.)

And now walking in place,
This is also interesting. (Walk in place.)

Educator: On each table there is everything you need. We will record the research results in a table.

First, let's look at the stone through a magnifying glass. What do you see? (cracks, crystals, colored patterns). Let's begin recording the results of our observations. All stones differ in color. In the first line (the teacher shows on an enlarged version of the research sheet) fill in the blot with a pencil the same color as your stone.

Does the stone shine or not?

What does your stone feel like? Is it smooth or rough, smooth or with sharp corners? Stroke your stones with your fingers.

Now we will see whether our stone is transparent or not. Look at the light through your stone. What do you see? Does the stone allow light to pass through or not?

Take a look at our study sheet. What experiment do you think we will do now? That's right, we will determine whether a stone sinks in water or not.

Our stones are in the water. Do they dissolve or not? Try gently stirring the stone in the water with a spoon. Check the appropriate box.

Lesson summary:

Educator: Guys, we learned that different stones have different properties. Let's repeat them.

(The teacher and several children talk about the properties of their stone using marks on the research sheet).

Educator: You and I have fulfilled the scientists’ request. It's time to close our laboratory and send the results of our work to the Institute of Geology (Children put the research sheets in a large envelope and seal them).

Educator: Guys, I propose to continue working with stones. Let's make a panel of stones in our free time. Do you agree? What would you like to portray?

(Children's answers)

Elena Shovina

View project: long term

Implementation deadlines: 2010-2012.

Participants: children of different age groups, parents of pupils, teachers.

Educational areas: cognition, artistic creativity, physical development, speech development.

Target: To form in children a sense of pride in their native land, to cultivate a caring attitude towards the natural resources in the bowels of the earth.

Tasks:

Training component:

Give children an idea of stones of different origins.

Develop the ability to examine stones, name their properties and features.

Educational component:

To develop interest in inanimate objects.

Develop aesthetic taste when getting acquainted with products from stone. Cultivate a caring attitude towards stones and objects made from them. To cultivate moral and patriotic feelings for the native land.

Relevance:

Mini- a museum in a preschool educational institution.

Many of us remember S.'s lines from childhood. Mikhalkova: “On Sunday my sister and I left the yard. “I’ll take you to the museum,” my sister told me.”

What to do if you can’t go to a museum on Sunday?

There is a museum in our city. However, parents and children cannot visit them often. The reasons are varied. -Firstly, our kindergarten is located away from the city center, where the museum is located. – Secondly, many parents believe that it is too early for preschoolers to visit museums. – Thirdly, the idea of ​​such an excursion does not occur to many parents. That is why we decided to create our own museum.

What's happened mini museum? In our group, he took up a small part of the group room. The museum was created for the youngest visitors and is open to them all the time. Our small mini museum, cozy, in some ways even homely. The most important thing is that both the children themselves and their parents took part in its creation. Our museum contains exhibits that you can touch, smell, and look at. You can play with the exhibits.

And this feature is very attractive to children. And once they become interested, learning becomes more effective.

When organizing mini-museum we relied on the following principles:

1. Operating principle;

2. The principle of variability;

3. The principle of continuity;

4. The principle of humanity.

Content work plan mini museum.

Preparatory stage:

1. Determining the theme and name of the museum;

2. Choosing a location;

3. Selection of an initiative group.

Practical stage:

1. Collection of exhibits;

2. Exhibition design;

3. Individual work with children;

4. Conducting excursions.

Summarizing:

1. Presentation;

2. Creation of albums;

3. Exhibition of exhibits;

4. Meeting of the initiative group.

Characteristic mini museum«» .

1. Collection stones(15 types unprocessed);

2. Collection stones(20 types processed);

4. River stones;

5. Figurines (from marble);

6. Caskets (from coil);

8. Souvenirs.

Long-term plan for children of different ages groups:

September.

Watching a video "Mistress of Copper Mountain".

Watching a cartoon "Silver Hoof".

Visit mini museum« The magical world of Ural stones» .

Experience "Easy - hard"

Game "What shape is the stone"

"Fun Geometry"

Experimental - experimental activity "Visiting the Mistress of the Copper Mountain".

"What kind of stones".

Game "Count the Pebbles"

"Find the same one"

"Find out by touch."

Conversation "Why do living beings need stones» .

Review of products from stone(figurines, jewelry, beads, souvenirs).

Modeling "Gift for Mom" (malachite beads).

Game "Collect beads".

Tabletop theater"Theater stones"(from marble).

Modeling "Rhodonite brooches".

"Miracle tree" - making a tree from the hands of parents and children stones.

Planned result:

Children must learn to navigate the world stone. Know their properties, features, meaning and use by humans.

List of used literature:

1. N. A. Ryzhova" Mini- a museum in kindergarten as a form of work with children and parents" Moscow, Pedagogical University "First of September", 2010.

2. “Museum Pedagogy”, edited by A. N. Morozova.

3. N. A. Ryzhova “Developmental environment of preschool institutions” M.: Linka-Press, 2004.

Publications on the topic:

Research and creative project to create, together with parents, a mini-museum “Wooden Miracle” Project goal: Creating conditions for students to develop ideas about the properties of wood, as a material and about the use of wood.

Project to create a mini-museum “Dairy Country” Relevance: What kind of lifestyle for children can be called healthy? It is the one that does not harm their health, the one that supports them.

Mini project of group No. 7 “WORLD OF STONES” Prepared and conducted by: Bykovskaya T.Yu. “World of Stones”. Relevance – preschool.

Contest« Project activities of junior schoolchildren»

Introduction

I chose this topic because I have been collecting stones for 3 years; I am very interested in discovering the properties of stones and minerals. Traveling into the world of stone is a very exciting experience. When I look at the stones, it’s as if I’m traveling into the distant past of our planet and the area where I live.

There are countless different stones on Earth: beautiful and not so beautiful, of different colors and shapes. Beauty! I admire the stones and think: after all, each of them contains some kind of secret and a hundred mysteries. And not all of them have probably been revealed and solved. And how much these stones have seen in their lifetime!

So I wanted to know what secrets they conceal. How many are there, how do they differ from each other, are there edible stones, the history of their appearance on Earth, and what benefits do stones bring to people?

Purpose of the study- study of the diversity of the world of stones and minerals in the Perm region.

Research objectives:

1. Identify the features of the appearance, properties and diversity of stones and minerals.
2. Systematize information about stones and minerals obtained from libraries, museums and other sources.
3. Collect a collection of minerals.

Object of study- are stones and minerals.

Subject- properties of stones and minerals.

Hypotheses: Assumption 1: Let us assume that the shape of the crystal directly depends on the internal structure. Assumption 2: If crystals exist in nature, then there is a mention of them in the literature.

In my work, the following research methods were used: studying literature and Internet information, observation, watching documentaries.

Chapter 1. What is a stone?

Where does the history of the stone begin? Academician A.E. Fersman said that the history of stone begins with the most distant eras of human existence. Didn’t stone exist on Earth before the advent of man? Existed. And geology confirms this. The stone is as old as our Earth. It is an integral part of the Earth and especially its upper part - the earth's crust. Stone is inseparable from the Earth and participates in its geological history.

Stone is a natural material and rock used in many industries, including construction. The most common types of minerals and rocks in the form of building and finishing stones:

• Granite - a natural stone of igneous origin, which consists of quartz, plagioclase, potassium feldspar and mica. Color range: gray, red, burgundy-red, red-pink, pink, brown-red, gray-green, black-green with large light splashes. One of the densest, hardest and most durable rocks. Used in construction as a facing material.
• Limestone - a natural stone of sedimentary origin, white, consisting of calcium carbonate (calcite).
• Marble is the most popular and elite stone among natural stones.
• Quartzite-sandstone - a natural stone, a monolith of sedimentary origin, the rock-forming mineral of which is quartz. Color range: yellow, beige, gray natural shades with a pronounced pattern.
• Sandstone - a natural stone of sedimentary origin, consisting mainly of quartz particles. Color range: yellow, yellow-brown, gray, gray-green natural shades.
• Quartzite - a natural stone that belongs to metamorphic rocks consisting mainly of quartz and mica. Color range: gray-green and yellow-brown natural shades, with silver inclusions of mica.
• Slate - a generalized name for various rocks with parallel layering and the ability to split into separate plates; natural stone of dark green, gray, brown, yellow, red and other shades.
• Porphyry - a natural stone that belongs to a fine-crystalline igneous rock with large inclusions of quartz crystals. Color range: dark red, brown natural shades, with black splashes.
• Dolomite - a natural stone of sedimentary origin, consisting entirely of the mineral dolomite. Color range: pink, yellow natural shades.
• Onyx is a decorative and ornamental stone. This stone has an unusual coloring; beautiful and thin stripes give it an unusual beauty.

Natural stone is one of the oldest materials used by people to build houses, bridges or cladding facades. Thanks to its beauty, strength and durability, natural stone can decorate palaces, temples, estates or ordinary houses.

In modern construction, natural stones are most often used for external and internal cladding of buildings. For interior cladding, special marble or granite wallpaper is used.

The combination of mosaic designs and patterned structures gives beauty and richness to the appearance. Natural stone is wear-resistant, frost-resistant and almost does not absorb moisture.

Conclusion. I found out that stone is a natural material and rock. The most common types of minerals and rocks in the form of building and finishing stones.

Natural stone is wear-resistant, frost-resistant and almost does not absorb moisture. Stone is used in many industries, including construction.

Chapter 2. History of minerals

Minerals appeared at a very early stage in the development of the Earth as a planet. They are the very first witnesses of the geological history of the Earth.

The modern definition is as follows: a mineral is a solid body of natural inorganic origin that has a crystalline structure and composition that can be expressed by a chemical formula. That is, minerals are crystals (or crystals), they can be touched, measured, weighed, or at least seen, even through a magnifying glass or microscope. The very concept of “mineral” arose relatively recently.

Of course, it was completely unfamiliar to primitive man. He knew nothing about chemical compositions and crystal structures. All around he saw just stones, and it was enough for him to know those properties that were important in the manufacture of primitive tools and structures. But the findings of archaeologists point to the curious fact that individual minerals (as we would call them today) were interesting to ancient man regardless of their practical use.

Why, for example, did he need a cube of galena, tens of thousands of years later, in 1986, found by American archaeologists during excavations of Paleolithic mounds in the Mississippi Valley? After all, galena, as you know, does not lie under your feet anywhere. An ancient man could have picked it up no closer than a hundred kilometers from the excavation site, where the ore deposit of the Viburnum-Trend strip reaches the surface of the earth. There are no witnesses to this event, and we can only assume that the galena crystal interested the person due to its unusual appearance - its brilliance, its heaviness.

Until the beginning of the 16th century, the difference between minerals as such and rocks, fossils, ores, and artificial products was still unknown.

The term “mineral” itself, as far as is known, was first used by a learned monk in the 13th century. Albertus Magnus (Albert the Great). In medieval Latin it meant “that which comes from a mine,” “fossil.” The allusion to a practical attitude towards minerals was a reflection of a more mature stage of the division of labor and, accordingly, the differentiation of knowledge: artificial bodies were excluded from the concept of a mineral. But minerals still included any fossils: rock fragments, fossilized remains of animals and plants, as well as water, oil, coal. The need to separate concepts has not yet matured.

During the Renaissance, the rise of industrial production and trade increased the demand for metals, especially non-ferrous and precious metals. Demand caused intensive development of ore deposits, the development of mining and metallurgy. New questions have arisen for science, primarily regarding ore minerals and their companions in ore veins and deposits. This was the beginning of mineralogy as a science.

40-60 new minerals are discovered every year. Nowadays, these are usually some kind of plaque or individual grains, because the minerals that form large crystals and large accumulations have already been noticed and discovered in the past.

With the development of human society and the exploration of nature, new useful properties of the stone were revealed, its use expanded, and its history became more complicated. Therefore, modern life is unthinkable without stone.

Conclusion. Minerals appeared at a very early stage in the development of the Earth as a planet. The term “mineral” was first used by a learned monk in the 13th century. Albertus Magnus (Albert the Great). In medieval Latin it meant “that which comes from a mine,” “fossil.” 40-60 new minerals are discovered every year. Modern life is unthinkable without stone.

Chapter 3. Useful stones

Halite- a natural mineral of the halogen class, subclass sodium chloride. For an ordinary person, this is rock table salt, which is used daily for food. The history of the mineral goes back to the era of the origin of life on the planet, when the water in the world’s oceans was already salty. That is why the Ancient Greeks called it “halite”, which means “sea”, “salt”.

The chemical formula of halite is NaCl, contains 60.6% chlorine and 39.4% sodium. A pure mineral is transparent, opaque or translucent, colorless or white with a glassy sheen. Depending on additional impurities, it may have shades: with iron oxide - yellow and red tones, organic inclusions - colors from brown to black, clay impurities - gray shades. An interesting blue and lilac color is given to halite by an admixture of sylvite (potassium chloride).

Large deposits of halite were formed hundreds of millions of years ago in North America and Eurasia during the Permian period, when these areas were characterized by a hot and dry climate.

In modern times, rock salt is mined in large quantities in Russia - in the Solikamsk and Sol-Iletsk deposits of the Urals, the Usolye-Siberian basin, located in the vicinity of Irkutsk, the Iletsk districts of the Orenburg region, the Solvychegodsk deposit of the Arkhangelsk region, as well as the Verkhnekamsk region, located in the vicinity of Perm. Self-sedimented halite is developed in the Lower Volga region and coastal areas of Lake Baskunchak in the Astrakhan region.

Coal. Coal is a sedimentary rock that is formed as a result of the decomposition of vegetation remains (ferns, horsetails, seed plants). The main types of coal according to classification are: anthracite coal, brown coal, hard coal. Coal mining is carried out by open (quarry) and closed (mine) methods. Coal is used for heating, energy, agricultural (in the form of fertilizers) and other industries. Coal was the first fossil fuel used by humans. It enabled the industrial revolution, which in turn contributed to the development of the coal industry, providing it with more modern technology.

Granite. Granite is a common crystalline rock, deposits of which are located throughout the planet. Translated from Latin, “granite” means “grain,” which characterizes the structure of the stone. This is frozen intrusive magma, which did not have time to rise to the earth's surface, and formed coarse granite crystals.

The main share of the mineral composition of granite in the amount of 60-65% is occupied by feldspars. 25-30% of inclusions are quartz, and a small percentage is allocated to dark-colored minerals - hornblende and biorite.

Granite has high levels of hardness, strength and density. The stone is 2 times stronger than marble, and its density reaches 2600 kg/m³. It is resistant to low temperatures, moisture and dirt. The stone is subject to melting at temperatures from +700°C.

In terms of chemical composition, granite is an acidic rock, the acidity composition of which can be determined by the amount of silicon dioxide. The higher the percentage of silicon dioxide in granite, the lighter the color of the mineral. Granite deposits have a global scale and are located throughout the planet. More than 50 granite deposits of different types are located in Russia. The Khabarovsk Territory and Transbaikalia, Voronezh, Sverdlovsk and Chelyabinsk regions, the Karelian Isthmus and the Urals are rich in mineral deposits.

Chalk. Who among us doesn't know chalk? Whose pockets and fingers have not been soiled by a piece of light stone the color of snow? Who doesn’t know the happiness of artistic creativity of the “Cretaceous” period? Who, as a teenager, did not explore the properties of chalk in “bubbling” experiments or examine a chalk smear under a microscope?

Mineral chalk is a witness to eras that passed tens of millions of years ago. Awareness of this fact changes the perception of familiar material. Having a biological origin, the chalk stone acquired its properties from organisms that lived in time immemorial.

The Cretaceous period is a period of time covering about 80 million years during the reign of dinosaurs. The warm and shallow (30-500 meters deep) seas of that time gave shelter to myriads of tiny mollusks that built their skeletons and shells from calcium extracted from the water.

The remains of these creatures, accumulated in multi-meter layers in bottom sediments, turned into chalk, which is familiar to us. In percentage terms, the mineral chalk is divided into the following parts:
fragments of skeletons - about 10%. We are talking not only about the simplest creatures, but also about multicellular animals endowed with the ability to extract and concentrate calcium salts in tissues.

Conclusion. I learned that there are useful stones such as: halite - a natural mineral; rock table salt, which he uses daily for food; coal was the first type of fossil fuel used by humans; granite has high levels of hardness, strength and density; well known to us, chalk.

Chapter 4. Gems

Gemstones personify the beauty that nature presents to us. Day after day, year after year, it grows in its depths a fabulous splendor that appears before us in the form of wondrous lines and bizarre colors and shades of semi-precious stones.

Nature has a huge number of colored, semi-precious and precious stones, approximately 160 species, but only about thirty species are especially valuable among them - diamond and sapphire, ruby ​​and emerald, tourmaline, topaz, alexandrite, opal, amethyst, turquoise, pearl - these stones are especially appreciated.

The first mentions of gems were found on clay tablets of Babylon, which were created about six thousand years ago, and spoke of sacred amulets-talismans made of carnelian, jade and lapis lazuli. In Ancient Egypt, the love for precious stones was simply enormous - they were used to decorate clothes, buildings, furniture and even kitchen utensils. The Egyptians knew almost all precious stones.

During the Middle Ages, many scientists became interested in studying the magical properties of stones; minerals and their healing and magical properties were described.

But it was not the magical properties that attracted people much more, but the beauty of the stones - rings, earrings, necklaces made by jewelers adorned kings, kings, and there are legends about the jewelry of caliphs and rajahs; they still have no analogues.

Recently I learned about the healing effects of stones (minerals) on the human body. This section is called lithotherapy. Lithotherapy is the therapeutic effect of stones (minerals) on the human body.

Modern pharmacology uses more than 50 different minerals to prepare various medicines. It is believed that minerals coordinate the vascular circulatory system and brain activity.

• Aventurine - balances emotions, maintains a joyful mood and clarity of mind.
• Aquamarine - relieves stress, eliminates phobias.
• Alexandrite - calms, promotes openness and communication.
• Diamond - improves brain function, enhances the energy of abstract thinking, increases contact.
• Amethyst - relieves headaches, insomnia, strengthens the endocrine system, increases the activity of the right hemisphere of the brain.
• Turquoise - balances emotions, strengthens the sense of mutual understanding.
• Pearls - strengthens memory, brings peace and tranquility.
• Emerald - eliminates affects.
• Corals - strengthen memory, relieve tics, control emotions.
• Lapis lazuli improves visual acuity and reduces pain.
• Malachite - stimulates the functioning of the heart, blood vessels, and lungs.
• Jade - stimulates kidney function.
• Opal - enhances the sense of intuition.
• Sapphire - helps in the treatment of diabetes, disorders of the skeletal system, and relieves insomnia.
• Carnelian - strengthens teeth, stimulates speech.
• Topaz - affects the thyroid gland.
• Crystal - improves blood, stimulates the pituitary and pineal glands.
• Amber - stimulates the nervous system, improves the respiratory system, increases hemoglobin in the blood.

Conclusion. Nature has a huge number of colored, semi-precious and precious stones, approximately 160 species, which attracted people with their magical properties, healing effects and the beauty of the stones.

Chapter 5. How to become a collector

I was very young when I first noticed on the roads of the village of Voskresenskoye, where I visited my grandparents for the summer, a stone of extraordinary beauty. It shimmered with all the colors of the rainbow and had a strange shape. As my grandfather explained to me, it was slag, a waste by-product from the production of copper, which was smelted almost 300 years ago at the local Voskresensky copper smelter.

I became very interested in what stones are and what they are like. I began to be interested in them, collect them, I had a desire to know more and more about them and, of course, each time to replenish my collection of stones and minerals.

You can simply collect beautiful, attractive specimens, but the collection of minerals and rocks, which shows how minerals were formed or what geological structure they have, and collecting takes on the features of scientific research.

There are several approaches to forming a collection. You can collect minerals by class according to the reference book, by deposits and regions, by the geological processes of their formation, and by the principle of use in industry. An interesting collection is based on the periodic table, where most elements would correspond to minerals in the form in which they exist in nature.

Each sample must be accompanied by a label indicating the name of the mineral, deposit, date of collection, and catalog number. In general, I advise you not to rely on memory, but to carefully catalog your collection, when over the years it will number hundreds or thousands of specimens; no wonder you will get completely confused without keeping records.

The number should be applied in ink to a small piece of adhesive tape or to white nitro enamel on the less attractive part of the mineral.

A little about storage. Of course, it is not always possible to organize a museum display at home, but it is worth taking care that the samples do not gather dust, do not hit each other, or fall on the floor. Do not store minerals that may become discolored by sunlight (such as amethysts) on open shelves. For samples that are not too fragile, zip bags are convenient; others should be kept in individual boxes with a label attached.

Most minerals can be washed with plain water, but still check your handbook; others may require specific cleaning. For example, carbonates become coated when washed with soap; easily soluble minerals, of course, should not be rinsed in water.

Sulfides are susceptible to oxidation, the edges become dull, and a characteristic odor appears. It is advisable to coat hygroscopic and dehydrating minerals with a protective colorless varnish. Opals become cloudy and deteriorate over time; periodic immersion in water is necessary.

Conclusion. There are several approaches to forming a collection.

You can collect minerals by class, by deposits and regions, by the geological processes of their formation, by the principle of use in industry, according to the periodic table. Mineral stones should be stored taking into account their properties.

Conclusion

After doing my research, I found that:

• The inanimate world around us consists of stones, like bricks;
• about 3,500 types of minerals are known;
• the process of mineral formation occurs deep in the bowels of the Earth;
• the only mineral that can be eaten is halite, or table salt;
• minerals are widely used in construction and industry;
• You can look for minerals for your collection everywhere!

Based on the data I received, we can conclude that our life without minerals would be much more difficult, the world of minerals has not been fully explored and is fraught with many mysteries, right under our feet you can find both minerals known to science and discover new ones.

I am very interested in minerals and stones and will continue to collect a collection of minerals.

List of used literature

1. Large series of knowledge. Planet Earth. - M.: Book World LLC, 2004.
2. Klenov A.S. For kids about minerals. - M.: “Pedagogy-Press”, 1996.
3. Carol Varley, Lisa Miles. World Geography. Encyclopedia. - M.: ROSMAN, 1997.
4. I explore the world: Children's encyclopedia: Geography / Author-comp. V.A. Markin. - M.: LLC Publishing House AST-LTD, 1997.
5. Minerals. Treasures of the Earth. - De Agostini LLC, 2009.
6. Children's Encyclopedia of Cyril and Methodius. Multimedia encyclopedia. - Cyril and Methodius LLC, 2007.
7. http://klopotow.narod.ru/soveti/min_1.html

Completed by: Alexander Anichin, student of grade 4 “B”, Perm. Scientific supervisor: Oborina E. A., class teacher of grade 4 “B”.

Presentation. Stones and minerals of the Perm region

Goals and objectives:

1. Introduce children to the properties of different stones.

2. Learn to identify the characteristics of stones, classify them on different grounds, learn to select precise definitions to characterize their features.

3. Learn about the diverse uses of stones by humans.

4. Introduce children to stones of natural and artificial origin.

5. Get acquainted with a new - modular - type of fine art.

6. Learn to create artistic images based on natural forms (pebbles).

7. Learn to construct buildings using basic drawings from stones.

8. Expand children’s understanding of Ural gems, nature and people of this region.

Download:

Preview:

MDOU kindergarten "Fairy Tale"

r.p. Dergachi Saratov region

Project

"Amazing stones"

Information and educational,

mixed age group (4-6 years)

Project type: informative.

Project attribute: ecological.

By the nature of contacts:children, teachers, parents.

By number of participants: group.

By duration: short.

Subject of study:objects of inanimate nature - stones.

Main directions of the project:

Cognitive and research.

Speech development.

Artistic and aesthetic.

Goals and objectives:

1. Introduce children to the properties of different stones.

2. Learn to identify the characteristics of stones, classify them on different grounds, learn to select precise definitions to characterize their features.

3. Learn about the diverse uses of stones by humans.

4. Introduce children to stones of natural and artificial origin.

5. Get acquainted with a new - modular - type of fine art.

6. Learn to create artistic images based on natural forms (pebbles).

7. Learn to construct buildings using basic drawings from stones.

8. Expand children’s understanding of Ural gems, nature and people of this region.

Methods used in the implementation of the project:

Research: observations in nature;

Visual: illustrations, photos, natural objects;

Listening to music;

Presentations, watching cartoons, reading fiction;

Directly organized activities (integration of educational areas)

Forms of organization for project implementation:

Game activities: didactic, outdoor games;

Artistic and creative activities of children and parents, pupils (plasticine, paper-plastic, creative competitions.);

Labor activity (collecting stones on the kindergarten site);

GCD.

Project resource support:

Methodological tools.

Visual material:

A) real and artificial stones, in the illustrations;

B) printed board games on ecology;

C) didactic games on ecology;

Project implementation plan:

STAGE 1 – preparatory

Activities of a teacher. Children's activities. Interaction with family.

1. Selection of literature about stones.

2. Determining the level of children’s knowledge about the variety of stones.

3. Creation of a subject-specific development environment on the project topic:

Invite parents to bring a stone craft for the mini-museum and brief information about the stone from which the craft is made.

STAGE 2 – project implementation

STAGE 3 – final.

• Organization of the mini-museum “World of Stones”.

Topic: “World of stones» .

Educational area: "Cognitive Development".

Target : Introduce children to the properties stones , expand the understanding of use stones by a person in the process of cognitive and experimental activity.

Integration of educational regions: "Social and communicative development", "Speech development", "Artistic and aesthetic".

Equipment and materials: "box of sensations", set of stones wooden blocks, modeling dough, glasses of water, napkins, a large stone, a hammer, a diagram - help, an interactive whiteboard, a collection of products from stone , bachelor's caps, presentation"World of Stones".

Progress:

Educator : - Guys, I know that you are very inquisitive, smart and smart children, so it’s interesting for me to play with you. I have a box and there is something in it. You'd like to know what's in it. I need an assistant. How do we determine who will help me?(Counting)

Maybe some of you know an interesting little counting rhyme?

Please count and choose a leader for the game.

A game "Box of Feelings".

You will all stand where it is convenient for you, I suggest to the presenter that you put your hand into the box and find by touch the object that lies there, but he does not tell us about the object, we ourselves will ask leading questions to guess.

Questions :

Is it alive? Is it fluffy (heavy, soft, cold?

Have you guessed what's in the box yet?

Then I will help you, a riddle guess.

It burns with fire in my mother’s earrings.

It lies useless in the dust on the road.

It may be small -

lie in the palm of your hand.

Heavy, big -

You can't lift it alone.

Who, children, guessed my riddle?

That's right, this is a stone...we show it to the children...

Guys studying stones takes place in the laboratory, do you want to go there?

Music is playing. The curtain opens. At the desk Scientist -

Goes out to the children.

Hello my young thinkers. Do you want to try yourself as a scientist?

Then put on your bachelor's cap and take your seats, today we will study the properties stones

Please note on your table there is a tray with stones , take the stone you like in your hand, touch it, look at it.

Stones same or different?

Than yours the stones guys are different?. (They are big and small)

What color are your stones?

Or maybe a different color, as you think(gray, red, blue, brown, green.)

How to describe a property in one word stone - have different colors(multi-colored)

To make it easier to remember properties stones you and I will fill out a hint diagram(turns attention to the board).

Do you think that our diagram can conditionally display the first property stone (rainbow because it has different colors). Invite the child to insert this sign into the table.

What can you tell us about your stone? (Show the stone to everyone - children's answers)

Right, the stones are different because.... children's answers (it is big, heavy, multi-colored, rough, has sharp edges and blunt, smooth...) they have different colors, sizes, shapes.

Well done!

Answer my question: If we squeeze a stone in one hand and dough in the other, what will happen?(children's answers)

Let's test our assumptions, take any stone in one hand and play dough in the other, squeeze hard and see what happens?

Why did the dough change its shape? The dough is soft and plastic.

What's wrong stone happened?. Nothing is correct, the stone has not changed its shape, it is solid.

Guys, we have learned one more propertystones -Hardness.

Go think and find that card that can help us mark the property of hardness on the diagram(hard as nails).That's right, this picture means hardness.

Let's continue talking about stones...

What do you think will happen to stone and a wooden block if we put them in the water?(Listen to the children’s full answers).

Why do you think so(children's reasoning)

I suggest you see for yourself, with the help of experience, whether you are right or wrong. Move the experimental plate towards you and lower a stone and a block of wood there at the same time.

What happened? (answers: the wooden block did not sink, it floats on the surface, and the stone sank to the bottom.)

Why didn't the wooden block sink?(it's light).

Why did the stone drown?(The stone sank because it was heavy)

How can you and I formulate this property? stone... .

- (Ivan) ....will find us the following symbol.

How did you determine that“Kettlebell” (to achieve complete and detailed answers).

It’s true that a stone is not a feather - it won’t be carried away by the wind,stones sink in water.

But there are huge mountains that consist of stones

You could become like a mountain (yeah(children become a pyramid)

Physical education minute.

There is a mountain of an old woman(raise your arms straight up, placing your palms together)

To the top of the sky.(reach up on tiptoes)

The wind blows around her(fans themselves with their hands)

The rain pours down on her(shak hands alternately)

The mountain suffers and loses stones.(put palms to cheeks and shake head)

And every day and every night

(children run away)

And every day and every night(the teacher touches some children who must run away)

The pebbles are rolling and rolling away.(children run away)

The pebbles rolled and from then on

There's nothing left of this mountain(children point to an empty space).

Come to me and find the largest stone on my table.

Do you think it is strong or fragile?

How can we check?(trying : stand on a stone, hit a stone against a stone)

Let's try to hitstone with a hammer...

Who wants to try (provide the opportunity to try this, for those who have not tested the strength stone)

What can be concluded?(stones are durable , it does not crumble, does not break)

Yes. The stone remained unharmed!

Go (Stepan) choose the last picture for the diagram.

Explain why you chose the castle?(it's durable)

Yes, the lock allows you to firmly close the doors.

Well done.

What do you think, can a stone be a helper to a person?(children's answers about using stone)

I want to show you, and you will help me tell where a person can use stones , walk over and position yourself in front of the screen, wherever you feel comfortable on a chair or on the floor.

Slide2 - Stones are found underground, on its surface and in bodies of water.

Slide 3- In ancient times, people used stones as a tool and for hunting.

Slide4- Later with stones began to decorate clothes.

Slide5 – The stones served as decoration, a talisman and just a toy.

Slide 6 – From stones they have made and are now making items for home interiors.

Slide7 – Used stones in the construction of roads, for sidewalks, stairs and platforms, it cannot be replaced

Slide8 -It is widely used by summer residents in their garden plots, creating such beauty.

Slide9 - Stone is indispensable in the construction of monuments. Do you recognize this monument? Yes, this is a monument to the Heroes of the Fatherland.

Slide 10 – In the construction of fountains.

Slide 11 - Few people know that salt is also a stone. It is underground and is mined. There are entire salt mountains in the world.

Slide 12 – Hurray! Eat Edible stones.

Slide 13 – With stones Nowadays they even get treatment!

Slide 14 -And also stones You can collect them in collections and bring them back from your travels!

Slide 15 – Stones beautiful, unusual and interesting.

I'll show you my collection of jewelry from stones (collection show).

Did you enjoy visiting me?

As a souvenir, I’m giving you a hint diagram, it won’t be difficult for you to tell what you learned about today stones

For today I say goodbye and look forward to visiting you again(leaves to the music).

Summing up the lesson with differentiated assessment of the result.

Subject : “What different stones» .

Tasks :

Educational: Maintain interest in learning stones , practice classifying them according to various characteristics, improve the ability to observe, highlight the similarities and differences of objects.

Developmental : Develop sensory sensations, fine motor skills, visual perception, imagination, expand memory.

Continue to develop communication and collaboration skills.

Develop an emotionally positive attitude towards learning about the world around you.

Educational : Cultivate curiosity, cognitive interest.

Methods and techniques:

Verbal : questions, literary words.

Visual : presentation, package with stones

Practical : physical training, research of objects.

Preliminary work: reading a work"Silver Hoof"P. P. Bazhova, Consideration of the children's cognitive encyclopedia. Looking at various illustrations of mountains, stones

Productive activity:

* Experimentation“What kind of pebbles are there?”

*Drawing

Equipment :

Parcel with stones , aprons, letter, “Sea Pebbles” candies, equipment for conducting research activities : magnifying glass, transparent glass of water, hand napkin, nails,stones of different sizes, disposable tableware, wooden cube, sheets of paper, colored pencils. Computer presentation"Stones".

Move

The teacher invites the children to the laboratory, draws attention to the guests, and the children greet them.

All the children gathered in a circle.

I am your friend and you are my friend.

Let's hold hands tightly...

And let's smile at each other.

There's a knock on the door. The teacher goes to the door and takes the package.

Guys! What is this?

Children: package

Let's read who is this package for?

From whom?

(Open it, take out the box and the letter)

I invite the children to sit on the mat and I will read the letter.

“In a certain kingdom, in a certain state, behind the blue seas there are high mountains. They contain a lot of riches and treasures. I, the Mistress of the Copper Mountain, keep a vigilant eye on order in the mountains. I know that you love to explore and look at everything. I put my riches in this box and invite you to guess what kind of riches they are. And mine will help with this mystery :

The unwanted one lies in the dust on the road.

It changes shape, it changes color,

And in construction it is good for a thousand years.

It can be small - lie in the palm of your hand,

It’s heavy, big, and can’t be lifted by one.

Who children guessed my riddle?

Who recognized this object by signs?

(stone)

Educator. - Let's consider stones in the package.

Educator. Guys! What do you think they are needed for? stones to man?

Children. They are needed to build houses and roads.

Now I will turn on the music, and you will close your eyes and listen to it and imagine the picture that the music will tell you.

What do you hear? Tell us your idea.

Children. The sea is noisy, the waves, the shore, the pebbles on the shore are rolling from place to place, knocking against each other.

Educator. 1. Have any of you been to the sea?

2. What kind of shore was there?: rocky or sandy?

3. Did you pick up the pebbles and look at them?

Today you and I will also consider different stones , and learn something new and interesting about them.

Educator. I suggest you go to the laboratory and do some experiments. Sit at the table.

(There is a tray on the tables, on it stones - 2 for each child).

Educator. Find sea pebbles on the tray and place them on a napkin.

1. What helped you find out that these were sea pebbles?

2. Look at them and tell me what they are, what color, what surface do they have?

Children. They are smooth, beautiful, different colors.

Why are they like this? Water makes them smooth. The surging waves beatstones against each other, water sharpens their edges over time.

Educator. – Now I suggest you find ordinary pebbles and look at them. What can we say about this stone

Children. They are rough, uneven, with sharp corners, of different shapes.

Knock, stone on stone, what's happening?

Children. We hear sound.

Place a pebble on your cheek, what is it like? Is it possible to warm it up? How to do it?

Children. Place in the sun, warm in your palms.

Educator. So there is a difference between sea and ordinary stones? (Children's answers)

Let's have a little rest and play a relay game.

Outdoor relay game"Regular and marine stones »

Educator. Let's split into two teams. Pebbles are scattered in the hoop, among them there are ordinary and sea pebbles, there are the same number of them. When the music starts, at the same time 1 team will collect sea stones and put them in their box, and the 2nd team collects only ordinary pebbles and takes them to their box. The game will continue until all the pebbles are in their boxes.

The team that completes the task faster and more correctly wins.

Music plays at a fast tempo.

At the end of the game, check the accuracy of the completed task.

Educator. I suggest everyone relax a little and warm up.

Physical education lesson “Mountain”

There is a mountain - an old woman,

To the top of the sky

The wind blows around her

The rain pours down on her

The mountain stands, suffers, loses stones

And every day and every night

The pebbles are rolling and rolling away.

The pebbles rolled, and from that moment on

There is nothing left of our mountain!

Guys! Go to the table and stand around it. Take a stone in your hand and squeeze it tightly... Has the stone changed shape?

Why?

Do you think wood is harder than stone?(children's answers) I'll take a block of wood, a hammer and a nail. I'll try to drive a nail into the wood. Happened?(children's answers) Now I will try to drive a nail into a stone. I was able to hammer a nail into a stone.(children's answers) What happened to the nail?(children's answers) What happened to stone? (children's answers) Now I suggest you lower the stone into the water. What happened to stone? (children's answers) Now take a wooden cube and lower it into the water. What's happening to him?(children's answers) Why? (children's answers) Why does a wooden block float?(children's answers) Pay attention to the stone that is in the water. What is he like?(children's answers) That's right, he's wet. Compare it withstone on a napkin. What is the difference? (lead the children to the conclusion that they differ in color, a wet stone is darker than a dry one. Correct!

So, through various experiments we have learned a lot about the properties stones

I suggest you sit down and play the game"Right wrong"!

1. Does a stone sink in water?

2. Is the stone transparent like glass?

3. Is the stone as light as feathers?

4. Is a wet stone darker than a dry stone?

5. Does the stone stretch in different directions like an elastic band?

6. Is an ordinary stone rough, but a sea stone smooth?

7. Made of stone Can you make any shape?

8. Can a stone float in water like a tree?

9. Does the stone tear like paper?

10. Does wet stone become soft?

11. Everyone stones of the same size?

12. Can a stone be cut with scissors?

Educator :- The Mistress of the Copper Mountain has prepared another surprise

Presentation “In the world of stone”.

Educator: - Yes, beautiful stones from the Mistress of the Copper Mountain, it’s not for nothing that she protects them. So, guys, let’s give the Mistress of the Copper Mountain a gift? What does she like?

Children: stones

Educator: She loves all the stones! And you draw stones whichever you like!

I invite the children to the table.

Productive activity

Let's show off our colorful stones , let the guests admire.

Children stand in a circle.

Bottom line : 1. What are they for? stones?

2. Where you can meet, see stones?

3. So, what are they? stones?

Reflection:

1. Did you like our experiment?

2. What did you like most?

3. What interesting things did you learn?

4. Did you like our work?

5. Did you work actively?

(Children answer) . Well done! And our package contains special stones. I treat you with sweets"Sea Pebbles"

Topic: "These amazing stones»

Program content:

Improve children's ability to observe, identify similarities and differences in features in objects.

Teach children to classifystones by characteristics: size (large, medium, small); relief (smooth, even, rough, rough); temperature (warm, cold, hot); weight (light, heavy, color (gray, brown, white, red, blue, etc., shape (round, oval, triangular, square, place(river, sea, mountain).

To consolidate children's understanding of the senses and their purpose : organ of vision - eyes help determine the color, size, shape of objects, material; organ of touch - the hand helps determine the structure, shape, weight, temperature, size of objects; organ of hearing - ears help to hear various sounds; The organ of smell, the nose, detects various odors. Activation dictionary: collection, collector, exhibits.

Preliminary work: Collection of various stones for collection, examination stones , illustrations from books, encyclopedias. Organization of the museum stones in a group. Conversation with children about where can I meet stones where the stones brought were found. Examination of the globe, world map and finding the highest mountains of our planet and our state. Reading and discussion of P. P. Bazhov’s fairy tale “The Stone Flower”, games with buttons and shells.

Progress:

Educator : Guys, please tell me, what is your mood today? Children: Good!

Educator : What color mood are you in?

What color mood are you in?

What is your mood like?

What is your mood based on the smell?

Educator : Amazing! We got a wholemood collection.

Guys, do you know what it is? collection?

Collection - this is a systematic collection of any objects.

A collecting- this is a purposeful gathering, gathering of any objects. What is possiblecollect?

Children : candy wrappers, badges, books, stamps, badges, toys, magnets, paintings, weapons.

Educator: Who is called collectors? Yes, people who collect something. Guys, to find out what collections we will talk to you today (there is a large box with stones covered with a napkin, you need to guess riddle:

It burns with fire in my mother’s earrings.

It lies useless in the dust by the road.

It changes shape, it changes color,

And in construction it is good for a thousand years.

It can be small - lie in the palm of your hand.

It's heavy and big - you can't lift it alone.

Who, children, guessed my riddle?

Who recognized this object by signs?(Stone)

Educator : You guessed correctly our exhibits today - stones

Guys, where do we get so much? stones?

Children : We collected this and brought it.

Educator : Where did you find these? stones?

Children : At sea, on the road, on the river, in the mountains.

Educator : You can call uscollectors?

Children: Yes, we are collectors too.

Educator : Guys, look carefully stones and choose any one for yourself.

Think about what you can tell about him?

The stones are all the same?

If you are at a loss, you can use a card to help you(object survey model)(One child talks, the rest of the children listen and ask clarifying questions if the child telling the story did not say something).

Educator : Children, tell me which assistants helped us look stones and identify the signs?

Children : Eyes helped determine color, size, shape stones

Hands helped determine whichfeel the stones according to the relief, shape, weight, temperature, helped determine the size stones

What other senses help us examine objects?

Children: Ears, nose, tongue. (The teacher clarifies.)

Physical exercise. Together with mom, together with dad We'll go for a walk now!

We'll be in the park along the path, it's a miracle collect stones.

Here is a round stone, like a ball.

And this one sure is damn.

This one looks like a bunny

And this one is like a dolphin.

We will collect miracle stones

And we’ll take him to kindergarten.

Educator : Guys, ours is convenientview the collection? Why?

Children : Because it is stored, lies in one box and some the stones are not visible.

Educator : What can you offer?

Children : Place in different boxes, divide, pour out stones

Educator : How do you propose to decompose stones how can you divide stones , on what grounds?

Children: Stones can be sorted by color, size, shape.

Educator : - Guys, what about the location?the stones are all the same?

Stones were found in the same place?

How else can we divide ourstones by location? (river, sea, mountain).

Educator : Guys, look what boxes I have prepared for you. Are the boxes different or the same? Different boxes, for what reason? What do they have the same? I suggest you put them in stones . (Children arrange the pebbles according to the signs indicated on the box; each box contains different stones).

Lesson summary (questions for children):

Guys, what were you doing just now?

Who would you like to tell about your collections?

Who are collectors?

Tell me what they arestones based on location?

What assistants helped us tell us about the signs stone?

you collected stones in a box, on what grounds?

What are the stones for?

Subject : " Stones and properties of stones»

Integration of educational areas: “Cognition”, “Communication”, "Reading fiction", "Artistic creativity".

Types of children's activities : gaming, educationalresearch, communicative, productive.

Objectives: To give an idea of stones and their properties.

Develop children's cognitive abilities and voluntary attention through experimental activities.

Teach children to independently draw conclusions based on the results of the experiment, relying on previously acquired ideas and their own assumptions.

Cultivate the desire to achieve good results; develop speech. Activation dictionary : amethyst, sapphire, malachite, jasper, granite, agate. Carry out your plans to the end.

Planned results: Independently draw conclusions based on the results of the experiment based on previously obtained ideas and your own assumptions.

Materials and equipment: collection of stones, containers for experiments with water , multi-colored pebbles according to the number of children, gouache, brushes, napkins, plaster blanks according to the number of children.

Preliminary work: reading a fairy tale by Bazhov"Mistress of Copper Mountain", collection of stones , observations on walks.

There's a knock on the door.

Educator : - Guys, who came to us, let's see. INthe group includes a guest.

Mistress of the Mountain : Hello children! I am the mistress of the mountain. I learned that you are very inquisitive, observant, admire the beauty of nature, explore it . Maybe you can help my trouble. The evil magician turned all mygemstones in the ashes, and until I find out the main secretstoneswhat kind ofpropertiesthe witchcraft will not dissipate.

Educator: Well, we’ll help you, let’s hurry, guys, to ourresearch laboratory. First let's rememberrules: listen carefully, operate equipment carefully.

The children come to the table. They lie on the tabledifferent stones. We willexplore the stones, see how they differ(children's answers). That's right, some are smooth, round - marine, the sea and the waves made them that way. Others are mountainous, uneven and sharp. The teacher showsstonesand introduces children to the names.

Individual work with several children. - Katya, look at this stone, what is it called? Describe him what he is like(child describes shape, color, color, size)

Now let's do someexperiments:

1. Does the stone change shape? Why? How can I check this? (Squeeze, hit with a hammer. We carry out an experiment on 2 - 3stones).

2. Is therestone air? How can I check this? (Dip it into water, see if bubbles come out. We conduct an experiment for 2 - 3stones).

Westudied the properties of the stone, what conclusion can we draw?(children's answers)

Well done, now let's play!

Physical exercise.

Here we go along the road(walking in place)

And our legs are tired.

We'll bend over three times(tilts from side to side)

Let's turn around three times(turns from side to side)

Let's reach out to the sun(pull your hands up)

Let's stand on our toes right away(stand on tiptoes)

Now let's sit down(to squat)

Repeat 2 - 3 times.

Educator: - Now guys, come to our tables and see what interesting things we have here. Here are round and oval shapes made of plaster, look, they are all white.

And today we will paint them in different colors. You want them to be bright and beautiful. Children choose« stones» which you like and color as you wish. Individual work of children.

Summary of the lesson.

Exhibition of works - Look guys, what beautiful pebbles we have! What did we do today?(children's answers)Children, were you interested today?(children's answers)

The owner of the mountain thanks the children for their help and treats them to candy."sea pebbles". - It's time for me to leave, but we will meet again.

Well done! The lesson is over.

« The magical world of stone and wood»

Experience No. 1

Target:

Promote interest in inanimate nature (stones and wood, material, for research work.

Introduce children to different speciesstones.

Prove propertiesstones and woodexperimentally.

Equipment: a piecetree, nails, hammer, two boxes; for each pair of children, sets of river and seastones, napkins; for eachbaby: disposable plate,wooden cube, stone.

Progress of the experimentalactivities:

Question about studying propertiesstone and woodarose in our group after we introduced the children to the history of the car. They said that they drove along the streets of the citywooden cartsdrawn by two or three horses. The roads were fromtree, but time passed and the streets began to be paved with cobblestones. Which roads do you think are better? Stone orwooden? Why?

Children sit at tables where there are trays withstones, napkins. Guys, this is a research laboratory, you are scientists - researchers. Let's start our work by getting to know the marinestones and we'll seehow are they different from regular ones?stones.

Educator: Do you think we can distinguish seastonesfrom simple cobblestones? Try to choose seafood on the traystonesand place them in front of you on a napkin. Children choose, consider, share their impressions. The teacher, if necessary, corrects the course of reasoning, leading them to the necessary signs with leading questions.

Educator: What are they? What shape?

What is their surface? What edges?

Children's answers: The stones are smooth, (various shapes - oval and round, hard, cold, beautiful, different colors, etc.)

Educator: Yes, the sea, the sea waves, made them smooth.Stonesin the sea they beat against each other, their edges are sharpened, they become smooth - without a single corner.

Educator: And now I invite you to the next laboratory.

Children come to the table and stand around it.

Educator: Now we are scientists - experimenters and will conduct various experiments andexperiments with stones. Take the stone in your hand and squeeze it tightly - tightly. Has he changed his form?

Children's answers: No.

Educator: Right, no. Why?

Children's answers: It's hard.

Educator: Now squeeze tightly in your handwooden piece. Has he changed his form?

Children: No.

Educator: Do you think the stone is hardertree? Let's check. I'll take a hammer, a nail and a block fromtreeand I'll try to drive a nail intotree. What happened?

Children's answers: The nail enteredtree.

Educator: Now I’ll try to drive a nail into a stone. He scores - it doesn't work. The nail bends, but well, was I able to hammer the nail into the stone? How did the stone behave?

Children's answers: I couldn’t hammer the nail in. The stone remained intact.

Educator: What can be concluded?

Children's answers: Stone is hardertree.

Educator: So guys, with the helpexperimentsand experiments we learned about the propertiesstone and wood(stone andtreecannot be squeezed in the hand;the wood is softerthan a stone.)

« The magical world of stone and wood»

Experience No. 2

Target:

Develop interest instones and wood, the ability to examine their new properties for children(sinks - does not sink in water, color.)Develop cognitive abilities, coherent speech and logical thinking.

Equipment: stones and wooden blocks, vessels with water, rag and paper napkins, writing.

Progress of the experimentalactivities:

Educator: They gave me a letter. How can we check if it is really meant for us? Who knows the address of our kindergarten? Who remembers the number of our kindergarten?(Answers.)That's right, at the address. So the letter is intended for us.(Reads the letter.)"Hello children! Three little pigs are writing to you. Help me find out what material it is made of(stone or wood) We’d better build a raft so we can swim across the river better and faster from the evil wolf.”

Educator: Let's help the piglets!

The children sit at the tables. Now you and I will learn how stone andtreewill behave in water. There is a vessel with water in front of you, try to lower ittree into water. What will happen to him?

Children's answers: The tree floats.

Educator: Let's carefully lower the stone into the water. What happened to him?

Children's answers: The stone is sinking.

Educator: Why(Answers.)Stone is heavier than water. And whytree floats(Answers.)It is lighter than water.

Educator: Pay attention to the stone that lies in the water. Take it out of the water. What is he like?

Children's answers: Wet.

Educator: Compare withstonewhich lies on a napkin. What is the difference?

Children's answers: Color.

Educator: Yes, in color. Wet stone is darker than dry stone. Guys, we spent twoexperience, what answer do we give to the three little pigs? What new have we learned aboutstones and wood.

Children's answers: The piglets need to build a raft fromtree, since it does not sink in water. Wet and dry stone differ in color.

Educator: Well done! We learned more about new propertieswood and stone, helped the piglets. More and more discoveries await us!

Verse U.Alekseeva:

I'm walking along the shore

The wave splashes

And through the water there are pebbles

I can see it from the bottom.

Suddenly gold flashed

It's just a moment.

I want to bend over

To each of them.

Take a better look

I want them

I'll drag you to dry land

I'll lay it out in the sun.

What happened to them?

White greyish,

Red became

Brown,

Stones don't shine.

Pebbles are magical

They seem to be in the water

And dry pebbles

Not visible anywhere.

Topic: “The magical world of stone”

Target:to train teachers in how to conduct basic experiments with preschool children on the topic “Inanimate nature. Stones."

Selection of participants:Dear Colleagues! Teachers who, according to the horoscope, are Aries, Gemini, Cancer, Pisces, Aquarius, Scorpio (one person per zodiac sign) are invited to participate in the master class. This choice is not accidental, you will learn about this at the end of our meeting.

Inductor.

The Gnome came to visit us, why is the Gnome visiting us today? How does this relate to the topic of the master class? Pay attention to the slide (options).

I accept all your answers.

According to ancient legends, fairy-tale gnomes live in mountain caves; they are very fond of carrots. People once believed that if you leave it in the forest in the evening, then in the morning you will find a precious stone in this place. Dwarves are underground dwellers and have always been afraid of humans. They hid their treasures and came out to the surface of the earth only at night, took carrots and, in gratitude, left some valuable stone from their reserves.

Exercise 1.

Let's see what stones the gnomes left for us? Are these gems? Which? Who knows?

Experience No. 1

Each person is offered 2 stones.

What do you think stones are made of? (options)

Let's check.

- Let's knock the pebbles against each other. Small pieces and grains of sand are repelled from them. So, what is the stone made of? (sand, clay, earth, plants).

Your assumptions have been confirmed.

In the same way, my children and I conduct research activities and find out what stones are made of.

Task No. 2

Do you think the stones are the same? What is the difference?

Can stones be multi-colored?

Want to know why stones come in different colors? (answer options)

Experiment No. 2: three pieces of plasticine of different colors are offered. You need to roll them into balls and place them on top of each other in the form of a snowman. Then you need to press the top ball with your palm. We say: “Time passed... millions of years... the rock layers pressed on each other, became flat, stuck together, turned into one...”

Using stacks, cut the plasticine and examine the striped sections. Find stones on the tray that were formed in a similar way.

Through such experience, we lead children to the conclusion of how multi-colored stones are formed in nature.

Task No. 3.

Game "Find your stone"

Everyone chooses the stone they like best from the collection, examines it carefully, remembers the color and name, and touches its surface. Then all the stones are mixed and placed in one pile. The task is to find your stone with your eyes closed.

Such games with stones contribute to the formation of ideas about the features of stones and develop tactile sensations in children, which is especially important for children with speech disorders.

Task No. 4.

What do you think is on the seabed? What else besides stones? (Shells)

What do you think they are made of? Where is limestone used? Draw a pictogram for each one.

Game "Mountain and Pebbles"