Project these amazing magnets in kindergarten. Project "miracle magnet"

Buko Daria

Makoveeva AntonAndon

Educational institution " high school No. 6 Zhodino"

Minsk region, Zhodino city

The magical power of a magnet

The work was done collectively

Head of work: Mikheeva Marina Vladimirovna

Subject area:

PHYSICS AND ENGINEERING;
NATURAL SCIENCE;
HUMANITIES;
PRESCHOOL

Introduction 3

1. The effect of a magnet on other objects 4

2. Underwater magnetism 4

3. The strength of different magnets is 4-5

4.Magnetic poles 5

References 7

Appendix 8

Introduction 3

The extraordinary ability of magnets to attract objects to themselves has always amazed people. We often encounter magnets in everyday life: these are our first magnetic alphabet books, a magnetic board in the classroom, “Checkers” on a magnetic board, souvenir magnets on the refrigerator and other miracles. We wondered: “So, what is a magnet? Why does a magnet attract?”

It turns out that more than 2000 years ago, the ancient Greeks learned about the existence of magnetite, a mineral that is able to attract iron. Magnetite was named after the ancient Turkish city of Magnesia (now the Turkish city of Maniza), where this mineral was found. Pieces of magnetite are called natural magnets.

A magnet can be made artificially by magnetizing pieces of steel. The force of attraction of magnets on objects is called magnetic force.

The properties of a magnet to attract certain objects have not lost their enchanting mystery these days.

It is not without reason that they say that no one was born who could say: “I know everything about magnets.”

Object of study:

Magnet and its properties.

Purpose of the study:

Using experiments, find out the nature of the properties of magnetic force.

Research objectives:

- conduct experiments to determine the ability of a magnet to attract and magnetize objects;

Identify how magnets affect other objects.

Research methods:

- analysis of literature on the research topic;

- conducting experiments.

Hypothesis:

We assumed that magnets are capable of attracting any objects, have the same strength, and their poles attract.

1. Impact of a magnet on other objects 4

We were interested in the question, is everyone attracted by magnets? To answer this, we conducted the following experiment:

They took objects made of paper, metals, plastics, steel and fabric and divided them into two groups: metal and non-metal. They brought the magnet one by one to the objects of the first group.

We brought the magnet one by one to the objects of the second group.

Then they brought the magnet to the surface of the refrigerator, cabinet, wall, window glass.

As a result, they established: some metal objects are attracted to a magnet, and some do not experience its attraction; The magnet is attracted to some surfaces by itself, but not to others.

This is because magnets are pieces of iron or steel that have the ability to attract objects made of iron, steel and metals containing them in small quantities.

Wood, glass, plastic, paper and fabric do not react to magnets. A magnet is attracted to a large iron surface by itself, being lighter.

Conclusion:magnets act on objects made of iron, steel and some other metals.

2.Underwater magnetism

Studying encyclopedic literature, we learned that magnets are used underwater. Due to their ability to attract objects underwater, magnets are used in the construction and repair of underwater structures. With their help, it is very convenient to secure and lay a cable or keep a tool at hand.

To check if this is true, we conducted the following experiment:

A paper clip was thrown into a jug of water.

We leaned the magnet against the wall of the jug at the level of the paperclip. And after it approached the wall of the jug, they slowly moved the magnet upward along the wall.

The paperclip moved with the magnet until it rose to the surface. This happens because the magnetic force acts through both glass and water.

Thus, we have found out that magnetic force can pass through objects and substances.

3.Strength of different magnets

We were interested in the question: do magnets have the same strength? To answer this we took three magnets of different sizes and three identical coins.

We put a ruler on the table and placed coins close to it, but at a sufficient distance from the magnets.

As a result, some coins were attracted to the magnet immediately, others only when they came close to the magnets.

This happens because magnets attract objects at a certain distance. The larger the magnet, the greater the force of attraction and the greater the distance over which the magnet exerts its influence.

Is it possible to isolate a magnet, is it possible to prevent the action of magnetic force?

In order to check this, we took a sheet of paper, foil, a towel and a steel object.

Wrap a magnet in foil and check if it attracts a steel object

As a result, they found that a magnet attracts an object through a thin layer of material, but stops attracting when the layer of material reaches a certain thickness.

Therefore, the magnetic force can be neutralized if the magnet is covered with a dense layer of non-magnetizable material.

So what does the strength of a magnet depend on? To find out, we conducted a “competition” for strength:

We took three magnets of different shapes and different sizes.

1. Place various metal objects (nails, coins, paper clips) into groups in three cardboard boxes.

2. Then they brought magnets to different boxes in turn and counted how many similar objects each magnet could lift. The result was placed in the table

RESULT OBTAINED

As a result, it was found that one magnet lifts more objects than others. This happens because the shape and size of the magnet affects its strength. Horseshoe-shaped magnets are stronger than rectangular ones, which in turn are stronger than round ones. Among magnets that have the same shape, the magnet will be stronger bigger size.

Conclusion: the strength of a magnet depends on its shape and size.

4.Magnetic poles

Carrying out all these experiments, we noticed that two identical magnets can not only attract, but also repel. We brought the identically colored poles of the magnets closer to each other, then the differently colored ones.

As a result, it was established that the poles are the same color repel, but differentare attracted. This happens because the poles of each magnet have opposite signs (positive and negative). Poles of opposite signs attract; identical - they repel.

conclusions 6

The work we did on the research topic “The Magic Power of a Magnet” convinced us of the mystery of this subject. Thanks to its wonderful properties, magnets are actively used by people in everyday life. Our experiments allowed us to draw the following conclusions:

1. Magnets affect metal objects. Due to their ability to attract objects even under water, magnets are used in the construction and repair of underwater structures. With their help, it is very convenient to secure and lay a cable or keep a tool at hand.

2. A magnet is capable of attracting objects even from a distance. Due to this property, magnets are used in chemical and medical laboratories, where it is necessary to mix sterile substances in small quantities.

3.The strength of a magnet depends on its shape and size.

4. Magnets of the same pole repel, and magnets of different poles attract. Magnetic fields are arranged around a magnet in an orderly manner.

During our work, we tested large and small magnets, tried to interfere with their strength or even interrupt their effect, performing fun experiments. Thus, our assumption that magnets are capable of attracting any objects is incorrect, since experiments have proven the effect of magnets on metal objects. The hypothesis about the equal strength of the magnets was not confirmed. Experiments have shown that the strength of a magnet depends on its shape and size.

Bibliography

1. Big book of experiments for schoolchildren, - Moscow. Rosman, 2009

2.F. Clark, L. Howell, S. Khan. “Miracles and secrets of Science”, - Moscow,

Rosman, 2005.

3.A. Craig, K. Rosney. "SCIENCE encyclopedia", - Moscow. Rosman, 2001.

4.F. Chapman. " Young explorer. ELECTRICITY", - Moscow.: Rosmen, 1994.

5. A. Leonovich. “I explore the world. PHYSICS. Encyclopedia”, LLC “AST Publishing House”, 2006.

Application

Experience No. 1

The items were divided into two groups.

We brought the magnet to each group in turn.

Experience No. 2

They threw a paperclip into a jug of water and leaned the magnet against the wall of the jug.

The paperclip moved with the magnet until it rose to the surface.

Experience No. 3

Place the magnets on the table in a row, at a distance of 10cm from each other.

They slowly pushed the ruler with coins towards the magnets.

Some coins were attracted to the magnet immediately, others only when they came close to the magnets.

Experience No. 4

We wrapped the magnet in paper and checked whether it attracted a steel object.

We wrapped the magnet in foil and checked whether it attracted a steel object.

Wrap the magnet in a folded towel several times and check whether it attracts a steel object.

Experience No. 4

We placed various metal objects (nails, coins, paper clips) into groups in three cardboard boxes.

We took magnets to different boxes one by one and counted how many similar objects each magnet could lift.

Experience No. 5

First, the identically colored poles of the magnets were brought closer to each other, then the differently colored ones.

Natalia Nikitenko
Cognitive and creative research project"The magical properties of a magnet"

Municipal state preschool educational institution "Kindergarten No. 10" combined species of Karabash

Project

Subject: "Amazing magnet properties»

Completed: teacher

preparatory group "IN"

N. V. Nikitenko

View project: creatively – informative, research.

Term: long term (December)

Participants project: teachers, children of the preparatory group "IN".

Relevance:

This topic is relevant because in the educational process experimentation is a teaching method that allows a child to model in his mind a picture of the world based on his own observations, experiences, and the establishment of interdependencies and patterns. Children actively work with magnet without thinking about it properties, history of appearance, significance in human life.

In preschool age during development cognitive activity, the child develops a desire to learn and discover as much new things as possible. Topic of study magnet and its application has become relevant. Magnet- a child-friendly and universal material, widely used in children's toys and construction sets. Children actively work with magnet, but despite this they do not have enough knowledge about magnets, his properties and use. Children have a desire and need to use objects made from magnet. To do this, there is a need to enrich the subject-spatial environment and cultivate vital activity in children.

Target:

Give children an idea of properties of a magnet. Develop educational children's activity in the process of getting to know each other properties of a magnet. To promote mastery of techniques for practical interaction with surrounding objects, developing mental activity and observation.

Tasks:

1. Learn to examine an object and experiment with it; form an idea about properties of a magnet; introduce concepts« magnet» , « magnetism» , « magnetic forces» .

2. Develop mental operations, the ability to put forward hypotheses, draw conclusions; activate children's vocabulary.

3. Contribute to the development of independence and the development of communication skills; cultivate accuracy in work and adherence to safety regulations.

Planned result:

During implementation project children will know what objects can it attract to itself? magnet, as a result of experiments the importance will be established magnet in everyday life, its diversity and significance. Children will strive to be independent knowledge and reflection, logical thinking, the ability to highlight an unnecessary subject and justify your answer.

Experiment with magnet.

« Magnet properties» .

the date of the: 05.12.2015

Supervisor: N.V. Nikitenko

Target: Introduce children to the properties of a magnet through experiences and experiments.

Tasks:

1. Form an idea about properties of a magnet.

2. Enrich children's knowledge of use properties of a magnet by humans.

3. Continue to teach independently, implement possible solutions in line with experimental activities; check these decisions; draw conclusions with the results of this test with objects.

4. Develop educational child's activity in the process of getting to know hidden properties of a magnet; speech, attention, logical thinking, curiosity.

Equipment: metal, plastic, glass, wooden objects; magnets, containers, sand, glass of water, nail.

Progress of the lesson:

Educator: Guys, I received a parcel today, and there is a strange letter in it. The parcel came to us from the Flower City, where Dunno and his friends live. Vintik and Shpuntik wanted to build a new machine for clearing snow, but Dunno mixed up all the parts, now iron, wood, plastic and other objects lie together.

What do we do? How to help little friends?

Children's answers: Select all iron items.

Educator: How can you distinguish iron parts from the rest?

Children's answers: In terms of weight, they are heavier than others; they drown in water; can you use magnet, it attracts iron.

Educator: So how can we help our little friends?

Children's answers: Must be carried out magnet above objects and iron parts will be attracted.

Educator: Let's check.

Physical education minute.

Educator – magnet, children iron objects, when appearing magnet(teacher) iron objects (children) are attracted (run to the teacher, overcoming obstacles on their way).

Children spend magnet over objects, and iron parts are attracted to magnets.

Educator: Tell me, what did you do? And what happened?

Children's answers: Conducted magnet over objects, and all iron objects were attracted to him. Means, magnet attracts iron objects.

Educator: Have you seen how magnet attracts iron objects, why does this happen?

Children's answers: Because they are affected magnetic forces.

Experiment result: Around magnet contains a magnetic field. It acts on all iron objects and attracts them.

Now try to get the objects hidden in the sand. Get started.

Children spend over the sand magnet, and iron objects hidden under the sand are attracted to it.

Educator: Tell us what you did and what you received?

Children's answers: Conducted magnet above the sand and a nail hidden in the sand was attracted to him.

Experiment result: Magnetic forces pass through the sand.

Will they pass through the water? magnetic forces? Check using magnet.

Children spend magnet over water, iron parts located at the bottom are attracted to magnet.

Educator: Tell us what you did and what happened?

Children's answers: Held over a glass of water magnet and nail, lying in the water, was attracted.

Experiment result: Means, magnetic forces pass through water.

Experiment with magnet.

« Magnet and its amazing properties» .

the date of the: December 26, 2015

Supervisor: N.V. Nikitenko.

Target: To form children’s ideas about magnet.

Tasks:

1. Develop children’s abilities, conduct purposeful activities - find objects, properties which meet the subject requirements (attracted to magnet) .

2. Develop mental operations and the ability to draw conclusions.

3. Consolidate acquired knowledge in practical (experimental) children's activities.

Equipment: paper clips, glass of water, magnet, coins, cardboard, bowl of water, paper boat, needle.

Progress of the lesson:

Educator: Guys, today we will visit our laboratory and continue our work, we will experiment, do experiments.

Listen to the riddle:

I grab you in a tight hug

Metal brothers I

Children's answers: magnet.

Educator: In the old days they said that there was a huge mountain at the edge of the world, right next to the sea. At the foot of this mountain, a long time ago, people found stones with unprecedented power - to attract certain objects to themselves. Not far from the mountain there was a city in which a brave knight lived. Like all knights, he wore armor made of iron, and therefore was not afraid of anything, neither enemy arrows nor wild animals. He walked boldly wherever he wanted. There was only one place I had never been to before - near that very mountain. Since childhood, his mother told him that not a single knight passed her can't pass. The mountain attracts them to itself and never lets go. But the knight was very brave, and he was curious about what kind of witchcraft was hidden in this place, so he bet, past the mountain will pass and will return to the city safe and sound. But no matter how strong and brave the knight was, the mountain still pulled him to itself. The knight was not only brave, but also smart. He found a way to free himself from her and freed all the knights.

Guys, what was the name of this mountain?

Expected responses from children.

Educator: What way did the knight find to free himself from this mountain?

Children's answers: Took off his armor.

Educator: Guys, look what I found near the mountain (showing magnet) .

Here in front of you is an ordinary one magnet,

He keeps many secrets within himself.

What does it feel like?

Children's answers: Hard, cold, heavy, smooth.

Educator: What objects does it attract? magnet?

Children's answers: Metal.

Physical education minute.

Tick-tock, tick-tock

Who in the house can do this?

This is the pendulum in the clock,

Beats every beat (Tilts left and right.)

And there is a cuckoo sitting in the clock,

She has her own hut. (Children sit in a deep squat.)

The bird will crow for time,

He'll hide behind the door again, (Squats.)

The arrows move in a circle.

They don't touch each other. (Rotate your body to the right.)

You and I will turn around

Counterclockwise. (Rotate your body to the left.)

And the clock goes, goes, (Walk in place.)

Sometimes they suddenly fall behind. (Slow down your walking pace.)

And sometimes they are in a hurry,

It's like they want to run away! (Running in place.)

If they don't get started,

Then they completely stand up. (Children stop.)

Children and their teacher begin experimenting.

Educator: Guys, do you know how to get a metal object from the bottom of a glass without getting your hands wet? Now we will try to do this.

Children spend magnet along the wall of the glass and take out a paper clip.

Experiment result: Magnetic force passes through the glass.

« Magic magnet» . There is a coin on the cardboard, and under it magnet. Children

move magnet, the coin also moves.

Experiment result: Magnet works through cardboard.

In front of the children there is a bowl of water with a boat in it.

Educator: Why did the boat suddenly start floating on the water?

Children's answers: There is a metal needle attached to it, magnet pulls her towards him and leads the boat.

Educator: But we didn’t touch magnet to the needle?

Means, magnet can operate at a distance.

check it property on their boats. Children guide a boat on the water.

Experiment result: Magnetic force acts at a distance.

Municipal autonomous preschool

educational institution

Kindergarten No. 15 “Crane” of a general developmental type

With priority implementation activities on

artistic and aesthetic direction of development of students

"The magical properties of magnets"

Compiled by:

Bunina Liliya Valerievna

Berezovsky GO

Project “The Magical Properties of Magnets”

Project type: informative - research.

Project participants:

Children, teachers, parents of the preparatory group.

Children's age: 6-7 years.

Short-term project: one week.

Relevance:
In modern society, a creative personality is in demand, capable of active knowledge of the environment, manifestation of independence, and research activity. Therefore, already at preschool age it is necessary to lay the fundamental foundations of a personality that exhibits an active research and creative attitude to the world. Scientists who studied experimental activities (N.N. Poddyakov, A.I. Savenkov, A.E. Chistyakova, O.V. Afansyeva) note the main feature cognitive activity: “the child learns about an object in the course of practical activities with it... And mastering the methods of practical interaction with the environment ensures the child’s worldview.” This is what active implementation is based on children's experimentation in the practice of working with preschoolers.

A preschool child by nature is characterized by an orientation towards understanding the world around him and experimenting with objects and phenomena of reality.

Experimentation as a specially organized activity contributes to the formation complete picture the world of a preschool child and the foundations of his cultural knowledge of the world around him.

The Federal State Educational Standard for Education says: “... Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.)"

The development of children's ability to experiment is a specific system that includes demonstration experiments carried out by the teacher in specially organized activities, observations, and laboratory work performed by children independently in the spatial-subject environment of the group.

Experimentation has a positive impact on emotional sphere child, for development creativity, on developing labor skills and improving health (by increasing the overall level of physical activity).

Problem:
In reality, this method (experimentation) is used unjustifiably rarely in preschool educational institutions. Despite many positive aspects, it has not yet become widespread.

Objective of the project:

Expanding children's knowledge about the world around them through experimental activities, developing curiosity, activity, and knowledge about science.

Project objectives:

Expand children's understanding of the physical properties of the world around them;

Develop ideas about the physical phenomenon - magnetic attraction;

Form ideas about a magnet and its properties of attracting objects; identify materials that may become magnetic; separate magnetic objects from non-magnetic ones using a magnet;

Study the influence of magnetism on various objects;

To develop experience in following safety rules when conducting physical experiments;

Develop an emotional and value-based attitude towards the world around you;

To develop the intellectual emotions of children: to create conditions for the emergence of surprise in relation to the observed phenomena, for awakening interest in solving assigned problems, for the opportunity to rejoice at the discovery made.

Form in children different ways knowledge that is necessary

for solving cognitive problems;

Teach children to purposefully find answers to questions - to do

assumptions, means and methods for checking them, to implement this

check and draw adequate conclusions.

Expected results:

Formation of prerequisites for search activity and intellectual initiative in children. The ability to identify possible methods of solving a problem with the help of an adult, and then independently. Ability to apply methods that contribute to solving a given problem using various options. The desire to use special terminology, conduct a constructive conversation in the process of joint and then independent research activities. Increased level of curiosity and observation. Activation of children's speech, replenishing vocabulary with many concepts. The desire to independently draw conclusions and put forward hypotheses.

Methods and forms of work:

Observations.

Experimentation.

Study.

Teacher's story.

View presentations.

Watching cartoons and educational films.

Reading educational literature.

Problem situations.

Simulation of experiments.

Project implementation stages:
Stage 1 - Organizational and diagnostic

Forms of work:
1. Analysis of scientific and methodological literature.
2. Monitoring at the beginning of the project.
3. Development of a long-term plan for working with children and parents.
4. A selection of experiments with a description of their implementation.
5. Organization of a subject-development environment.
Contents of activity:
Determination of relevance, problem, goal.
Observation, conversations, conducting diagnostic situations with children, results of initial monitoring.
Creating conditions for children's experimentation: selection of equipment for conducting experiments.
Stage 2 - Formative

Forms of work:
Implementation of a long-term plan for working with children and parents.
Contents of activity:
1. Organization of a subject-development environment (mini-laboratory with the equipment necessary for experiments).
2. Working with children:
educational situations, experiments, experiments, individual work with children, independent experimental activities, didactic games, research activities while walking, conversations, watching presentations, cartoons.
3. Working with parents:
Questionnaires, consultations, information booklets, conversations, homework.
Stage 3 - final

Forms of work:
1. Monitoring at the end of the project.
2. Comparative analysis of the results.
3. Prospects.
Contents of activity:
Observation, conversations, conducting diagnostic situations with children, monitoring results at the end of the project, designing the photo exhibition “How we conduct our experiments”, creating collections of magnets “Cities” and “Animals”

Expected Result:
1. Shows a stable cognitive interest in experimentation;
2. Puts forward hypotheses, assumptions, and methods for solving them, making extensive use of argumentation and evidence;
3. Independently plans upcoming activities; consciously selects objects and materials for independent activities in accordance with their qualities, properties and purpose;
4. Shows initiative and creativity in solving assigned tasks;
5. In dialogue with adults, explains the course of activities and draws conclusions.

Long-term planning "Little Explorers"
“Magnet and its properties. Experimenting with a magnet"

Bibliography:

1. “The unknown is nearby: entertaining experiments and experiments for preschoolers" O.V. Dybina, N.P. Rakhmanova, V.V. Shchetinina. –M.: Sphere shopping center, 2005. 2. "Natural science observations and experiments in kindergarten." Plants. children's encyclopedia by A. I. Ivanov – M.: Sphere shopping center, 2004.

3.Poddyakov A.I.“Combinatorial experimentation of preschoolers with a multiconnected object - a “black box” Questions Psychology, 1990 No. 5.

4. Poddyakov N.N.“Creativity and self-development of preschool children. Conceptual aspect" - Volgograd: Peremena, 1995.

5.Prokhorova L.N., BalakshinaTA. " Children's experimentation is a way of understanding the world around us", " Formation the beginnings of the ecological culture of preschool children" (from the experience of kindergarten No. 15 "Podsolnushki" in Vladimir) Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.

Applications

Questionnaire “Study of cognitive interests”

30-22 points - the need is strongly expressed;

21 -18 points - the need is moderately expressed;

17 points or less - the need is weakly expressed

Card index of experiments

Experience No. 1

"Magnet is a magician»

Description. The children are greeted by a magician and shown the “picky goose” trick.

Magician: Many people think the goose is a stupid bird. But that's not true. Even a little gosling understands what is good and what is bad for him. At least this baby. He had just hatched from the egg, but he had already reached the water and swam. This means that he understands that walking will be difficult for him, but swimming will be easy. And he knows about food. Here I have two cotton wool tied, dip it in mustard and offer the gosling to taste it (a stick without a magnet is brought up) Eat, little one! Look, he turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let’s try dipping another cotton wool into the jam (bring a stick with a magnet). Yeah, I reached for something sweet. Not a stupid bird

Why does our little gosling reach for jam with its beak, but turns away from mustard? What is his secret? Children look at a stick with a magnet at the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in its beak.

The magician shows the children pictures of animals and asks: “Can my animals move on their own?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edges. Places the figures on the box and moves the magnet inside the box. Why did the animals start moving? Children look at the figures and see that there are paper clips attached to the stands. Children try to control animals. A magician “accidentally” drops a needle into a glass of water. How to get it without getting your hands wet? (Bring the magnet to the glass.)

Children themselves take out various objects from the water using a magnet.

Experiment No. 2 “Catch it, fish”

Description. The fishing cat offers children the game “Fishing”. What can you use to catch fish? They try to catch fish with a fishing rod. They find out whether any of the children have seen real fishing rods, what they look like, what kind of bait is used to catch fish? What do we use to catch fish? Why does she hold on and not fall? They examine the fish and fishing rod and find out that they have metal plates and magnets. What objects does a magnet attract? Children are offered magnets, various objects, and two boxes. In one they place objects that are attracted by a magnet, and in the other - those that are not. A magnet only attracts metal objects. Why does a person need a magnet? How does he help him?

Experience No. 3“What materials does a magnet attract?”
Take items made from different materials: a piece of cloth, a piece of paper, a wooden toothpick, an iron clip, a stone, a glass ball, an aluminum lid, etc. Invite the children to take turns bringing the magnet to them. Which of these materials will be attracted to a magnet?

It's usually a big discovery for children that not all shiny things are made of iron. It turns out that not everything they are used to calling “hardware” (and this includes aluminum, nickel, and other metals) does not attract a magnet.

Conclusion:

A magnet only attracts iron.

A mindfulness challenge.

Pour semolina into a bowl and bury paper clips in it. How can you quickly collect them? In response, children can offer several options: by touch, sift, or use the property of a magnet that we just determined to attract everything iron.

Experiment 4. “Magnets act at a distance.”

Draw a line on the paper and place a paper clip on it. Now slowly move the magnet towards this line. At some distance from the line, the paperclip will suddenly “jump” and stick to the magnet. Mark this distance.

Carry out the same experiment with other magnets. You can see that some of them are strong - they magnetize a paper clip from a longer distance, others are weak - they magnetize a paper clip from a close distance. Moreover, this distance does not directly depend on the size of the magnet itself, but only on its magnetic properties.

Conclusion:

There is something around a magnet that can act on objects at a distance. This something was called a "magnetic field".

Intelligence challenge.

Pour two centimeters of water into a bowl. And throw a paperclip at it. How can you remove a paperclip from the water without getting your hands (or any other objects) wet? Children who closely followed previous experience, they will immediately guess that this can be done with a magnet, using its property of acting at a distance.

Experiment 5. “Magnetic properties can be transferred to ordinary iron.”

Hang a paperclip from a strong magnet below. If you bring another one to it, you will find that the top paper clip magnetizes the bottom one! Try making a whole chain of these paper clips hanging on top of each other.

If the magnet is removed, all the paper clips will fall apart. But try to bring any of these paper clips to another - you will see that the paper clip itself has become a magnet!

The same thing will happen with all iron parts (nails, nuts, needles) if they remain in a magnetic field for some time. The atoms inside them will line up just like the atoms in magnetic iron, and they will acquire their own magnetic field.

But this field is very short-lived. Artificial magnetization can be easily destroyed if you simply hit the object sharply. Or heat it to a temperature above 60 degrees. The atoms inside the object will lose their orientation, and the iron will again become normal.

Conclusion:

A magnetic field can be created artificially.

Lesson notes on experimentation

V preparatory group

“Amazing items. World of Magnets"

educational field: cognitive development

Tasks:

1. Introduce children to the concept of “magnet”, to the poles of a magnet, to the properties of magnets.

2.To develop the ability to acquire knowledge through practical experiments.3. To develop children's attention, thinking, ability to analyze and generalize4. Update knowledge about the use of magnet properties by humans.5. Develop skills of cooperation and mutual assistance.6. Cultivate an interest in experimenting and making devices with your own hands.

Equipment and materials:

Handout : A magnet without marked poles and two magnets with marked poles. Containers with paper clips, metal bolts, washers, aluminum and copper wire. Items made from different materials (plastic, rubber, wood, iron, glass), stones. Plates: wood, plastic, cardboard, glass. Glass of water; strip of cardboard pencil, containers with sand.

Demo material:

Globe, candle with matches, tweezers, objects made of different materials (plastic, rubber, wood, iron, glass).

For physical education, blue and red ribbons, flags (blue, green, yellow)

Progress of the lesson

1. Organizational moment.

Educator: Guys, there is a globe in front of you. What is shown on the globe? (children's answers) What countries do you know? (children's answers) There is another country, but you will not find it on the globe, since it is covered with a magic blanket. And it is called the land of “Knowledge”. In this country, people study various sciences, conduct research and make important discoveries necessary for humanity. To us from this magical land the mail has arrived. Want to know what the letter says?

This is a story-legend about the origin of the magnet.

“In ancient times, on Mount Ida, a shepherd named Magnis tended sheep. He noticed that the iron-lined sandals and the wooden stick with an iron tip were sticking to the black stones that lay in abundance under his feet. The shepherd turned the stick upside down and made sure that the tree was not attracted by strange stones. I took off my sandals and saw that my bare feet weren’t attracted to me either. Magnis realized that these strange black stones did not recognize any other materials except iron. The shepherd took several of these stones home with him and amazed his neighbors. The name “magnet” came from the name of the shepherd.

Educator: Today we will get acquainted with such a familiar but very surprising object - a magnet. The extraordinary ability to attract objects to itself has always aroused people's interest. Let's go to the laboratory and take a closer look at the properties of magnets. With the help of experiments and experiences, we will try to figure out what a magnet is.

2. Main part

1.Experience “Magnetic Poles”.

Educator: Each of you has a magnet. Let's join our magnet on different sides with the magnet of our neighbor. Let's see what happens.

(Children note that the magnets either connect or repel each other.)

Educator: That's right. This is due to the poles of the magnets. On one side of the magnet there is a “north” pole, and on the other there is a “south” pole. Where else could the “south” and “north” poles be?

(children’s answers: Our planet has Earth.)

Educator: Show the geographic poles of the Earth on the globe and mark the “south” pole with a red circle, and the “north” pole with a blue circle.

Educator: Tell me, guys, what shape is our Earth?

(children's answers)

Educator: Why don’t people, objects, houses fall from it?

(children’s answers: The Earth attracts everything to itself.)

Educator: The Earth, like one big magnet, attracts everything to itself, it has magnetism.

When do magnets attract and when do they repel?

(children’s answers: When we connect the “north” and “south” poles, the magnets attract. The north poles repel each other and the south too.)

Conclusion: When magnets are connected to each other by different poles, the magnets begin to become friends. And if magnets are connected by identical sides - poles, then they run away from each other and do not want to be friends.

2. Experience with various objects

Educator: In front of you are boxes with various materials of different quality, a magnet, a sheet of cardboard on which I graphically depicted these objects. Your task is to bring the magnet to each object one by one and determine whether it is attracted or not. Then, with a pencil, mark on the sheet with a “+” sign those objects that are attracted. Place objects that are attracted to the right side. Those that are not attracted - to the left.

Equipment for each child:magnet, container with objects (paper, coins, wire, fabric, wooden stick, paperclip, button, rubber eraser, glass, stone.

Conclusion: Some metallic objects are attracted to a magnet, but non-metallic objects are not attracted to it. But a magnet only attracts certain metals. But aluminum, nickel and some others are not.

3. Experience “The magnet is afraid of fire.”

Educator Guys, I have a candle on my table. Now, using tweezers, I will heat up my magnet. What do you think will happen to the strength of the magnet? (children's answers). Now we will check your assumptions. Watch what happens when I put a magnet near metal paper clips.

(Children note that the magnet has lost its strength).

Conclusion: When a magnet or magnetized metal objects become hot, they lose their attractive force. Magnet is afraid high temperature. Fire takes away his magnetism.

Physical education lesson “Magnetic men”

Educator: On your table there are ribbons of red and of blue color: These are your poles. Take them and form a circle: you will move in a large circle. I will be in the center of the circle. When I show the red flag - the “south pole”, the “north poles” will be attracted to me. When you see a blue flag, the “south poles” are attracted to me. When you see a yellow flag (this is fire), then squat down (the magnet is afraid of fire, high temperature)

4. Experiment “Does a magnet act through other materials?”

Educator: And now I suggest you check whether the magnet acts through other materials. In front of you Plastic container filled with paper clips, glass jar with buttons. We bring the magnet to the container and look - does it attract through glass and plastic? Yes. Now let's check - does a magnet work in water?

Conclusion: The force of a magnet acts through glass, plastic, paper, wood.

Educator: And now I suggest you play game "Treasure Hunters"" You need to find hidden metal objects in the sand using a magnet.

Conclusion: The magnetic force acts through water and solids.

6. Experience: “Can a magnet transfer its properties to ordinary iron?”

Educator: Guys, I scattered iron clips on the table. Now we will try to bring a magnet to a paper clip. Look - she stuck to her, and the others followed her. Why do you think this happened?

(Children's answers: the paperclip was magnetized and became a magnet itself.)

Conclusion: The magnet transfers its properties to the iron: the paper clip itself became a magnet, and therefore other paper clips were also magnetized to it. But if we remove the strong magnet, the paper clips will fall apart because the magnetic field has disappeared.

3. Final part

Educator: Our research is nearing completion. Let's remember what properties of magnets we got acquainted with? I invite you to answer my questions using your magnets. I remind you of the properties of a magnet. If I'm right, then you raise the magnet, and if I'm wrong, then correct me.

Every magnet has a "North" and a "South" pole (magnet display - yes). Planet Earth also has “North” and “South” poles (magnet display - yes). If magnets are connected with equal poles, they attract each other (No. Magnets attract each other if they are connected by different poles) When heated, the strength of the magnet increases (No. When heated, the magnet's strength disappears.) The magnet does not attract wood, stones, plastic, sand, or water. (magnet display - yes). A magnet attracts all metals to itself (No. A magnet only attracts iron, but does not attract copper, aluminum, or nickel). There is something around the magnet that can affect objects at a distance. And this is called a magnetic field (magnet display - yes). Magnet transfers its properties to ordinary iron (magnet display - yes).

Conversation about the benefits of magnets

Educator: A man came up with the idea of ​​​​using the useful qualities of a magnet, for example - magnetized scissors, what do you think, for what?

Children: To find small objects that are lost.

Educator: Correct. What other benefits do magnets bring to our lives?

Children: Fridge magnets. Toys with magnets, magnetic board, etc.

Educator: Well done. People have come up with a very useful item, the compass. Who knows why a person needs a compass?

Children: A compass helps people navigate the terrain.

Educator: That's right, Nowadays there is computer navigation, but before people simply needed a compass. People on the open sea, taiga dwellers, and rescuers in the mountains really needed to determine the cardinal points. And here the compass came to their aid. The compass needle always points north. Knowing where the cardinal points were, people could easily determine where to go next.

The ability of magnets to repel is used on railways in China and Japan. Some high-speed trains do not have wheels: powerful magnets are installed inside the train and on the rails, which are turned towards each other with identical poles. Such trains practically fly above the rails and can reach enormous speeds.

Card index of didactic games

The game “Attracted or not attracted”

The teacher is a “magnet”. Children are “objects made of different materials.” The teacher names the material from which the children are made. Depending on this, children are either “attracted” or “repelled.”

Game “Determine whether the object is attracted?”

The teacher throws the ball to each child in turn and names various objects. The child must say whether the object is attracted to the magnet or not.

Game "Labyrinth". Labyrinth on cards. The magnet under the card causes the metal ball to move.

Game "Magnetic Stories" The child lays out a plot from magnetic pictures on the playing field and composes a story based on the pictures.

Game "Magnetic Mosaic" Using magnetic parts, various figures, objects, and pictures are created.

Game “Magnetic constructor “Cosmos”. The details of the designer are laid out on the drawing diagram, space technology and a space landscape are created.

A game“Let’s dress the doll for a walk” Children dress the doll depending on the time of year.

Conversations about magnets

History of magnets.

The entire world, from giant nebulae to elementary particles, is magnetic. A great many magnetic fields intersect in the universe and on Earth as well. Magnets are around us: an electric razor and a microphone, a tape recorder and a computer, a refrigerator and a jar of nails... We ourselves are also magnets. The Earth is a giant blue magnet. The Sun is a yellow plasma ball - an even more grandiose magnet. Galaxies and nebulae are magnets of incomprehensible size. Magnets occupy an important place in the development of technical thought of mankind. Natural magnets are pieces of magnetic iron ore, magnetite. Since ancient times, its ability to “love” iron has been noted. The first mentions of magnets are found in Central America, Asia and China. They knew about magnets in Ancient Greece and Ancient Rome. The word "magnet" comes from the name of the province of Magnesia in Ancient Greece. In this province, a lot of magnet was mined from a mountain that was often struck by lightning. By the way, Magnitnaya Mountain in the Urals is also famous for this. And it consists almost entirely of magnetite. In both Asia and Europe, magnetic stone was used for orientation as a compass. The magnetic force attracted not only sailors, but also builders who dreamed of creating a temple where the statue could float in the air thanks to a huge magnetic vault. People first used natural permanent magnets. Then man-made magnets appeared. Scientists noticed that many iron columns that stood vertically acquired the properties of magnets. The same thing happened with the giant steel hulls of ships, which were magnetized due to the Earth’s magnetic field. The first artificial magnets were obtained by rubbing. At the same time, substances that were easily magnetized were also easily demagnetized and vice versa. They were called magnetically soft and magnetically hard substances (iron and steel). Then people noticed that if tungsten was added to iron, the properties of the magnet improved. The addition of cobalt further improved the properties of artificial magnets. Then the alnico alloy (aluminum, nickel, cobalt) appeared. The next alloy was Magnico (iron, cobalt, nickel). Barium oxide alloys became even stronger. The magnet has become indispensable in human daily life in all its areas.

Use of magnets.

Magnets are used to hold objects; separation of objects; control over objects; transportation of objects; lifting objects; converting electrical energy into mechanical energy; converting mechanical energy into electrical energy. In doing so, you can discover hundreds of ways to use magnets. Sample list use of magnets.

Inside the home. Headphones; stereo speakers; handset; electric bell; refrigerator door holder; disk drive and computer hard drive; audio equipment; video equipment; magnetic strip on a bank card; TV magnetic systems; fans; transformers; magnetic locks.

Inside the engines. Motors for rotating CD and DVD discs; motors for audio equipment; motors for video equipment; pump and timer in the dishwasher; pump and timer in the washing machine; compressor in the refrigerator; Electric Toothbrush; motor for a vibrator in a cell phone.

In the car. Starter motor and starter relay; internal motor fan; door locks; window lifters; side mirror adjuster; pump for cleaning fluid; speed sensors; alternator.

Magnetism and magnets.

Magnetism. This is a force that acts over a distance and is caused by magnetic fields. Magnetism is closely related to electricity, which is why you can often hear electromagnetism.

Magnet. This is a body made of a certain material that creates a magnetic field and can attract other bodies. Magnets are made up of millions of molecules arranged in groups called domains. If the domains can be oriented in the same direction, the object will be magnetized. If the domains are in a disordered state, their magnetic fields are multidirectional, then these materials will not be magnetized. Each magnet has a north (N) and a south (S) pole. Scientists agreed that the magnetic field lines come out of the “north” end of the magnet and enter the “south” end of the magnet. If a large magnet is broken into two smaller pieces, each piece will have a “north” and a “south” pole. There are no magnets with one pole.

Main types of magnets. Permanent (natural) magnets; temporary magnets; electromagnets.

Natural magnets. Natural magnets, called magnetic ore, are formed when ore containing iron or iron oxides is cooled and magnetized by the earth's magnetism. Permanent magnets have a magnetic field in the absence of electric current because their domains are constantly oriented in the same direction. This is iron.

Temporary magnets. These are magnets that act as permanent magnets only when they are in a strong magnetic field, and lose their magnetism when the magnetic field disappears. These are paper clips and nails.

Electromagnets. They are a metal core with an induction coil through which electric current passes.

A magnetic field. This is the area around the magnet, within which the influence of the magnet on external objects is felt. Human senses are unable to detect a magnetic field. However, auxiliary devices prove that a magnetic field exists (an experiment with iron filings on a sheet of paper with a magnet under the sheet).

Consultation for parents“What you shouldn’t do and what you should do to maintain children’s interest in cognitive experimentation.”

What do we have to do?

1. Encourage children's curiosity and always find time to answer children's “why?” "2. Provide the child with conditions for acting with different things, objects, materials.3. Encourage the child to experiment independently with the help of a motive.4. For safety reasons, there are some prohibitions on children’s actions; explain why this should not be done.5. Encourage your child for demonstrating independence and ability to explore.6. Provide the necessary assistance so that the child does not lose the desire to experiment.7. Teach your child to observe and make assumptions and conclusions.8. Create a situation of success.

What not to do?

1. You cannot brush aside children’s questions, because curiosity is the basis of experimentation.2. Can't refuse joint activities with the child, since the child cannot develop without the participation of an adult.3. You cannot limit a child’s activities: if something is dangerous for him, do it with him.4. It cannot be prohibited without explanation.5. Don’t criticize or scold your child if something doesn’t work out for him, it’s better to help him.6. Breaking the rules and childish pranks are two different things. Be fair to your child.7. Do not rush to do for your child what he can do himself. Be calm and patient.8. Children can be impulsive, be patient and calm with them.

Mamontova Olga Ivanovna, teacher, municipal preschool educational institution "Children's
a general developmental garden with priority implementation of cognitive and speech development
pupils No. 38 "Gvozdika" village. Kochubeevsky Kochubeevsky district
Educational – research project
"Magic Stone Magnet"
Project participants:
Educator: Mamontova O.I.,
children, parents of the Pochemuchki group

MDOU No. 38 “Gvozdika”
Topic: Creation of a mini museum “Magic Stone Magnet” as
a means of developing collective research skills among
preschool children.
Relevance of the project:
This topic is relevant because
what's in the educational process
experimentation is a learning method that allows
child to model in his mind a picture of the world based on
own observations, experiments, establishing interdependencies,
patterns. Children actively work with a magnet, without thinking about it
properties, history of appearance, significance in human life.
In preschool age, in the process of development of cognitive activity in
the child develops a desire to learn and discover as much as possible
more new.
Problem: Federal State Requirements require
comprehensive harmonious development of preschool children. Magnet Study Topic
and its application has become relevant. Child accessible magnet
universal material, widely used in children's toys,
designers. Children actively work with a magnet, but despite this, they have
There is insufficient knowledge about magnets, their properties and uses. Children have
desire and need to use objects made from
magnet. To do this, interest parents in joint experimental
activities with children, involve them in creative homework,
involve in active participation in enriching the subject-development environment,
to foster vital activity in children and parents.
Project goal: Development of the child’s cognitive activity in the process
formation of ideas about a magnet, its properties and use in
medicine, technology, everyday life and in the group.
Tasks:
 Introduction to the concept of “magnet”;
 Introduce the history of the appearance of the “magnet”;
 Formation of ideas about the properties of a “magnet”;
 Updating knowledge about the use of magnet properties by humans;
 Formation of skills to acquire knowledge through conducting
practical experiments, draw conclusions, generalizations;
 Developing skills of mutual assistance and cooperation.

 Develop cognitive activity children, research
activity, curiosity, observation, fine motor skills
hands;
 Activate the child’s personal position
 Promote the active participation of each child in the decision
problematic situations.
 Expand children’s vocabulary (words “magnet”, “attracts”,
“repels”, “magnetic field”, etc.)
 Expand and deepen the child’s knowledge and ideas about others
his subjects.
 Cultivate attentiveness, accuracy, caution when working with
dangerous objects.
Object: Magnet and an idea of ​​what a magnet can do.
Subject: Creation of psychological and pedagogical conditions for development
skills of collective research activities in preschool children
age.
Project implementation stages
Stage 1 – motivationally indicative (preparatory).
Motive for creative, educational and research activities
preschooler for us, teachers, is developmental and educational
task, but for the child this is a “problematic issue” that he himself “invented”
and “voiced.” Here we point out that the problem lies in
basis, must be “clear”, that is, the child must have an objective
the possibility of resolving it. And this is important for us, because in determining our
problem, the child ceases to be a performer of individual tasks. He
can move forward meaningfully, feeling important, having
the opportunity to choose your own path.
Stage 2 – search
As a result of the question and answer conversation organized by the teacher,
We draw up a work plan for each research topic.
In some cases, this plan is directly related to issues on
which the child needs to answer. But often children need
determine what knowledge, skills, materials they have for
solutions to your problem. We ask them questions: what do they need?
figure out what to learn, what work to do, what to do
required? At this stage, the task and different types of work are trying
distribute in accordance with children's interests, their capabilities,
priorities for their development. Here children put forward hypotheses and
Action plans are drawn up, which we try to make clear.
This is necessary in order to preserve what is planned in the minds of children, to remember
problem of your work.
Stage 3 – practical

Here we try to teach children to plan using certain tasks.
your upcoming work, organize working together in pairs, in
group, i.e. work in a team. And also do not deviate from the planned plan.
We offer children the following combinations of questions: where to start
work; what seems important to you: speed of execution, accuracy,
interesting, beauty; tell us in order how you will act; What
do you need it for your work?
Hypothesis:
If we create psychological and pedagogical conditions for the organization
mini museum “Magic Stone Magnet”, then for children:
 There is a steady interest in studying this topic in various
types of activities:
 Research skills will be developed:
 Social activity and ability to work in a team of children will increase
and ultimately this will lead to increased cognitive
children's activity,
skills
research activities.
formation of initial
Application of various effective methods on familiarization with
properties of a magnet,
increases children's interest in the environment
reality, the desire for independent knowledge.
Project participants: children senior group, group teachers, parents
pupils.
Tasks for teachers:
1. Based on the studied problems of children, the goal of the project was set.
2. Developing a plan to achieve the goal (discussing the plan with parents).
3. Drawing up a project plan.
4. Collection, accumulation of material.
5. Inclusion in the plan of a joint activity project diagram,
experiments and other types of children's activities.
6. Enrichment of the subject-development environment
7. Creation of the mini-museum “Magic Stone Magnet”
8. Release a photo album “Why do we need a magnet”;
9. Replenishment of the card index of experiences and experiments with new materials;
10. Presentation of the project.
Tasks set for children:
1. To consolidate children’s knowledge of magnets (What is a magnet?, how did it appear
magnet?, what types of magnets are there?, properties of a magnet, experiments with
magnet).
2. Develop cognitive interest in research activities,
desire to learn new things.
3. Develop children’s coherent spoken language by activating new ones
in words (magnet, attracts, repels, magnetic field)

4. Build research skills.
5. Develop the ability to work in a team, the desire is shared
information, participate in joint experimental
activities.
6. Arouse the desire to work together with parents.
Tasks set for parents:
1. Help children obtain the necessary information on the topic of the project.
2. Participation in the organization of the mini-museum “Magic Stone Magnet”;
3. Design of the photo album “Why do we need a magnet”;
4. Active participation in enriching the subject-development environment;
5. Collection, accumulation of material

Magnet strength
Project work flow chart
A magnetic field
Properties
magnet
What's happened
magnet?
Magnet shape
Magnet poles
Magnet
attracts
iron
items
Application
In industry
Technique
Story
appearance
magnet

At home
Medicine

Presentation of the project “Magic Stone Magnet”
Goal: Development of cognitive activity of children in the process of formation
ideas about a magnet, the history of the appearance of a magnet, its properties,
use in medicine, technology, everyday life and in groups.
Tasks:
 systematize children’s knowledge about magnets and introduce them to history
the appearance of a “magnet”; formation
ideas about properties
“magnet”; updating knowledge about the use of magnet properties
by a person;
 develop logical thinking,
communication skills;
form
observations,
experimentation, drawing conclusions, generalizations, curiosity,
observation, fine motor skills;
 cultivate attentiveness, accuracy, caution when working with
dangerous objects, developing mutual assistance skills and
cooperation;

children's knowledge of
basis
Expected Result:
 children will gain experience in research activities, in
putting forward hypotheses and choosing methods for confirming them;
 Learn to actively and kindly interact with
peers and adults when conducting
teacher,
research activities;
 will be able to independently make their own conclusions about
based on research.
Equipment: “magic” ball, laptop, projector, package with
sound writing and “magic stone”, caps, magnets, cards
with images of objects, mittens, metal objects,
container with water.
Approximate course of the event.
Dear guests, today we invite you to the presentation
project "Magic Stone Magnet". The guys and I have been for a long time
time to get acquainted with the magnet, study the properties of the magnet,
investigated the magnet, and today we will show our result.
Organizational
Guys, enter the hall to the music.
(The teacher invites the children to go onto the carpet and line up
in a circle)
Guys, we have guests today. Let's welcome them and
let's smile at them.

All the children gathered in a circle
You are my friend and I am your friend
Let's hold hands together and smile at each other.
2. Parcel from the postman.
Guys, on the threshold of your kindergarten I met the postman, he
handed over a parcel for the children of the senior group “Pochemuchki”
(Children sit on the carpet and examine the contents of the parcel.)
The teacher is surprised by the unusual stone and offers
listen to the audio message.
3. Letter from Luntik.
"Hello guys! One day I found this stone on the path. My
friends said that it was not simple, but magical. I know you are a lot
you study and already know a lot. Help me find out what this one is called
stone, why it is called “magic” and why it is needed. I'm waiting for yours
answer. Your Luntik."
Guys, how can we help Luntik?
I suggest you explore the Luntik stone, find out everything about it and
send him the same audio message.
Let's take a closer look at the stone sent by Luntik. How
it is called? (Children's answers)
(The teacher invites the children to sit on chairs)
And Alina Svitenko will tell us what a magnet is...
A magnet is a stone that can attract metal objects.
A magnet has a north and south pole. Even if you break a magnet, it will
there will still be north and south poles. A magnet only attracts
objects made of iron and steel. The area around the magnet is called
magnetic field. This is the zone in which the force of its attraction acts. Force
which attracts objects is called magnetic force.
Reading the poem “Magnet”:
Mommy and I are craftsmen:
We are doing sewing.
Either with needles or knitting needles
We sew clothes all day.
And yesterday it was completely by chance
We lost the needle.
They searched for her all day
And they came up with a game.
If we take a magnet
He pulls and beckons.
Found everything under the bench
And rings and a pin.
Even in cracks and dust
Dad's nuts were found.
It turned out to be a whole holiday.
What a prankster magnet!

Educator: Guys, do you know where the magnet came from? One
Artem will tell us an old legend about the appearance of a magnet.
The legend of the appearance of the magnet
In ancient times, on Mount Ida, a shepherd named Magnis tended sheep. He noticed,
that his sandals, lined with iron, and a wooden stick with an iron
the tip sticks to the black stones that lay in abundance under
feet. The shepherd turned the stick upside down and made sure that the tree
not attracted to strange stones. I took off my sandals and saw that they were barefoot
the legs are not attracted either. Magnis realized that these strange black stones
do not recognize any other materials except iron. The shepherd captured
took several of these stones home and amazed his neighbors. On behalf of
shepherd and the name “magnet” appeared.
Educator: We have already answered one of Luntik’s questions - this stone
called a magnet.
Educator:
Guys, you and I in the group have been studying magnets for a long time. Tell,
what properties does a magnet have?
Dear guests, I suggest you look at the photographs of how the children studied
properties of a magnet in a group.
View photos "Experimenting with a magnet"
Educator: And to answer Luntik’s second question “Why
the stone is called magic” I suggest you listen to our young
researchers in the laboratory.
4. Laboratory.
“Here is a magic magnet in front of you. He keeps many secrets within himself.”
What do we know about the properties of a magnet?
How can these properties be checked?
So we'll check it now. “The important thing is Experiment!
Every moment of it is interesting to us.”
Experiment No. 1 “Magnet attracts metal objects” Lisa Borkanova
“I got into trouble. My dog ​​stole everything from me
metal parts mixed them up with plastic, rubber and
wooden ones and hid them under the bed.
I was very upset because I couldn’t cope on my own, but my mother suggested
take a magnet and take them apart. At first I was surprised how this stone could
help? Mom said: to do it right, you need to use
magnet.
So I'll check it now. “The important thing is Experiment!
(Lisa takes the magnet and uses it to independently remove it from the box
iron objects.)

The box contains items made of wood, rubber, plastic, paper,
because they are not attracted to a magnet, they are not made of magnetic
metals
how
Experiment No. 2 “The shape of a magnet and its strength” Surin Sergey
I want to talk about the shape of a magnet and its strength.
Magnets come in different sizes and shapes: horseshoe, rectangle
and circle.
I took one box and put coins in it. I put it in two other boxes
nails and paper clips. If you take a horseshoe-shaped magnet and hold it close to
each of the boxes, you can see how many objects were attracted to it.
You can also use rectangular and round magnets and see
how many objects were attracted to each of the magnets.
Horseshoe shaped magnet attracts more objects,
rectangular. And a rectangular magnet is larger than a round magnet.
Experiment No. 3 “Magnet Poles” Ryabikhin Misha
“I really love playing with magnets. I even came up with a magnetic car.”
(The child shows a toy car with a magnet attached.)
“When I brought the magnet to the car. The car moved forward. (Show
child)
But one day, the car began to move in the other direction. (Showing by a child)
“The magnet is broken,” I decided and was very upset. My mother told me that
a magnet has different poles. When we bring identical poles together -
the car drives away. When we bring different ones together, a car drives up. Here I am
Now I’ll bring the magnet to the machine, and you guessed it – they were different or
identical poles.
6.
Dynamic pause “Magic stone”
And now you and I will relax a little and play.
(The teacher offers to form a circle and informs the children that he will be in
the role of a magnet. Showing a card with a picture of a metal object,
children run up to the teacher, and if the teacher shows a card with
with a picture of another object - the children run away from it).
Educator: Guys, do you know that a magnet has a field? Probably on
Does this field grow cereals?
Magnetic field Fomin Matvey
Cereals do not grow in a magnetic field. The magnetic field is called
space around the magnet. The Earth also has a magnetic field - like -
it's like there's a huge magnet inside of her
5. Focuses.
Educator: And now I want to amuse you.
(The teacher demonstrates a container of water into which he puts
paperclip).
1. “Get a paperclip”

I’ll tell you one very interesting riddle: “How, without getting your hands wet,
get the paperclip out of the water?
To remove a paper clip from the water, you need to lean the magnet against the glass.
at the paperclip level. After she approaches the wall of the glass,
slowly move the magnet up. The paperclip follows the magnet. You can
easy to take out without getting your hands wet.
force, it acts through glass and water. So
So the magnet has
occurs due to underwater magnetism. Magnetic force also acts
under the water.
1. Magic mitten
Guys, now I’ll show you a trick. It's called "Magic"
mitten"
(The teacher puts on two mittens, one of which contains a magnet and
passes over metal objects first with one mitten, where
there is no magnet, and then a second one where there is a magnet. To the mitten with a magnet
all objects were attracted).
Why do you guys think the objects stuck to the mitten?
Well done, guys! You already know a lot about magnets.
6. View photos “We are playing with a magnet”
And now I suggest looking at the photographs “How we play with
magnet"
Educator: So we found out why a magnet is called
magical
7. What is a magnet used for?
All we have to do is figure out what the magnet is for?
Please tell me, did you learn something new and interesting,
where did you get this information from? (They asked adults,
found and read in books, went online, heard on
TV, called a friend, etc.)
Today we have the opportunity to tell our guests about
what you learned in books, on the Internet, from adults.
 Medicine
“The use of magnets in medicine” by Vik Ramonyut
Magnets are used in many medical devices. To create them
High power permanent magnets are used, they allow
achieve a uniform magnetic field without consuming
electricity. Magnets are also very often used in treatment
complex bone fractures. Magnetic method is widely used
removing metal particles from the eye. Magnetic bracelets, beneficial
affecting patients with blood pressure disorders.
 In everyday life: Gelevereva Polina

In audio systems, such as headphones, magnets help create a powerful,
in electric guitars
Our refrigerator doors also have magnets inside to make them better
stuck. It is the magnets that prevent the refrigerator doors from opening and
Press nail polish with magnetic particles tightly. For creatures
pattern, you just need to bring a magnet. Magnets are also used for
fixing cutlery in the kitchen.
Magnets are used in metal detectors. The military is looking for hidden
mines and shells.
8. Reply to Luntik
So we swami answered all Luntik’s questions: what is the name of this
“magic stone”, why is it called magic and what is it for?
needed. We have the opportunity to chat with Luntik on Skype
(Children with the teacher go to the laptop)
Let's say hello and tell Luntik what we learned about
"magic stone"
What is the name of this stone, why is it called “magic”, where
is it used? (Children's answers).
Well done, guys! You did a good job.
9. Answer from Luntik.
“Thank you guys for your help. I told all my friends about
magic stone - magnet and even with its help helped to find a needle
Uncle Shnyuk. You are real Know-It-Alls! Goodbye! Until new
meet!"
10.Result of the lesson. Surprise moment.
Well, guys, it's time for us to say goodbye to the guests. And I prepared for you
another surprise. I want to give you these wonderful magnets. I
I'm sure now you can use it to conduct your own
research, show tricks to your family at home and friends. You
so inquisitive, interesting, smart, kind. Goodbye.

STRUCTURAL DIVISION "KINDERGARTEN "ALENUSHKA"

GBOU secondary school No. 2 named after. V. Maskina railway Art. Klyavlino

IN THE SENIOR GROUP ON THE TOPIC:

"MAGIC STONE MAGNET"

Project leaders:

Educator

Educator

April, 2016

“People who have learned... observations and experiments acquire

the ability to ask questions and get answers to them,

finding himself on a higher mental and moral level

in comparison with those who did not go through such school"

Project passport

Project type

1. By dominant activity: cognitive and research.

2. By duration: short-term (2 weeks).

3. Project participants: senior preschoolers, parents, teachers.

II. Relevance of the project:

This topic is relevant because in the educational process, experimentation is a teaching method that allows a child to model in his mind a picture of the world based on his own observations, experiences, and the establishment of interdependencies and patterns. Children actively work with a magnet, without thinking about its properties, the history of its appearance, or its significance in human life.

In preschool age, during the development process, the child develops a desire to learn and discover as much new things as possible.

III. Problem:

Federal State Educational Standard Preschool Education provides for the complete and harmonious development of the individual, integrated into the world and national culture, possessing key competencies, capable of self-realization and responsible behavior in contemporary society.

According to the Federal State Educational Standard for Additional Education, the educational area “Cognitive Development” includes the development of interests, curiosity and cognitive motivation; development of imagination and creative activity.

A child is born a researcher. His curiosity, desire to observe and experiment, to independently seek new information about the world around him are considered traits of child behavior.

“The best discovery is the one that a child makes himself”

Merson (American poet and philosopher).

Children of senior preschool age show great interest in experiments with magnets, and the topic of studying magnets and its application has become relevant.

Magnet is a child-friendly and universal material, widely used in children's toys and construction sets. Children actively work with magnets, but despite this they do not have enough knowledge about magnets, their properties and uses. Children have a desire and need to use objects made of magnets.

To do this, interest parents in joint experimental activities with children, involve them in doing creative homework, involve them in active participation in enriching the subject-development environment, and cultivate vital activity in children and parents.

IV. Hypothesis:

Let's assume that a magnet is an object that creates a magnetic field, has the property of attracting other objects and is widely used in human life.

V. Project goal:

Development of a child’s cognitive activity in the process of forming ideas about a magnet, its properties and use in medicine, technology, everyday life and in a group.

VI. Project objectives:

Introduction to the concept of “magnet”; Formation of ideas about the properties of a “magnet”; Updating knowledge about the use of magnet properties by humans; Formation of skills to acquire knowledge through practical experiments, draw conclusions, generalizations; Develop children's cognitive activity, curiosity, observation, fine motor skills;

Promote the active participation of each child in solving problem situations; Expand and deepen the child’s knowledge and ideas about the objects around him. Cultivate attentiveness, accuracy, and caution when working with dangerous objects. Developing cooperation skills.

VII. Expected Result:

They will learn to interact with the teacher and peers when conducting; Learn to work independently in a team; There will be a desire for knowledge; Logical thinking will develop, preschoolers’ vocabulary on the topic “Magnets” will be enriched; They will learn to draw conclusions and justify their answer.

PROJECT STAGES:

I. Preparatory – collection of information, material, replenishment of the experimental corner.

II. The main one is developing the content of classes with children, conversations, conducting experimentation classes, independent activity of children in the experimentation corner.

III. Final – presentation of the project, analysis of the results obtained, generalization of experience.

STAGES OF THE PROJECT:

I. Preparatory stage:

1. Development of a project plan for the “Magic Stone Magnet” project.

2. Development of a long-term thematic plan for working with children. Preparation of methodological literature.

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

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

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

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

II. Main stage:

Reading the fairy tale “Dreams of a Magnet.” The legend of the magnet. Presentation “Introduction to the natural origin of magnets.” Learning a poem about a magnet. Watching the cartoon “The Fixies” (“Magnet”, “Compass”). Conducting experiments with magnets. Games with magnetic constructor, alphabet, mosaic. NOD "Journey to the Land of Magnets".

III. The final stage:

Project presentations. Creation of a card index of experiments.

APPLICATION

INTEGRATION OF VARIOUS TYPES OF CHILDREN'S ACTIVITIES

USING A MAGNET IN FREE ACTIVITIES

INDEPENDENT EXPERIMENTS

"DREAMS OF ONE MAGNET"

A large magnet lay on the table and sighed. He was very bored. There was no one to grab and stick to him, but he has such a unique ability, and in vain the magnets inside him stood in rows evenly, like soldiers, and everyone looked in one direction, without moving.

Magnet was very proud of his magnets. He considered himself a little related to the light and its Lights. After all, it also consisted of many tiny particles, only they, unlike Svetikov, were obedient, stood quietly and calmly, did not fly anywhere, even looked in one direction. Any metal has such magnets, but everyone looks in different directions and doesn’t listen. And here, such power! Because everything is together. Once they grab someone, they won’t let them go. It's just a pity that they can only grab iron.

What if you heat them up? Maybe then they will become stronger and begin to grab and magnetize everyone?

The magnet almost jumped at the thought. What an idea! After all, it lies on the shelf near the stove itself. Once you fall off the shelf, it will end up very close to the stove!

The magnet began to swing, and ordered the magnets there, inside it, to also swing from side to side. After some time, the magnet fell to the floor with a roar and tried to fall as close to the stove as possible.

Pleasant warmth spread throughout the magnet. He closed his eyes dreamily. But suddenly noise and voices inside him disturbed the serene peace.

What did he see when he opened his eyes? The once obedient magnets were spinning in different directions, chatting with each other, and some even ran out of order!

What is this, what is this mess? - he shouted. But the magnets did not pay any attention to his cry.

Then the hostess entered the kitchen. She saw a magnet lying on the floor next to the stove and clasped her hands.

Oh, he's spoiled now!

The hostess quickly picked up the magnet and placed it on the cold iron tap. But if earlier the magnets all grabbed the offered piece of hardware together, now many of them did not pay any attention to the crane. And when the hostess removed her hand, the magnet plopped into the sink.

What a disgrace! - he sobbed, - this means that the warmth does not help us, but, on the contrary, hinders us! What will happen now? Will they really throw me out?

The hostess thoughtfully twirled the magnet in her hands and put it on the shelf.

Let's see if it hasn't gone bad yet. Once it cools down, we'll check it then.

Lying on the shelf, the magnet froze in fear. However, it cooled down and the temperature dropped. And the colder the magnet became, the more obedient the magnets became. They lined up again and froze, looking together in one direction.

Ugh, has it really gone away? - muttered the magnet - I will never again dream about what I don’t have. We attract iron, and good! Just great!

And indeed, magnets are very interesting, almost magical... objects? Well, yes, objects. But they are almost alive!