The world filled with things and objects, without which the existence of mankind is impossible. But in the daily bustle, people rarely think about the fact that all the benefits modern life we owe it to natural resources.
Breathtaking from our achievements right? Man is the pinnacle of evolution, the most perfect creature on Earth! And now let's think for a moment why we have achieved all these blessings, what forces should we thank, what and to whom do people owe for all their blessings?
Having carefully looked at all the objects around us, many of us for the first time realize the simple truth that man is not the king of nature, but only one of its constituent parts.
Since people owe most of the modern goods natural resources mined from the bowels of the earth
Modern life on our planet is not possible without the use of natural resources. Some of them are more valuable, others less, and without some, humanity at this stage of its development cannot exist.
We use them to heat and light our homes, to quickly get from one continent to another. Maintaining our health depends on others (for example, it can be mineral water). The list of minerals valuable to humans is huge, but you can try to highlight the ten most important natural elements, without which it is difficult to imagine further development our civilization.
1. Oil is the "black gold" of the Earth
It is not for nothing that it is called “black gold”, because with the development of the transport industry, the life of human society has become directly dependent on its production and distribution. Scientists believe that oil is a product of the decomposition of organic residues. It consists of hydrocarbons. Not many people realize that oil is part of the most ordinary and necessary things for us.
In addition to being the basis of fuel for most modes of transport, it is widely used in medicine, perfumery and chemical industry. For example, oil is used to make polyethylene and different types plastic. In medicine, oil is used to produce vaseline and aspirin, which is indispensable in many cases. The most unexpected use of oil for many of us will be that it is involved in the production of chewing gum. Indispensable in the space industry solar panels also produced with the addition of oil. It is difficult to imagine the modern textile industry without the production of nylon, which is also made from oil. The largest oil deposits are in Russia, Mexico, Libya, Algeria, USA, Venezuela.
2. Natural gas is the source of heat on the planet
The importance of this mineral is difficult to overestimate. Most natural gas fields are closely related to oil deposits. Gas is used as an inexpensive fuel for heating residential buildings and enterprises. The value of natural gas lies in the fact that it is an environmentally friendly fuel. The chemical industry uses natural gas to produce plastics, alcohol, rubber, acid. Natural gas deposits can reach hundreds of billions of cubic meters.
3. Coal - the energy of light and heat
This is a combustible rock with a high heat output during combustion and a carbon content of up to 98%. Coal is used as fuel for power plants and boiler houses, metallurgy. This fossil mineral is also used in the chemical industry as a raw material for the manufacture of:
- plastics;
- medicines;
- spirits;
- various dyes.
4. Asphalt is a versatile fossil resin
The role of this fossil resin in the development of the modern transport industry is invaluable. In addition, asphalt is used in the manufacture of electrical engineering, the manufacture of rubber and various varnishes used for waterproofing. Widely used in the construction and chemical industries. Mined in France, Jordan, Israel, Russia.
5. Aluminum ore (bauxite, nepheline, alunite)
bauxites- the main source of aluminum oxide. Mined in Russia, Australia.
Alunites- are used not only for the production of aluminum, but also in the production of sulfuric acid and fertilizers.
Nephelines- contain a large number of aluminum. With the help of this mineral, reliable alloys used in mechanical engineering are created.
6. Iron ores - the metal heart of the Earth
They differ in iron content and chemical composition. Iron ore deposits are found in many countries of the world. Iron plays a significant role in the development of civilization. Iron ore is the main component for iron production. Iron ore derivatives are in dire need of industries such as:
- metalworking and mechanical engineering;
- space and military industries;
- automotive and shipbuilding industry;
- branches of light and food industry;
The leaders in the extraction of iron ore are Russia, China, and the USA.
In nature, it is found mainly in the form of nuggets (the largest was found in Australia and weighed about 70 kg.). It also occurs in the form of scatterings. The main consumer of gold (after the jewelry industry) is the electronic industry (gold is widely used in microcircuits and various electronic components for computer technology). Gold is widely used in dentistry for the manufacture of dentures and crowns. Since gold practically does not oxidize and does not corrode, it is also used in the chemical industry. It is mined in South Africa, Australia, Russia, and Canada.
8. Diamond is one of the hardest materials
It is widely used in jewelry (cut diamond is called a brilliant), in addition, due to its hardness, diamond is used for processing metals, glass and stones. Diamonds are widely used in the instrument-making, electrical and electronic industries of the national economy. Diamond grit is an excellent abrasive raw material for the production of grinding pastes and powders. Diamonds are mined in Africa (98%), Russia.
9. Platinum is the most valuable precious metal
Widely used in the field of electrical engineering. In addition, it is used in the jewelry industry and the space industry. Platinum is used to produce:
- special mirrors for laser technology;
- in the automotive industry for cleaning exhaust gases;
- for corrosion protection of submarine hulls;
- surgical instruments are made from platinum and its alloys;
- high-precision glass instruments.
10. Uranium-radium ores - dangerous energy
They are of great importance in modern world, as they are used as fuel in nuclear power plants. These ores are mined in South Africa, Russia, Congo and a number of other countries.
It is terrible to imagine what could happen if, at this stage of its development, humanity loses access to the listed natural resources. In addition, not all countries have equal access to the natural resources of the Earth. Deposits of natural resources are not evenly distributed. It is often because of this circumstance that conflicts arise between states. In fact, the entire history of modern civilization is a constant struggle for possession of the valuable resources of the planet.
Program content:
- Introduce children to several minerals (stones - leaf-shaped, serpentine, quartz, coal, sand, clay).
- Show their application in human life.
- To acquaint with the properties of sand and clay, compare them.
- Arouse children's interest in minerals.
Lesson progress:
Conversation about minerals.
V .: Children, what is interesting that you brought to class? Tell us what you brought, where you found them, what's cool about them, and how you can use them. Today we have real geologists. These are people who find minerals. Which lie deep underground. Without them, life would be difficult for people.
— Our country Russia is rich. We have oil, gold, coal, granite, etc. Look at the map, what country am I showing now? There are different icons on the map, they indicate minerals (we are considering). Some minerals are stones. Here I will tell a fairy tale about one of them (The Tale of Coal). Why is coal called the main stone? - There are still building stones for the construction of buildings, roads. We have crushed stone mined in Kataysk. Ornamental stones - for sculptures and decoration. Precious - for jewelry. I want to show you some Ural gems.
Consideration of leaf-shaped, coil, quartz.
V .: I draw your attention to the fact that the stones different color, hard, hard. What do you think, what can be made of such beautiful stones? These beautiful souvenirs were brought from the Kungur caves, and this one from the Ilmensky reserve. From marble - a writing set (we are considering other souvenirs and jewelry). And now I want to ask you a riddle:
It’s convenient to bake a cake from me,
Just can't eat it.
I am loose, yellow, inedible,
Guess what I am? (sand)
- Carefully examine the sand and find as many features as possible in the grains of sand (they are not the same in size, in color, in the degree of gloss, there are transparent and opaque sand) What kind of sand? (loose) The grains of sand are not fastened together, they crumble. Therefore, the sand dries quickly from the sun and wind.
Comparison of sand and clay.
“I am now turning you all into grains of sand. The wind blew, and they scattered in different directions.
— And what do you think? This is clay. Consider what she is. It consists of small particles that stick together.
“And now you will turn into small particles of clay. They pressed against each other, tightly holding hands, they could not be broken.
I have sand in one glass, clay in the other. Now I will pour water into them. In which glass will water seep faster to the bottom? Let's check (the grains of sand are located separately, and in the clay the particles stick together and do not let water through). What do you think can be done with clay?
Exhibition review.
V .: But all these items are very fragile. Therefore, they must be handled with care.
Summary of the lesson.
Q: Children, what do you remember from the lesson? What did you like? What minerals do you remember? How are they used in industry?
Organization: MBDOU DS / KV No. 134
Location: Irkutsk region, Bratsk
Purpose: To form in children ideas about minerals, their role in human life.
- Introduce children to appearance minerals, with their properties (coal, oil, salt)
- To expand children's knowledge about the use of minerals by man.
- To consolidate the ability to explore an object with the help of different senses, name its properties and features using models;
- Develop curiosity logical thinking, speech, interest in natural resources.
- To cultivate a caring attitude towards the Earth, its riches.
Material: Globe, map, collection of minerals, models of the use of minerals (oil, coal), materials for experiments (dry fuel, coal, oil, salt, magnifiers, pipettes, flasks)
Preliminary work:
- reading fairy tales: "Minerals", "The Tale of Coal", "Danilo the Master".
- games "Journey around the globe", "Geologists".
- modeling, experimentation, collection of minerals.
The teacher invites the children to go to the group and sit on the carpet (there is a globe in the middle of the carpet),
Guys, what is this? (Globe).
What does it represent? (Earth model)
What color is it? (colorful)
What is marked in brown on the globe? (Mountains)
Is brown the same everywhere? (no). Why? (Where it is darker, there are high mountains, etc.)
Guys, today I want to introduce you to the minerals that a person extracts in the mountains and the bowels of the earth. Mountains were formed over many millions of years, they were formed from the remains of animals and plants, therefore minerals are found in the mountains and the bowels of the earth. (The teacher removes the globe, shows the map). What is it? (map). Yes, that's right. The map is also a model of our land. Here are the mountains too (show). Look, there are also various black icons on this map. These icons show where, what minerals are located.
Tell me, who is engaged in the search for minerals and arranges these icons? (geologists). Here geologists gave us boxes with minerals. Let's go and look at them. (Children come to the tables and examine, touch minerals. The teacher draws attention to coal. He takes it in his hands and invites the children to consider it).
What color is coal? (black)
What does it feel like? (hard, rough)
Does it smell or not?
You know, guys, although coal is hard, it can easily crumble upon impact (the teacher shows how coal crumbles).
Coal also what? (brittle).
Tell me, who mines coal? (miners).
Where is it mined? (in mines)
Why does a person need coal? (children's answers)
Let's check if coal burns well and gives off heat? (experience: we set fire to coal, the children watch it burn, then the teacher offers to hold his hands over the fire).
What did you feel? (heat)
We know how a person uses coal. Let's lay out a model of how and where a person uses coal. (children select pictures where coal is used and lay out the model)
Look, here's another mineral (showing oil). The children come to the table.
What do you think it is? (oil). Yes, that's right, it's oil. Scientists believe that oil was formed deep in the earth from the remains of animals and plants that lived many millions of years ago.
Is oil a rock? (liquid)
What color? (black)
Let's sniff her. Is there a smell? (there is). Oil is a black oily liquid with a pungent odor.
Can you tell me where oil is produced? (in the bowels of the earth).
What is the name of those people who extract oil? (oil workers).
Oil workers build drilling rigs (illustration display) and extract oil.
Why do you think a person needs oil? (children's answers).
Yes, that's right, oil, like coal, burns well, it does not dissolve in water. Let's try it. (the teacher pours oil into the water, the children watch what happens to the oil).
If oil enters the sea, the ocean, it pollutes the water and all living things die. (The teacher pours some oil in a saucer and sets it on fire. Children watch what is happening. Put their palms over the fire.
Oil burns well and releases energy. Guys tell me why a person needs oil? (to make gasoline, kerosene, diesel fuel, lubricants, etc. out of it).
And how should a person handle oil? (carefully so as not to pollute the atmosphere). Now I will see what you know about how a person uses oil. Here I have a diagram - a model, try to supplement it with those pictures that show how a person uses oil (children spread and give explanations why they chose this particular picture).
We have another mineral. (salt in the flask).
What do you think it is? (salt). Why did it end up among the minerals (it is mined from the bowels of the earth). What color is the salt? (white). Do you think she's hard as coal? (children's answers). Let's check. (the teacher takes a lump of salt, presses it lightly and it crumbles).
What happened? (salt spilled)
What salt? (loose)
Take your cup of salt. Smell the salt. Is there a smell? (yes, but not strong). Take a magnifying glass and examine the salt through it. (children look).
What is salt made of? (from grains, crystals).
Do you think salt dissolves in water? (Yes).
The teacher takes a glass of water and adds salt to it. Children watch what is happening.
What happened to the salt? (dissolved). What do you think the water is like? (salty). Let's try. (the teacher drops droplets onto the tongue with a pipette).
Conclusion: salt white color, with a slight odor, free-flowing, consists of crystals, dissolves well in water.
Why does a man need salt? (children's answers). Guys, I invite you to go to the carpet. (children sit down). Today we got acquainted with minerals, name them? (children's answers). Tell me, are minerals important to humans? I want to read you a fairy tale about how minerals argued, and you listen and determine which of them is the most important. (The teacher reads a fairy tale from the book "The World Around Us." Questions after reading).
What were the minerals arguing about? (which one is the most important)
Who do you think is the main one? (they are each in their own way).
It is true that all minerals are important to humans in their own way. After all, without them, human activity is impossible. Unfortunately, minerals are such riches that cannot be restored. After all, they were formed over many millions of years, and therefore people should carefully use the underground wealth.
Bibliography
- Ryzhova N.A. environmental education in kindergarten. - M .: "Karapuz", 2001.
- "Young ecologist", S.N. Nikolaev - M .: Mosaic - Synthesis, 199
- Natural science observations and experiments in kindergarten, A.I. Ivanova. Man.-M, 2007
- The World Around Us, Geographic Atlas for Children, 1991.
Synopsis of directly educational activities for children of the preparatory group, topic: "Minerals"
Targets and goals:
Summarize knowledge about minerals; to give an idea to children about the properties of magnets and how to use them in industry; develop the desire for search and cognitive activity, mental activity, the ability to observe, analyze, draw conclusions; cultivate the ability to work in a team.
Materials and equipment:
Parcel, samples of minerals, a container of water, 5 fish made of colored oilcloth with an eye-button, bent with reverse side, magnets, a sheet of A3 cardboard with a drawn race track (two tracks), mounted on four cubes (can be attached with buttons), blanks for cars (bottom, roof), metal plates for each car (possible from a furniture lock), a piece of foam, partner needle, colored paper, presentation "Mineral Resources" (attached).
Integration of educational areas:
Cognition, communication, health, artistic creativity.
The course of directly educational activities:
Educator:
Children, say hello to the guests.
Children greet. The parcel is brought into the hall. The teacher opens the package. Inside is a note and a small box.
Note:
“Hello, dear guys of the Kapelki group. The Mole from the fairy tale "Thumbelina" writes to you.
The other day I was counting my untold wealth and came across a box that I inherited from my great-grandfather. There are some rocks in there. I already wanted to throw them away, but Thumbelina advised me not to do this, but first to figure out what it was. She advised me to turn to you for help, since you are going to school soon and probably know a lot. Help me please.
Sincerely, Mole."
Educator:
What is in the box? (opens it)
Children:
Minerals.
Educator:
Why are they called that?
Children:
They are mined from underground. They benefit people.
Educator:
What are the three types of minerals?
Children:
Solid, liquid and gaseous.
Educator:
How are they obtained?
Children:
Open (quarry) and closed (mine).
Educator:
Let's see what minerals are in this box.
Very strong and resilient
Builders reliable friend.
Houses, steps, pedestals
They will become beautiful and noticeable.
Children:
Educator:
What are the benefits of granite?
Children:
It is used in construction.
Educator:
Once a huge pump
He grabbed my nose.
Put me in a pipe
Now I'm running through the pipe.
I'll run to the factory -
They'll warm me up. Here
These are the products:
(Not candy or fruit)
Kerosene, gasoline, fuel oil...
They will make me.
Can't run without me
No bus, no taxi
The rocket does not rise.
Guess what it is?
Children:
Educator:
What is made from oil?
Children:
gasoline, plastics, detergents, medicines.
Educator:
He brings warmth to the house,
It's light all around,
Helps to melt steel
Make paints and enamels.
It's black and shiny
Real assistant.
Children:
Educator:
What benefit does it bring to people?
Children:
It's fuel.
Educator:
If you meet on the road
Then the legs get stuck a lot.
And make a bowl or vase,
She'll be needed right away.
Children:
Educator:
What is it used for?
Children:
Bricks, dishes, cosmetics (blue clay) are made from it.
Educator:
Plants grew in the swamp,
They became fuel and fertilizer.
Children:
Educator:
What benefit does it bring?
Children:
It is fuel and fertilizer.
Educator:
They cover the roads
Streets in villages.
It's also in cement.
He himself is a fertilizer.
Children:
Limestone.
Educator:
Where is limestone used?
Children:
Used in construction. Chalk is made from it.
Educator:
Mom has a great helper in the kitchen.
It blooms with a blue flower from a match.
Children:
Educator:
No wonder it was cooked in a blast furnace.
Scissors, keys turned out to be famous ...
Children:
This is ore.
Educator:
What is made from iron ore?
Children:
Scissors, nails, rails, magnet.
Educator:
You said magnet. What do you know about him?
Children:
It attracts iron objects.
Educator:
I suggest you go to the magical land of magnets, where you will learn about the properties of magnets and how to use them. Stand around on the carpet. We flew.
Breathing exercises "Wings"
Instead of arms - large wings.
Come on, to the sky, squadron!
1 - hands through the sides to raise up (inhale);
2 - lower your hands down, saying "down" (exhale).
Let's get up on our toes
Good for us upstairs!
How are you without us below?
Starting position - legs slightly apart.
1 - rise on toes. At the same time raising your hands and look at them (inhale);
2 - Sit down slowly (back straight), knees to the sides, arms forward and make the sound "shhhh" (exhale).
wiggle
Let's wiggle a little
And below us are clouds.
Starting position - feet shoulder width apart.
1 - tilt to the right - "kach" (inhale)
2 - tilt to the left - "kach" (exhale)
We must look around.
Is my friend flying nearby?
Starting position - feet shoulder width apart, hands on the belt.
1 - turn to the right (inhale)
2 - starting position (exhalation)
3 - turn left (inhale)
4 - starting position (exhale)
We greet the Sun with cotton,
Let people shine through the windows.
Starting position - legs slightly apart.
1 - raise your hands up (inhale)
2 - clap your hands, saying "clap" (exhale)
3 - spread your arms to the sides (inhale)
4 - starting position (exhalation)
We'll pretend we're bees
The bees in the sky are newcomers.
Starting position - legs slightly apart.
1 - spread your arms to the sides (inhale)
2 - lower your hands down with the sound "zzz" (exhale)
Landing
Landing, hooray!
To the land of magnets, kids!
Starting position - feet shoulder-width apart, hands in the "lock", lower down.
1 - raise your hands up (inhale)
2 - tilt forward with simultaneous lowering.
Educator:
Here we are in the magical land of magnets.
Experiences:
Game-experience "Fishing"
Equipment:
water container,
5 fish from colored oilcloth with a button eye, curved on the back,
Magnet.
Experience progress:
Place the fish in a container of water.
Attach the magnet to the outside of the glass at the level of the fish. After she “bites”, slowly move the magnet up the wall of the glass. This is how you catch all the fish.
Experience result:
The fish follow the movement of the magnet and rise up until they come close to the surface of the water. Thus, they can be easily reached without getting your hands wet.
Conclusion:
The magnetic field acts both through glass and through water.
Educator:
Due to their ability to attract objects under water, magnets are used in the construction and repair of underwater structures: with their help it is very convenient to fix and lay a cable or keep a tool at hand.
Experience Game "Paper Races"
Equipment:
A3 cardboard sheet with a drawn race track (two lanes) mounted on four cubes (can be attached with buttons),
Blanks for cars (bottom, roof),
Metal plates for each typewriter (possible from a furniture lock),
Scissors and tape (you can glue and brushes),
Magnets.
Experience progress:
Attach metal plates to the bottoms of the cars with adhesive tape and glue the roofs.
Set the cars at the start.
Install the magnets under the cardboard at the start level where the cars are, and move the magnets along the contours of the road.
Experience result:
Cars move along the track, repeating the movements of the magnet, which the children move under the cardboard. The field of the magnet, passing through the cardboard, attracts the metal plates attached to the cars, forcing them to follow the magnet.
Conclusion:
The magnetic field acts through cardboard and paper.
Educator:
Magnets can act through paper, so they are used, for example, to attach notes to a metal refrigerator door.
Experience game "Magnetic Regatta"
Equipment:
A piece of foam in the form of a boat,
Tailor's needle for the mast,
Colored paper for the sail (you can immediately attach the sail to the mast);
Magnet,
A bowl or bowl of water.
Experience progress:
Let the boat float in a basin of water. Control the boat by moving the magnet over the pelvis (without touching them).
The result of experience. The magnet sets the boats in motion, even if it does not touch them.
Conclusion:
The power of the magnet acts even at a distance.
Educator:
Due to the property of magnets to act at a distance and through solutions, they are used in chemical and medical laboratories, where sterile (very pure) substances must be mixed. In order not to come into contact with an insufficiently sterile instrument, a small steel plate covered with a sterile material is lowered into a test tube with a substance to be mixed. Under the test tube is a magnet, which, rotating, drives the plate in the test tube. Thus, the substance is mixed.
Experience "Why sometimes two magnets repel?"
Equipment (for each child or for a couple):
Two small furniture magnets.
Experience progress:
Bring two magnets together.
Flip one of the magnets over and bring the magnets together again.
Experience result:
In one case, the magnets attract, in the other they repel.
Educator:
The property of magnets to repel is used in 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 to each other with the same poles. Such trains practically fly over the rails and can reach tremendous speeds.
Educator:
Magnets are used to make jewelry: necklaces and bracelets can have a magnetic clasp or be completely made of magnets (shows children some magnetic jewelry. Magnets are also used in children's toys (shows children a magnetic designer made of balls or another toy).
Today we have learned a lot about minerals and magnets. What did you learn? What did you like the most? And now it's time for us to go back to kindergarten.
Relaxation "Flying high in the sky"
(Soothing relaxing music sounds).
Educator:
“Close your eyes and listen to my voice. Breathe slowly and easily. Imagine that you are in a fragrant summer meadow. Above you is a warm summer sun and a high blue sky. You feel absolutely calm and happy. High in the sky you see a bird soaring in the air. This is a large eagle with smooth and shiny feathers.
The bird soars freely in the sky, its wings spread out to the sides. From time to time she slowly flaps her wings. You hear the sound of wings cutting through the air vigorously.
Now let each of you imagine that he is a bird. Imagine that you are slowly floating, floating in the air and your wings cut through the air. Enjoy the freedom and wonderful feeling of floating in the air.
And now, slowly flapping your wings, approach the ground.
Now you are on the ground. Open your eyes. You feel well rested, you have a cheerful mood and a wonderful feeling of flying, which will last all day.”
Educator:
As a keepsake of today's new knowledge about minerals, I invite you to decorate clay figurines, which you will then take home.
About everything in the world:
In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Classes for the younger group.
Municipal state preschool educational institution
Iskitimsky district of the Novosibirsk region
Kindergarten "Rodnichok" Lebedevka
Summary of GCD for older children
"In the world of minerals"
Done: educator
first classification category
Vdovina S. G.
Target: Formation of local history curiosity, cognitive interest in the surrounding world and the world of inanimate nature of the native land.
Tasks:
- Introduce children to the properties of minerals (sand, clay, coal, chalk.), Compare how they differ.
- Develop the ability to establish cause-and-effect relationships.
- Cultivate respect for natural resources.
- Continue to acquaint with the profession of a geologist.
- Strengthen research skills; the ability to identify the properties and qualities of the proposed materials through experiments.
- Establish safety rules for experiments.
- Continue to acquaint with the wealth of the native land.
Lesson progress:
Children enter the group and greet the guests.
Educator: (There is equipment for geologists on the table: a compass, a pickaxe, a map, a rope, pencils, a notebook and containers for samples.) Look guys, what kind of equipment is on the table
Children: Equipment for geologists.
Educator: Guys, tell me who are geologists?
Children: Geologists are people who study and search for minerals.
Educator: And what are minerals?
Children: Minerals are natural resources that people extract from the depths of the earth or from its surface and use in the economy.
Educator: Guys, let's be geologists today and go on an expedition to a mineral deposit.
We collect a backpack and what is needed on the expedition.
Teacher: Ready.
Educator: Will we become geologists?
Children:
Everyone will be proud of us.
Yes! Yes! Yes! (clap over head)
What lies ahead for us?
High mountain (showing with hands)
Stormy river (show with hands)
You can't get around her (stomp their feet)
You won’t swim through it (“float”)
You can't fly it ("wings")
Need to go straight.
We can do everything, we can do everything
And we will reach our goal.
Yes! Yes! Yes! (clap over head)
Here is our first hurdle. A stormy river runs here, we need to carefully walk across the bridge and not fall. (Children walk along the bridge. And they see the poster “Chernorechensky Quarry” on the easel)
Educator: Guys, who will tell where we have come?
Children: To the "Chernorechensky career" (or to the chalk deposit)
Children: Chalk is mined here. Chalk is a type of limestone.
Educator: We select a sample and go further. Our next obstacle is the tunnel.
.(Children pass through the "tunnel". And they see a poster of the "Elbashinsky quarry" on the easel)
Educator: Guys, who will tell where we have come now?
Children: To the "Elbashinsky career"
Educator: And what is mined in this quarry?
Children: Sand and clay. Sand is mined on the banks of the Berd River.
Educator: We select samples and go further.
Our next obstacle is the “swamp”. (Jumping on two legs over bumps, through the swamp.)
And they see a poster on the easel (“Gorlovsky cut”) Educator: Guys, who will tell where we have come now?
Children: To the "Gorlovsky cut"
Educator: And what is mined at this section?
Children: Coal.
Educator: We take a sample and go to the laboratory.
Why are we going there?
Children: To explore and experiment with minerals and find out where they can be used.
We return. And we go to the laboratory.
Educator: Here we are in the laboratory. Take off your backpacks. Get samples, put them on the table. Put on your aprons and I'll lay out the samples.
Guys, remember what rules you need to follow when conducting experiments.
1. Listen carefully to an adult.
2. Do not take anything in your mouth and do not try.
3. Do not shout or make noise.
4. Special substances can only be used by an adult, while children watch.
Educator: Guys guess the riddle and we will experiment. (The teacher makes a riddle about clay. Ask any child to tell about clay. A story about clay.) Say what icon clay is indicated on the map.
Guys, listen to the following riddle.
(The teacher makes a riddle about the sand.)
Right. This is sand. (Child's story about sand) Tell me what symbol sand is indicated on the map.
Experience with sand and clay.
Equipment: plastic bottles by the number of children, water in a carafe, sand, clay.
We cut off the plastic bottles, turn the upper part of the bottle over and insert it into the second part. We pour sand into one bottle, and clay into another. And pour the same amount of water.
We observe whether water passes through sand and clay.
Conclusion: Sand passes water well, and clay is bad. She sags and becomes sticky.
Listen to the next riddle.
(The teacher makes a riddle about coal.)
Correctly, this is coal. (A descriptive story of children about coal.)
Educator: You said that coal is solid, but if you hit it with a heavy one, what will happen to it? .. Let's see what will happen to it. What is the symbol for coal on the map?
And the last riddle. (The teacher makes a riddle about chalk.) A descriptive story of children about chalk. What is the symbol for chalk on the map?
Guys, chalk still knows how to get angry, do you want to check? Take a pipette, draw lemon juice into it and put it on the chalk. What happened?
Children's answer.
Conclusion: (children answer)
Guys, let's go to our map. You were so good today, share your impressions of the trip. (Children answer) This is a map of the Novosibirsk region. Today we took samples and conducted experiments with them. You told me a lot about minerals. Name them. (Coal, chalk, clay, sand.) These minerals are mined in the Iskitim region. They are marked with icons on the map.
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