Project for the senior group “The Wonderful World of Paper”

Project for the senior group “The Wonderful World of Paper”

"THE MAGICAL WORLD OF PAPER"

Relevance of the project:

Paper is a child-friendly and universal material that is widely used in a child’s life. Children draw on paper, do appliqué, and encounter paper in different situations throughout the day. Children actively work with paper, but despite this, they do not have enough knowledge about the variety of paper and its properties. Children have no idea where paper came from, how it is made, and do not know the types of paper. Therefore, the need arose to create this project in order to diversify children’s knowledge about such a seemingly familiar material - paper.

The project will not only consolidate theoretical knowledge about paper in practice, but also improve the quality of the educational environment. This project helps children express their creativity, build interpersonal relationships themselves, and experience a sense of emotional pleasure and self-realization.

Project goals :

• Formation of children's basic knowledge and ideas about paper. Give your child the opportunity to discover the magical world of paper, comprehend its properties, structure, and enjoy the palette of colors.
• To form a stable cognitive interest of children in the process of discovering new, unusual knowledge about a familiar object - paper.

Project objectives :

• Draw attention to the need for careful use of paper, to the connection between forest protection and our everyday life;

• Get handmade papers from recycled materials;
• Draw the attention of preschoolers to the importance and variety of paper in our lives;
• To give an idea of ​​the significance of paper in human life, its history of origin, diversity, and properties;
• Introduce children to the properties and features of paper;
• Activate the child’s personal position;
• Develop logical thinking, attention and memory;
• To develop a sense of caring for nature through caring for paper items;
• Expand children's vocabulary (words "wood"

  ,
  “cellulose”
  ,
  “glossy paper ”
  , etc.)

• Expand the horizons of preschoolers, develop interest in cognitive and research activities.
• To develop children's observation and attention to "dangerous"

  paper properties;

• Develop curiosity, observation and cognitive interest, creative thinking, spatial imagination, fantasy;
• Develop and form labor skills;
• To cultivate artistic taste and aesthetic perception of the world.

Project participants :
- Children of the senior group "Smeshariki"

— Parents of students

— Teachers of the senior group “Smeshariki” Gerasimova I.S., Senkina M.N.

Type
of project :
research, informational and creative.

Distribution of work across
project :
Preparatory stage

:

• selection of literature, visual and didactic materials: educational board games, illustrations, presentations and videos

Environmental project in kindergarten in the middle group “The second life of a sheet of paper”

Ecological project “The second life of a paper sheet”.
Medium group Type of project: group, short-term. Project type: educational and research. Participants: children (4-5 years old), teachers, parents. Relevance of the project: The life of a modern person without paper would not be complete. The world of books, letters, postcards, paper napkins is so unusual that it is impossible to refuse. Simple paper helps us to understand some of the secrets of the world around us, in which there are a great many of them. We come across paper and products made from it every day. Paper reminds us of itself when we pick up a book or take a newspaper out of the mailbox. Many of our actions are related to paper. It is needed for classes, for creative work, and in everyday life. But we all know very well that we can get paper from wood. This leads to the fact that the disappearance of forests increases the carbon dioxide content in the atmosphere; only plants are able to process carbon dioxide turning it into oxygen. In this regard, issues of resource conservation are becoming increasingly important, namely the protection of forests from destruction in order to satisfy humanity’s ever-increasing needs for paper, wood, etc. How then can we get paper while preserving forests? This is possible if used paper is recycled. When recycling waste paper, it gets a second life: it is used to make hygiene products, various types of paper, cardboard for shoe boxes and other purposes, it is used in the production of building materials, etc. Thus, fewer trees and other planetary resources are destroyed.

Problem: how to save trees and still have paper? The goal of the project: to form in children ideas about how to save nature and how important paper is nowadays. Project objectives: • to form in preschool children a basic understanding of paper and its diversity; • explore the properties and structure of paper in the process of practical experiments; • develop the ability to conduct an experiment, draw conclusions based on the research, establish cause-and-effect relationships; • develop research skills, curiosity, attention, imagination; • cultivate a caring attitude towards nature; • involve parents in working together on the project. Expected results of the project: • children will develop ideas about paper, its properties, purpose; • active participation in experimental activities; • master the technical skills of working with paper (tearing, crumpling, gluing, smoothing)
;
• speech development: use adjectives in speech: thin, thick, strong, crumpled. • development of fine motor skills of the hands; • careful attitude of children to the preservation of trees and nature. Project products: • presentation “Our experiments with paper”, • creation of new paper; • collective postcard “Mommy's Beloved!”; • waste paper collection. Stages of project creation: Stage 1.
Preparatory. • planning educational and creative activities;
• selection of methodological and fiction literature on the topic; • selection of necessary equipment and aids for the practical enrichment of the project; • interaction between teachers and parents on the formation of the principles of environmental education in children. Stage 2. Basic. Conversations
“Trees and shrubs on the kindergarten site”, “Why is it necessary to preserve and protect trees?”, “Properties of paper”.
Experimentation, experiments.
“Paper, its qualities and properties” “Heavy-light” “Is it possible to glue paper with water?”
"Rustling or singing paper." “Water and paper” “Comparison of paper” Experience “Making new paper”. Reading fiction
Poems “A fresh sheet of plain paper!”
S. Mikhalkov, “Gift to a Friend”, “To a Boy - a Dreamer”. Game activity
Didactic games: “Who will find the tree faster”, “It happens - it doesn’t happen”, “What happens from paper?”, “Name the paper object.”
Role-playing game: “Library”, “Mail”. Cognitive activity
Viewing the presentation “What is paper.”
Watching the cartoon “The Fixies. Paper". Artistic creativity
Creation of three-dimensional paper crafts “Frogs”.
Creating a collective postcard for mothers “Beloved Mommy!” for the holiday "Mother's Day". Labor
Creating new paper.
Collecting waste paper together with parents. Work with parents
Consultations “Save the tree”, “Games with paper”.
Participation in a regional waste paper collection campaign. Stage 3.
Final • Excursion “Where do books live?”
(visiting the library)
Purpose: to provide knowledge of what a library is.
Introduce the work of a librarian. • Generalization in the form of a conversation with children “How to save trees? • Creation of an exhibition of works. • Participation in a regional waste paper collection campaign. Project results: • children's knowledge about the properties of paper and its significance has expanded;
• know and identify types of paper and its properties; • know how to work with paper; • show creativity in making paper crafts; • acquired knowledge about the library and the work of a librarian was formed. • with the help of the experiments, the children’s level of practical skills with paper increased; • a sense of respect for nature has been formed; • joint participation of parents in the waste paper collection campaign; • took 3rd place among preschool educational institutions groups in waste paper collection; • positive emotional mood from the work done. APPENDIX
Conversations “Trees and shrubs on the kindergarten site” Objectives:
to promote the formation of children’s ideas about trees and shrubs, seasonal changes;
developing in children the ability to generalize based on essential features using a model diagram; cultivating an interest in plants, a desire to find out how they feel and help accordingly; instill a caring and sensitive attitude towards the plant world of nature. Course of the lesson
1. Creation and solution of a problem situation.
The Rabbit comes to visit the children, sad, and asks the children for help. He says that he received a letter from Piglet, who invited him to visit and sent him a plan on how to get to him. But he can’t figure it out, because the plan shows only some bricks and crowns. (Shows the plan.)
Children look at the plan and tell: what looks like a brick is a diagram of a tree, and the “crown” is a diagram of a bush.
The rabbit asks: “How do you distinguish between trees and bushes?” Children show pictures and talk about their distinctive features: the trees are tall, they have one trunk covered with bark; the bushes are low and have several trunks. Conversation “What plants are there on the kindergarten site.” Questions: – What bushes and trees are there on our kindergarten site? Children talk and show pictures. – You probably break branches into bouquets? (No.)
Why?
– How do you care for the plants on your property? Rabbit. What are these flowers in your group that are so beautiful and of different colors? (Autumn leaves in a corner of nature.)
Children answer that these are leaves and tell what trees and bushes they come from.
The rabbit reads a poem about leaves: The leaves are spinning, Falling into puddles, The branches bend and rustle, Quietly whispering: “Leaves are falling!” Leaf fall, leaf fall, The old garden is falling asleep! The leaves, like butterflies, are spinning and fluttering, and the porch and the bench are falling asleep with leaves. Leaf fall, leaf fall The old garden is falling asleep! The game is an imitation of “We are autumn leaves.”
The rabbit invites children to play the simulation game “We are autumn leaves.”
Children take leaves in their hands and imitate leaf fall in calm and windy weather. Words for the game:
We are leaves, leaves, We are autumn leaves.
We are sitting on branches, (Children stand with leaves in a circle.)
The wind blew - we flew.
(Children run away.)
We flew, we flew,
(Children run, waving leaves, squat.)
And then we got tired of flying!
(Children squat down, waving leaves above their heads.)
The breeze stopped blowing - We all sat down in a circle.
The wind suddenly blew again (The children run away again, waving the leaves.)
And the leaves quickly blew away.
All the leaves flew (Children throw the leaves up and watch where they fall.)
And they sat quietly on the ground.
Preliminary work.
– Observation of autumn bushes and trees in the kindergarten area.
– Games “Which tree are the kids from?”, “Gather around the birch (rowan, elm, etc.)
”, etc. – Collecting leaves for the herbarium.
– Coming up with a schematic image for trees and bushes. – Labor on the kindergarten site. – Work in an observation diary on the topic “Birch”. “Why is it necessary to preserve and protect trees?” Goal:
To reinforce the idea that trees are alive.
Progress:
Educator: Boys and girls, do you want to guess the riddle?
Guess now, Who is this terrible beast? Who in any apartment is the main enemy of dust, and the cause of children's tears? Well, of course. (vacuum cleaner)
.
Why is it called a vacuum cleaner? Children: sucks dust. Educator: Tell me, what do we breathe? (air, oxygen)
, now inhale and exhale.
Now close your nose and mouth and try not to breathe? Why can't we stop breathing for a long time? (we cannot live without oxygen)
.
We all inhale oxygen - it is a beneficial gas. How about we breathe out? carbon dioxide is a harmful gas. Who helps clean the air from carbon dioxide? Children:
trees take in carbon dioxide and give out oxygen, collecting dust.
Educator:
That's right, guys.
How can we protect clean air: 1. do not light fires 2. do not arrange a garbage dump 3. do not burn leaves 4. plant trees 5. water sidewalks and roads in spring and summer 6. monitor the serviceability of the car. There is the least dust where there are a lot of trees, which is why trees are called “green vacuum cleaners.” Trees and other plants “work” like vacuum cleaners, although in appearance they are not at all similar to our home ones. Green leaves can catch and absorb dust and dirt from the air. What is the air like among the trees? Children:
fresh, pleasant, aromatic, fragrant.
Educator:
What do you think, are trees alive or not alive?
Children:
alive.
Educator:
Why?
Trees breathe, move, reproduce, grow, and eat correctly. Let's look at two trees: one grows far from the road, and the other next to it. Why is a tree growing by the road “sad”? (children's answers)
.
These plants, like people, find it difficult to breathe polluted air and they get sick. Tell me, can people get sick for the same reason? Children:
may get sick.
Educator:
All people should breathe as little dirty air as possible.
You cannot play near cars or garages. This is dangerous not only because you can get hit by a car, but also because dirty air often accumulates in such places. Where else can there be such dirty air? (near factories)
There is another place where the air is always dirty.
These are garbage dumps. They usually burn and the air around them becomes dangerous. Trees and other plants purify the air, saturate it with oxygen, and everyone needs oxygen for breathing: people, animals, and plants. Guys, tell me, where are there a lot of trees? Children: in the forest. Game “Tell me which forest” 1. A forest in which only birches grow is called birch. 2. A forest in which only aspens grow is called an aspen forest. 3. A forest where birches, aspens and other trees with foliage grow is called deciduous. 4. a forest where only spruce trees grow. Such a forest is called SPRUCE. 5. A forest where only pines grow is called PINE. 6. A forest where pines and spruces grow is called CONIFEROUS. Tell me, in what places do trees grow in the city? Children:
In parks, in courtyards, near roads.
Educator.
Trees and other plants purify the air, saturate it with oxygen, and everyone needs oxygen for breathing: people, animals, and plants.
Trees are good helpers for all of us. What do trees do, what benefits do they bring? Children:
protect us from dust and dirty air.
Educator:
We, in turn, must also take care of the trees and help them if something happens to the tree.
Guys, why are trees called “green vacuum cleaners”? Children: trees take away bad air and give clean air. good. Educator: that's right, well done guys. This is how much we have learned today about the air, about trees and how to protect nature. “Properties of paper” Purpose: to provide initial knowledge about paper. Progress: The teacher reads an excerpt from the poem “Paper” by S. Mikhalkov. Plain paper, fresh sheet, You are white as chalk. Not wrinkled and clean. Your surface While no one's hand has touched... What will you become? When, what kind of writing will you write with your hand?... - Children, what do you think we will talk about today? (children's answers)
- That's right, about the paper.
But first, listen to a little story: - A long time ago, two thousand years ago, the Chinese people invented paper. And other peoples from distant countries bought paper from them as the greatest treasure. But time passed. People not only traded, but also fought. And then one day the Arab troops defeated the Chinese army and captured prisoners. The Arabs extorted from the captured Chinese how to make paper. Gradually, the Chinese secret ceased to be a secret, and all over the world people learned to make paper using the Chinese method, and the Chinese made paper by hand. In modern times, paper is made by machines. - Pay attention to the strips of paper lying in front of you. — What color is the paper? - Touch, stroke the surface of the paper and tell me what it is like? (smooth, rough, rough)
- Pick up the strip that you consider the smoothest, roughest.
- Now touch the strips one by one again and tell me, are they all the same in thickness? (children's answers)
- That's right, there are strips of thin paper, and there are thicker ones.
— Try crumpling the paper. Happened? (children's answers)
- Which strip was wrinkled very much, which was not.
Why? (children's answers)
- That's right, guys, the thinnest paper crumples more than thick paper.
But still, all kinds of paper crumple—thin, thick, white, and colored. THIS MEANS THE PAPER IS CRUMPSED. - Try to straighten the paper, smooth it with your palm. Happened? Why? (children's answers)
SO, THE PAPER EASILY CRUMPSES AND DOESN'T SMOOTH OUT AT ALL, IT DOESN'T BECOME THE SAME.
— Take scissors and cut the paper. Which paper cuts easier? (children's answers)
- Is all the paper cut?
WE FOUND OUT THAT PAPER IS EASILY CUT WITH SCISSORS. - Now tear off a piece from each strip. Happened? THIS MEANS THE PAPER IS ALSO TORN. CONCLUSION: THE PAPER IS CRUMPSED, CUTTED, AND TORN. — Tear off a piece from each strip and place it in a glass of water. What do you think will happen to the paper? (children's answers)
- Take out the strips and put them on trays, touch the paper.
What has she become? (wet)
.
- Pull a piece of wet paper in different directions with two fingers. Happened? Why? (the paper got wet and spread out)
CONCLUSION: THE PAPER GET WET IN WATER AND SPREAD AWAY, IT IS NOT STRONG.
- Take a graphite pencil and draw a line on each of the stripes, and then draw a line with colored ones. Happened? THIS MEANS YOU CAN WRITE AND DRAW ON PAPER. - Now get up, look around and go to those objects in the group that, in your opinion, are made of paper. (children perform and explain how they determined that this object is made of paper) Summary of the lesson
- What did we look at in class today?
— What new and interesting things did you learn about paper? CONCLUSION: paper can be colored, smooth, rough, thin and thick; the paper rustles, wrinkles easily, and does not return to its original shape; paper is easy to cut and tear; paper gets wet in water, spreads, and is fragile. - Now think and tell me, what can be made from paper? (children's answers) Experiments, experiences 1. “Paper, its qualities and properties” Children are offered paper to examine. It is necessary to determine (color, smoothness, thickness, absorbency)
and properties
(creases, tears, cuts, burns)
.
2. “Paper pieces”, “Heavy-light” The teacher shows the children a piece of paper and asks them to determine whether it is heavy or light. Then he suggests checking it out. The teacher places a piece of paper on the child’s palm and invites him to blow on it. What happened? (The leaf flew off the palm)
.
Why? (Because it is light)
.
Next, the teacher lowers a sheet of paper into a container of water. What happened? (The leaf floats)
.
Why didn't the paper sink? (Because it is light)
.
3. “Paper pieces”, “Heavy-light” The teacher shows the children a piece of paper and asks them to determine whether it is heavy or light. Then he suggests checking it out. The teacher places a piece of paper on the child’s palm and invites him to blow on it. What happened? (The leaf flew off the palm)
.
Why? (Because it is light)
.
Next, the teacher lowers a sheet of paper into a container of water. What happened? (The leaf floats)
.
Why didn't the paper sink? (Because it is light)
.
4. “Can paper be glued together with water?” Take two sheets of paper, place them one next to the other and try to move them like this: one in one direction and the other in the other direction. Now wet the sheets with water, place them next to each other and press lightly to squeeze out excess water. 5. “Rustling or singing paper.” The guys and I decided to find out. Can paper make sounds, sing?.. For this experiment, “Pochemuchka” suggested taking multi-colored paper and performing the “washing clothes” movement. The paper rustled and creaked. 6. “Water and paper” And now I suggest you place paper with water. What's happening? Place the paper in a bath of water. The paper immediately opens and tears in the hands of children. 7. “Comparison of paper” The children were offered two types of paper: cardboard, simple landscape paper. We tried with the children to cut paper first with scissors. The paper was cut quickly and easily. The children had difficulty cutting the cardboard. 8. “Making new paper” Cut newspapers, drafts Paper scraps, tear into small pieces (1 cm)
Fill the paper with water Add 2 tsp to the mixture.
PVA glue (for fastening paper)
Add 1 tbsp.
starch (so that the sheet is elastic and can bend)
.
Mix everything. Add gouache and mix Put the mixture on the screen Give time for the water to drain We blot our “sheet” of paper with a towel Dry it under a press. Game activity Didactic game “What is made of paper” Children list objects they know that are made of paper. Attention! Listen to the task: walk around the group room, find and bring one paper object, that is, an object made of paper. Complete the task. Didactic game “Bring a paper object” The teacher asks each child to name the object brought, using the adjective “paper”. Now think, can everything in our world be made of paper? Can there be paper houses? Why? Why don’t we make clothes out of paper in our world? Furniture? What about transport? Our houses are built from stone, furniture is made from wood, clothes are made from fabric, and vehicles are made from metal. Because these materials are durable and reliable. We’ll check with you now to see if the paper is durable. We will conduct several experiments with paper. Didactic game “It happens - it doesn’t happen” The teacher names an object with the adjective “paper”, and the children answer “it happens” or “it doesn’t happen”, depending on whether this object is made of paper. Paper book Paper chair Paper boat Paper towel Paper shoes Paper coat Paper newspaper Role-playing game “Library” Objectives:
1. Teach knowledge about the surrounding life, show the social significance of libraries.
2. Expand ideas about library workers, establish rules of behavior in a public place. 3. Develop children's memory and speech. 4. Cultivate in children an interest and love for books. Equipment:
— registration cards;
- books arranged on shelves; - card index. Previous work:
- excursion to the library followed by conversation;
— examination of the painting “The Librarian” from the series of books “Who to be?”; — reading the work of S. Zhupanin “I am a librarian”; - production of forms. Playing roles:
- librarian;
- readers. Game activities:
- registration of reader forms;
— acceptance of applications by the librarian; — working with a card index; — issuing books; - reading room. Progress of the game.
Educator: - Guys, a library has opened in our city.
Let's go there on an excursion. (Children move around the group)
.
- Here we are in the city, but the library is still closed and we have time to go to a hairdresser, a pharmacy, a store, who needs where. We meet at the library. (Children diverge into the zones, they themselves distribute roles, the teacher helps as necessary)
.
- Attention, we finish our affairs and approach the appointed place. (All children approach the library, the teacher in the first game can take on the role of a librarian in the first game)
.
- Guys, this is a library. A lot of books, magazines, newspapers are stored here. All these books are kept by the librarian and is responsible for them. He gives books to readers, records the name of the book and a special number that each book has on the card. (The teacher shows the sample)
.
- After the reader reads the book, he must return it back to the library. There is a reading room here. It is needed in order to read the books that are in the archive. These are very valuable books, often they are in the same copy and the librarian cannot allow them to take them home. Let me remind you that you can’t make noise in the reading room, you need to behave very quietly so as not to interfere with others. Now let's go to the shelves with books and see how many different interesting books are here. (Children consider books)
.
- Let's ask the librarian to give us books from the archive the most interesting books and go to the reading room with them. (Children go to tables, consider books)
.
- Guys, we have to return to the group, we pass all the books to the librarian. And whoever wants to take the book with you, approach the librarian, he will lead the reader’s card on you and write down the name of the book that you took. (Children choose books, stand in line, write, thank and leave)
.
In the group, the teacher can invite the children to open a “book workshop” for the repair of books. Children put in order all available books: glue them, smooth the rumpled sheets, wrap the books and write the names on the wrappers. When all the books are put in order and put on the shelf, the teacher, along with the children, can read the work of S. Zhupanin “I am the librarian” the next time the librarian is already taken by the already child of the group. Role-playing game "Mail". Purpose: teaching children to implement and develop the plot of the game. Development of interest in the game. Education in children respect for the work of the postman. Game material: postman poster, mailbox, postcards, newspapers, children's magazines, white and colored paper, pencils, money, package. Game roles: postman, sorter, operator for reception of parcels, driver, visitors. Course of the game: the teacher can offer children various plots for the game: to congratulate each other on the holiday, buy a magazine in the post office; Take the letter from the mailbox by the car to the mail, sort them there and give the postman to present to the addressee; When the postman brings the letter, answer it with a letter. It must also be reminded to the children that when playing, you need to be polite to each other (hello with the postman, thank you for the delivery of letters, newspapers, magazines)
.
After the game is mastered, the teacher can unite it with other games, for example, into the “family” (the content of the game-preparation for the holiday: first they clean the apartment, then everyone writes congratulatory letters and postcards to their friends. Who finishes earlier, goes to Mail, buys envelopes, signs them and lowers them into the mailbox.

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