Program content:

* Strengthen children's knowledge of electricity.

* Understand the connection between the past and the future.

* Develop children's attention, logical thinking.

* Develop coherent speech, enrich and expand vocabulary children.

* Continue to learn to find the right object by touch.

* Strengthen the ability to draw household items related to electricity.

Material:

* Illustrations depicting objects that give light.

* Watch battery

* Box with a set of items

* Tinted paper, wax crayons.

* Comb.

Preliminary work:

* Examination of illustrations depicting electrical appliances;

* Riddles;

* Reading poetry;

* Drawing an electric light bulb.

Lesson progress:

Educator: Guys, let's remember what electricity is and why people need it.

Children's answers (To walk down the street in the evening, so that drivers can see the road and not get into accidents, so that people can eat and drink, listen to the radio, watch TV, wash and iron clothes, dry their hair).

Educator: That's right, it is difficult for a person to live without electricity.

This morning, when I came to the group, I saw that our clock had stopped working (shows the clock to the children). Why do we need watches?

Children's answers (Know the time when you need to have breakfast, lunch, go to class, walk).

Educator: Look, the arrow stands still and does not move. What happened to them?

Children's answers (broken, no battery or she sat down).

Educator: Guys, where can I get a battery? (Knock on the door, a battery appears)

Battery: Hello children! I am a battery.

And plus and minus, my poles.

To make your clock work again.

Rather, put me in my place.

I will give you electricity i am friends.

(Holds the battery to the teacher)

Teacher: Thank you for your help. Listen, the clock is ticking and the hand is ticking again. What kind of power gave us a battery?

Children: Electric current.

Educator: Let's look around us and find objects in the group that are related to electricity.

Children: (Sockets, switches, tape recorder, lamps)

Educator: Now look what I have in my hands? (shows hairbrush)

Children: Comb.

Educator: I propose to conduct an experiment with her. I need 2 girls to participate in the experiment with long hair(gives names of children, children with long hair).

EXPERIENCE WITH THE COMB

Educator: Here you go, our hair is also electrified.

And now I suggest you play a little.

PHYSMINUTKA

Current runs through the wires

Light brings us to the apartment.

For the devices to work

Refrigerator, monitors.

coffee grinders, vacuum cleaner,

The current brought energy.

(Children stand in a circle, pass the ball in a circle and say glory, on whom the words end, name any subject related to electricity)

Children sit down.

Teacher: Have you ever been in a dark room? Do you think it's easy to find a familiar object when it's dark? I suggest you play. Imagine that you are in a dark room.

Educator: (Shows the box and puts it on the table in front of the children). In the box there is a matchbox, a candle, toys "iron", "teapot".

This is a box for your hands and will be a dark room. There are various items there. You must find and describe the object by touch, and we will check whether you can navigate well in the dark.

GAME: FIND THE OBJECT IN THE DARK ROOM

Educator: Guys, is it convenient to look for objects without light?

Children: No

Educator: Now you know that electricity is very important.

A light bulb appears

Bulb: Hello guys! I heard everything. You are just great!

(sighs heavily).

Educator: Dear light bulb, why are you sad?

Light bulb: I miss my ancestors fire, torch, candle, kerosene lamp

Educator: Don't worry, now we'll fix it. Our guys will tell you poems about them, and you will have more fun.

Children come out with illustrations and read poetry.

I am fire, my home is hearth

I live in fireplaces and stoves

I was loved in the old days

They went to the forest, bred

To keep warm and eat

And stay away from the beast

That he could not eat someone.

I am an ancient fire

Giving people light

I am a thin ray

Hello birch.

In the light rooms I am for the girls

was a girlfriend

They spun yarn with me

Yes, in the morning.

All wax base

There is a wick inside

Burning not very bright

But I'll help you along the way.

I help people

I burn from century to century.

I illuminate the dwelling

I am useful to everyone.

Kerosene lamp

The lamp was crying in the corner

For firewood on the floor:

I'm hungry, I'm cold!

My wick dries up.

There is thick dust on the glass.

Why - I do not understand -

I am a sailor and you are a lighthouse

You shine through fog and darkness.

Your unquenchable light

Protects me from trouble.

I am a lighthouse and you are a sailor

You walk through fog and darkness.

I'm happy to help you

Find a way in a dashing night.

Bulb: Thank you friends. I really enjoyed listening to your poetry.

Educator: Dear light bulb, so that you do not get bored and always remember your ancestors with warmth, our guys will draw them for you as a gift.

(the teacher suggests that the children go to the tables and draw household items related to electricity).

Educator: Here are our works and ready. Tell the guys who drew what. Let's donate our work to a light bulb.

Bulb: Thank you guys, I'm very happy with such gifts. And in memory of myself, I want to give you colorful lights (Gives children colorful candies) Says goodbye and leaves.

Teacher: This is the end of our lesson. Thanks to our guys and guests.

Kobets Marina
Abstract of the lesson in senior group"Journey into the Past of the Light Bulb"

STATE BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN №33 PUSHKINSKY DISTRICT ST. PETERSBURG

(senior preschool age)

caregiver:

Kobets Marina Nikolaevna

St. Petersburg

Journey into the past of the light bulb

(senior preschool age)

Target. Leading children to the conclusion that everything has a story (For example light bulb) .

1. To create conditions for acquainting children with the achievement of mankind - electricity.

2. Achieve clarification of children's knowledge about light sources; ensure the reproduction of the rules for the safe handling of electrical appliances;

3. Promote the development of mental processes, the development of cognitive interest, the desire for research activities.

4. Cause a sense of respect and pride in the achievements of a person.

Equipment:

multimedia installation with presentation; cartoon fragment from the series “Lessons from Aunt Owl. Security School"; torch, candle, kerosene lamp, electric lamp, matches, lamps (or pictures with their image)

Technology.

1. Technology of problem learning.

2. Person-oriented technologies.

Lesson progress:

I. Organizational moment.

caregiver:

- You love travel? Do you want to go to interesting travel? Where? To find out, you need to solve the following riddles.

1 The house is a glass bubble, and a light lives in it. During the day he sleeps, and when he wakes up, he will light up with a bright flame.

2 Hanging pear - you can not eat.

3 Miracles on the ceiling - the sun hung on a string.

4 Hangs idle during the day, and illuminates the house at night.

- Well done! The answer is the same - electric lamp. So we will go to the past of the electric light bulb. Close your eyes and I'll say the magic words. With their help, we will be close to objects that will tell about past light bulbs. One, two, three - we're here! What are the things in front of us?

(Children list the items presented on the screen. Difficulties arise)

II. Main part.

a) teacher:

What do all these items have in common? (They light up and give light) Now we will talk about how man came up with light.

But first, tell me, has it always been electric lamp? (Answers)

What do you think, how did people in ancient times illuminate their caves?

b) True, they lit a fire, and it made it brighter.

-What do you think, our distant ancestors were not afraid to walk down the street

at night? (Answers)

– Why is it scary? (Answers)

- What did people come up with to light their way at night? (Answers)

- At first, people used a torch, this is a short stick with tarred tow wound around it. They walked down the street with torches, they were attached to the wall, and then they illuminated the room. Then people began to use the torch. What it is? (Answers)

- This is the most ordinary sliver, only pointed at the end. Usually a torch was made from birch PS: this tree burns better than others. One end of the torch was fixed, and the other was lit. There is little light from the torch, it quickly burns out and smokes heavily. Do you think such lighting is convenient? (Answers) – Years have passed, and the man came up with a more convenient object for lighting - a candle. It was made from beeswax, mutton fat (a candle is considered, attention is drawn to the fact that there is a wick of thread inside it, and it lights the candle)

- What do you think is the disadvantage of a candle? (Answers)

- Indeed, you can burn yourself with it, there can be a fire from it, there is little light from it.

“People wanted to come up with more comfortable lighting for their homes. Over time, they learned to make kerosene from oil and came up with kerosene lamps(shown lamp, explains the principle of its operation)

– Was kerosene comfortable lamp? Why? (Answers)– Kerosene lamp poorly illuminated the room, it was constantly necessary to pour kerosene into it. If someone accidentally overturned lamp, kerosene spilled, fire broke out.

c) Fizminutka

Let's loosen up a bit. Do the moves with me.

(The teacher pronounces the words and shows the movements, the children repeat)

Current runs through the wires

Light brings us to the apartment.

For the devices to work

Refrigerator, monitors.

coffee grinders, vacuum cleaner,

The current brought energy.

G) Many years later. People were looking for new ways to conveniently light their homes. When did it appear electricity, Russian inventor Alexander Ladygin invented light bulb. She still illuminates our apartments and streets. Now in our houses there are many different beautiful lamps: chandeliers, sconces, table lamps, floor lamps.

e) Watching a video “Lessons from Aunt Owl. Security School.

FROM electricity must be handled very carefully. Do not use without adult permission electrical appliances you need to know how to deal with them. Remember: Careless handling leads to fires!

III. Outcome. - What did you learn today lesson? What do you especially remember?

Mini-museum "Journey into the past of the light bulb"

Educator: T.N. Tashova

Purpose: to develop the idea of ​​​​pupils about the improvement of human living conditions by transforming objects.

Materials: torch, candle, kerosene lamp, torch, el. light bulbs different shapes, flashlight, table lamps, night lamps, sconces, photo illustrations various kinds lighting fixtures, photograph by engineer Alexander Ladygin.

Course of the tour:

Today we will talk with you about how man conquered the night. Long, long time ago, when you and I, your dads, mothers, grandfathers and grandmothers were gone, people lived in a completely different way. They got up with the first rays of the sun, then they thought of using a torch, one end of the torch was fixed, and the other was lit. Splinters were also used by people during the war years.

View document content
"Journey into the Past of the Light Bulb"

Mini-museum "Journey into the past of the light bulb"

Educator: T.N. Tashova

Target: to develop the idea of ​​​​pupils about the improvement of human living conditions by transforming objects.

Tasks:

To acquaint with the history of the creation of lighting devices;

Give an idea of ​​how they work electrical devices;

To expand the pupils' understanding of the variety of lighting; appliances;

Develop creative, imagination, fantasy, practical skills (work with scissors, paper, and other visual materials) in the course of joint productive activities to prepare exhibits for a mini-museum.

Materials: torch, candle, kerosene lamp, torch, el. light bulbs of various shapes, a flashlight, table lamps, night lamps, sconces, photo illustrations of various types of lighting devices, a photograph by engineer Alexander Ladygin.

Course of the tour:

On the table are objects: a torch, a candle, el. light bulb, lamp, torch, kerosene lamp.

Name the items on the table. What do they have in common? (they light, burn, give light).

Today we will talk with you about how man conquered the night. Long, long time ago, when you and I, your dads, mothers, grandfathers and grandmothers were gone, people lived in a completely different way. They got up with the first rays of the sun, then they thought of using a torch, one end of the torch was fixed, and the other was lit. Splinters were also used by people during the war years.

Years passed, and man came up with a more convenient object for lighting a candle. Inside the candle is a wick made of thread.

Do you think the candle is convenient to use? (you can get burned, there is little light, there may be a fire).

People thought and thought and invented a kerosene lamp. Who saw the kerosene lamp? Who knows how it works, why it burns? (With such a lamp you can go out in the rain and in the wind, but still a kerosene lamp is not very convenient).

Years passed, and the Russian engineer Alexander Ladygin created an electric light bulb that illuminates our apartments to this day.

Children are invited to dream up and draw beautiful lamps and chandeliers, from which there is a lot of bright light.

Exhibits for the museum exposition, prepared jointly with the parents of the pupils.

I offer you summary of the GCD on familiarization with the environment for older children preschool age on the topic "Journey into the past of the light bulb." This work will be useful for educators of the older group.

Program content:

• Introduce children to the history of the emergence of electrical; to bring children to the understanding that a person transforms objects for himself and other people.
• To develop in children the ability to independently draw conclusions about the consequences of careless handling of flammable and dangerous objects.
• To cultivate curiosity, responsiveness, interest in objects of the immediate environment, the ability to draw conclusions as a result of experimental activities.

Methodical methods:

• computer and musical accompaniment,
• creation of problem and game situations,
• guessing riddles,
• sudden appearance of objects
• questions for children
• explanations
• pedagogical assessment,
• experimentation,
• exercises,
• elements of health therapy: finger gymnastics, psycho-gymnastics, breathing exercises, relaxation.

Equipment:

• a computer,
• record player,
• drapery fabric,
• birch logs,
• splinter,
• candles,
• kerosene lamp,
• flask with kerosene
• matches,
• plate for burnt matches,
• desk lamp,
• light bulbs,
• with a surprise (gifts for children: flashlights),
• bonfire,
• pillows

Synopsis of the GCD "Journey into the past of the light bulb"

Lesson progress:

Organizing time:

Welcome and introduction to children.

The teacher with the children enter the group to the music and sets them up for the lesson.

Guys, I am very pleased to meet you today. What kind and welcoming faces you all have. I hope that we will become friends, but for this we need to get to know you. My name is Victoria Viktorovna, I am a teacher of the same kindergarten, just like yours, and I have the same wonderful kids in the group as you.

Now let's welcome our guests.

Educator (music continues):

Good morning! - sun and birds.

Good morning! - smiling faces.

And everyone becomes

kind, trusting

May good morning

Lasts until the evening!

Let's all say guys together to our guests: "Good morning, dear guests!".

Children repeat after the teacher, turning to the guests: “Good morning, dear guests!” (music ends)

1. Introduction:

Guys, tell me, do you like to travel?

Children's answers.

I also really, really like to travel and I suggest you go on an exciting and interesting journey, but it will not only be interesting and exciting, but also educational.

Do you want to know where we are going?

Children's answers.

And we will go with you to the land of wonders and transformations. Do you mind?

Children's answers.

But how do we get there?

Estimated responses of children (on the plane).

Educator: By plane, we won't get there.

Estimated responses of children (on the train).

Educator: By train, we will not get there, etc.

Ah, I know, I know, Mary Popins can help us with this, she can do miracles. Oh, something is happening to me (magic music sounds, the teacher revolves around himself, putting on a hat, takes an umbrella in his hand, turns to the children. He examines himself in surprise and says).

What happened to me? Guys, you see, I turned into Mary Poppins and I have a magic umbrella in my hands. And under this magic umbrella, we will now go on a journey (opens the umbrella and invites the children to him). Come closer to me, under the umbrella.

(Children fit under an umbrella. Mary Poppins (teacher) makes several rotations with an umbrella to magical music, and they enter a magical land, that is, they stop in a group room prepared for the lesson).

Look, guys, how interesting it is here, what kind of place is this magical and some kind of unusually fabulous glow? (children look).

2. Main body

The screen turns on, Luntik greets the children and addresses the children.

Luntik: Hello guys. I hope you recognize me.

Children's answers. (This is Luntik)

Luntik: Why are you so confused? It seems to me that you want to know where you got to and what kind of light is so fabulous? But for this, guess the riddle:

(Luntik makes a riddle)

The house is a glass bubble

And the light lives in it.

He sleeps during the day, but when he wakes up,

It will ignite with a bright flame.

Estimated response of children (bulb).

Luntik: Well done. You guessed correctly. This is a light bulb. Guys, do you think there has always been an electric light bulb?

Suggested responses from children: No!

Educator: No, Luntik, not always!

Luntik: Guys, are you interested to know how people illuminated their homes, streets before the light bulb appeared?

Children's answers. (Yeah interesting!)

Luntik: Therefore, we will now go to the past of the electric light bulb.

Educator: Right! But first, close your eyes, and I will wave my magic umbrella and you and I will be next to objects that will tell us about the past of the light bulb.

(children close their eyes, Mary Poppins waves her umbrella and says magic words)

Educator:

Who does not believe. Let him believe.

I am always glad to be a guest

Opening doors to the country.

I invite everyone there.

Teacher: Guys, look! You and I ended up near the fire (slide “burning” fire, music “Cracking fire”). Sit around him.

A long time ago people lived in caves, made fire. Why did they make fire, do you think?

Suggested responses from children. (Food was cooked on it, from the fire in the cave it became lighter, warmer).

Luntik: Well done, guys! That's right, you said, look now how it was (slide show).

Psycho-gymnastics:

Educator: Guys, let's warm ourselves near our fire. (Music turns on) Our fire has flared up and the flames are burning our hands. And now we have become cool, how cold it has become. (Appropriate movements) The fire began to fade, and now we will inflate it, let's blow on it, but not from above, but from below we will inflate our fire. To do this, we will take a lot of air into the lungs and blow everything together. ( Breathing exercises) Look, our fire is flaring up, and we are getting warm again. ( Finger gymnastics). Guys, are you hot? (at the end of the gymnastics they rub their palms) And now let's go further.

Do you think it was difficult for a person to walk down the street at night without lighting?

Children's answers.

And why?

Suggested responses of the children: (nothing is visible, it is dark).

That's right guys! You can't see anything, it's dark. That's why people invented torches. Do you know what a torch is?

Suggested responses from children. (call sign sounds)

Educator: Oh, guys, Luntik wants to say something to us again.

Luntik: I want to show you what a torch is (slides). A torch is a stick on which a rag soaked in a special solution is wound, which is set on fire and a torch is obtained that does not go out even in the rain.

Educator: And also, the torch not only illuminates, but they also light the Olympic flame (slides).

Then people came up with a torch. What it is? What do you think?

Suggested responses from children.

Educator: It's just a sliver, pointed at the end. Since it's a sliver, what is it made of?

Suggested responses from children.

Usually the torch was made of birch, it burns better. Here from such birch fields. Take it in hand. Look, smell. What smells?

Estimated responses of children (tree)

Take and look at the torch. What can you say about her?

Suggested responses from children.

Do you want to see how it burns? (Slide) I would love to light it for you, but, observing fire safety measures, we cannot light it here, as our fire alarm will go off and firefighters will come. And so I suggest that you see how the torch burns on the slide. Please note that one end of the torch was fixed, and the other was lit at the top. The splint had to be properly positioned so that it shone better and did not fall. What if she falls? What will happen? (comments during the experiment)

Suggested responses of children (there will be a fire)

Educator: Right! Remember, fire must be handled very carefully!

Look from the torch there is little light, it quickly burns out and smokes a lot. Do you smell? Which?

Suggested responses of children (burnt wood chips, the smell of a fire)

It was not very convenient, and people came up with a candle. Come all here, pick up the candles, look and tell me what they were made of?

Suggested responses from children.

Candles were made from beeswax, mutton fat. Let's see how it works shall we?

Children's suggested answers (there is a wick made of thread inside the candle)

Now put them on the table and see how it burns.

The teacher lights a candle, shows how it burns (comments during the experiment)

You know that looking at the fire, each person can calm down, think about something pleasant. Let's sit around, look at the candle flame (children sit around the table on pillows).

Relaxation (music sounds)

Educator: Look how the candle lights flicker. They look like bunnies, and like a cloud, like a butterfly fluttering its wings. All this pleases our eyes, it is easy for us and our mood rises (music ends)

Educator: Guys, what will happen if the wind blows?

Estimated responses of children (the candle will go out)

Let's pretend to be a light breeze: let's get some air and blow on the candles. (Breathing exercises: children blow, candles go out)

How long do you think a candle can burn? Is it more convenient than a torch? How? What's wrong with candles?

Children's answers (you can get burned, it can cause a fire, it smokes and gives little light).

That's right, people thought and thought and invented a kerosene lamp. Who saw the kerosene lamp?

Children's answers.

That's why we now come to our next object and see what is a kerosene lamp? (they come up and pay attention to the kerosene lamp)

Here is a kerosene lamp. See what she looks like. And in order for it to burn, you need to pour kerosene into it. Look, this is kerosene, (shows kerosene in a flask) this is a chemical liquid and therefore we will not open it. But in order for you to smell it, I suggest you look into the magic box (the teacher walks around the children with a box containing a tampon soaked in kerosene. The children determine the smell). This is what kerosene smells like.

Now let's see how the lamp burns with it. (Turns on the lamp and explains the principle of its operation): kerosene is poured into a special container, above which there is a burner, I have already filled the kerosene, and there is a wick in the burner, we now light it, insert the lamp glass and adjust the light with a regulator.

What do you think lamp glass is for?

Suggested responses from children (to protect the flame from the wind)

Well guys? Is a kerosene lamp more convenient than a candle?

Children's answers

Yes, with such a lamp it was possible to go out in the rain and in the wind. But still, a kerosene lamp is not very convenient. Why?

Suggested responses of children (hands occupied, smokes, dim light, illuminates only a certain place)

And a fire, and torches, and a torch, a candle and a kerosene lamp did not satisfy human needs. And what happened next? Take a seat on the chairs. I'll tell you now. (Children sit on chairs)

Many years later. (Slide) And once a light flashed on the lampposts along the street, which blinded all passers-by, an electric light bulb appeared (shows a light bulb)

Let's see what it's made of. (from glass) That's right, from glass. Any glass can break on impact. Pressing, falling, so the light bulb must be treated carefully and carefully.

Now, let's find out how it works?

Suggested responses from children.

Now I take light bulbs, screw them into a table lamp, in. Ready! And now I suggest (causing one of the children) to come up and turn on the lamps (one lights up and the other does not).

Suggested responses of children (One lamp is connected to electricity and the other is not).

And now I propose (summons the child) for the next experiment. Bring your hand to the on light bulb, the other to the off light bulb, but without touching them. What do you feel?

The answer of the child (a lit light bulb radiates heat, turned off - no sensations)

You think so. And what does he think with us (calling the child)? What do you feel?

The answer of the child (a lit light bulb radiates heat, turned off - no sensations)

Both Sasha and Dasha felt the same, so never touch a lit electric light bulb so as not to get burned.

Well, now there are a lot of different beautiful lamps in our houses: chandeliers hang on the ceiling, sconces on the walls, table lamps, multi-colored garlands, luminous signs are on the tables, the streets are lit up in the evenings. It's so convenient. (Slide)

2. Final part

Luntik: Well, guys, you learned about the origin of the electric light bulb. And I have prepared a surprise for you!

Teacher: Surprise?! That's lovely! Or maybe this is a surprise? (points to a box labeled "SURPRISE!")

Luntik: Yes, yes, this is my surprise!

Educator (takes out flashlights from the box): Guys, look, yes, there are electric flashlights for each of you. Let's all say together Luntik "THANK YOU!"

Children (turning to Luntik): THANK YOU!

SUMMARY of the lesson:

Educator: Guys, did you like the trip?

Children's answers.

Were you interested?

Children's answers

What do you remember the most? (individually asks children).

Suggested questions: “What did you like?”, “What do you remember?”, “What did you pay attention to the most?”, “What will you tell your parents today?”

Yes, guys, I really hope that you will tell everyone about what you learned new today.

And I also really, really enjoyed working with you today. I'm glad I got to know you! Can I still come to you? Well, now, light your lanterns and let every ray of yours illuminate the way home for you. Goodbye! See you soon! (the teacher waves his hand as he sees the children off)

Luntik: Goodbye, guys! (Freeze).

You can use this summary of the GCD "Journey into the past of the light bulb" in his teaching practice.

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Valentina Solovieva
Synopsis of the GCD on familiarization with the environment "Journey into the past of the light bulb"

ORGANIZATIONAL EDUCATIONAL ACTIVITY AREA " KNOWLEDGE, FORMING A COMPLETE PICTURE OF THE WORLD, COMMUNICATION, ARTISTIC CREATIVITY»

GOAL: introduce with a history of electrical light bulbs.

TASKS:

educational - to expand children's understanding of a holistic picture of the world, introduce with a history of electrical light bulbs, to enrich ideas about the world of objects that create comfort, to bring to the concept that a person transforms objects for himself and other people; introduce with rules for the safe handling of electrical appliances.

developing - to develop interest in the subject's past, coherent speech, enrich and activate vocabulary; creativity, fantasy;

educate - educate cognitive children's activity, curiosity.

MATERIAL: candle, torch, kerosene lamp, electric bulb, matches, various lamps and illustrations depicting a cave, a fire, a torch, a splinter, a candle, a kerosene light bulbs, electric light bulbs, various lamps; album sheets, pencils, felt-tip pens, presentation on the topic "AT light bulb past» .

The course of DIRECT EDUCATIONAL ACTIVITIES

caregiver: “Guys, what do you do when you enter a dark room? (children's answers). Well, of course, turn on the light! Make it easier simple: just flip the switch - and ... makes a guess puzzles:

The house is a glass bubble

And the light lives in it.

He sleeps during the day, but when he wakes up,

ignite with a bright flame.

She hangs idle during the day,

And lights up the house at night.

Well done! You guessed the riddles correctly, it's electric bulb. Now we will go to travel, in the past of the electric light bulb. And in order not to catch a cold in travel, you need to do an ear massage shells:

“Come to me, my friend, quickly become a circle.

Find your ears and show them as soon as possible.

Deftly with them we play, like this we clap our ears.

We pull the ear to the bottom, you look do not fall off.

And then, then, then twisted"tragus".

The ear seems to be frozen, how can I warm it up?

Like this, like this! 1, 2, 1, 2 and the game is over.

Now close your eyes, I will say the magic words, and we will be next to objects that will tell about past light bulbs. 1, 2, 3 - we're here! (The teacher removes the napkin from the table) What are the items on the table?

Children list items standing on the table candle, kerosene bulb, matches, electric light bulb and name objects, depicted in the illustrations of a fire, lamps and so on.

caregiver: "What do these objects have in common?"

Children: "They light up and give light".

caregiver: “Now we will talk about how man came up with light.

Long ago, people lived in caves, made a fire (a fire on which they cooked food and warmed themselves. From the fire in the cave it became light and warm. Do you think it was difficult for a person to walk at night? Why?

Children: "I can't see anything, it's dark".

caregiver: “Who knows what people came up with to light their way at night? (children's answers). Over time, people figured out that if you put a stick into the fire, it will light up, and with it you can go where the light of the fire does not reach. And then they began to wrap oiled tow on the end of the stick. Thus, the torch was born. In ancient times, not only did they walk the streets with torches, but they also strengthened them on the walls to illuminate the premises. Do you think it was convenient to use the torch? (children's answers). I don't think so! Yes, and in the house such a thing is not only inconvenient, but also dangerous: there could be a fire!

Then people came up with a torch. What it is? (children's answers). This is an ordinary wooden chip, pointed at the end. Usually the splinter was made of birch, as it burns better. One end of the torch was lit, and the other was inserted into a special stand, the light. What word do you think the word "light" is similar to? (children's answers). Well, of course, the word "light". A special bath with water: because in wooden house even a small spark that falls on the floor can start a real fire! But fires still happened, and there was not enough light from the torch, besides, it burned out very quickly, and it had to be replaced with a new one. In a word, it was not very convenient! People also used torches during the war years, most often they were used in dugouts.

The teacher lights the torch; children watch it burn. He draws attention to the fact that there is little light from her, she quickly burns out and smokes.

caregiver: “Do you think that in the light of such a torch it is clearly visible? How long will the torch last? (children's answers).

caregiver: « Years have passed, and the man came up with a candle. Candles were made from beeswax, mutton fat. Have you all seen the candle? How is it organized? Inside the candle there is a wick made of thread.

Then the teacher lights a candle, asks: “What do you think is the inconvenience of a candle?”

Children: "You can burn yourself with it, a fire can start because of it, it smokes, it gives little light."

caregiver: “People sought to come up with more convenient lighting for their homes and came up with kerosene lamps that were fueled with kerosene derived from petroleum. Such lamps placed on the table, broadcast on the walls. On top of this the lamp was put on glass. It burned much brighter and longer than a torch or a candle, and, moreover, it was safer. Explains how it works.

caregiver: "Who saw the kerosene lamp? Is it more convenient than a candle? (children's answers). Yes, with this lamp You can go outside in the rain and in the wind.

There is a physical training session.

caregiver: « Many years later, but man continued to look for new ways to conveniently illuminate his home. So the Russian engineer Alexander Ladynin created an electrical light bulb, which burned so brightly and was so convenient and safe that very soon people stopped using both candles and kerosene lamps. Electrical bulb and now in dark evenings and nights it illuminates our houses and apartments. And today, any kid can climb into a chair, flip a switch, and. the electric will light up bulb, light!

It can burn for a long time bulb? Is it more convenient than kerosene? How? At present, there are many different beautiful houses in the houses. lamps: there are chandeliers on the ceiling, sconces on the walls, table lamps on the tables lamps, etc.. etc."

caregiver: “Now you have seen how uncomfortable it is to live without light. You and I are used to the fact that lights are on in our houses, in the evenings the streets are illuminated by street lamps. It's so convenient. But electricity must be handled very carefully. Without the permission of adults, you can not turn on electrical appliances, you need to know the rules for handling them. Remember: Careless handling leads to fires!

And now let's dream up a little and draw beautiful lamps and chandeliers, from which there is a lot of bright light.

Children draw, and then examine the drawings, exchange impressions.