Didactic game find out the goal to taste. Methodical development on the world around (senior, preparatory group) on the topic: Recognize by smell. Difficulty in the situation

Purpose: to enrich taste sensations, develop memory; develop the ability to determine the desired method for identifying objects; enrich children's vocabulary.

Preparing for the game.

Children are offered 4 pairs of jars. They are filled with salt, vanilla, sugar, citric acid.

Task 1. "Guess what taste?"

The child is encouraged to find sour, salty, sweet, bitter tastes.

Task 2. "Find a couple"

The child must find jars with the same taste.

Task 3. "What, what happens?"

Before the child are pictures with berries, fruits, vegetables. The child identifies a jar with a certain taste and puts a picture next to a product that has the same taste. For example: sour taste - lemon, cranberry, currant; sweet taste - pear, strawberry, watermelon, etc.

"WARM - COLD"

Purpose: to exercise children in tactile skills, to distinguish between textiles, to develop the ability to talk about their sensory impressions.

Game progress.

Children are offered panels with different types of fabrics. The child must tactilely establish the differences between textiles and talk about his sensory impressions.

"LIGHT HEAVY"

Purpose: to provide children with the opportunity to feel the measure of gravity of familiar objects, thereby enriching the sensory experience of children; develop the ability to talk about their sensory impressions.

Game progress.

Children are offered items of varying severity. Feeling the measure of severity, they talk about their sensory impressions.

"WARM - COLD"

Purpose: to exercise children in the ability to determine the temperature of homogeneous objects by touch and group them with conditional symbols; learn to draw verbal conclusions.

Game progress.

Children are offered jars of water: warm, cold, hot. Children must determine the temperature of the water by touch and correlate with the corresponding symbols.

"WONDERFUL SACK-1"

Purpose: to consolidate the ability to identify familiar geometric shapes (ball, cube, cylinder, etc.) on the basis of a tactile-motor examination and name them.

Game progress.

The bag contains three-dimensional geometric shapes. The child puts his hand into the bag and by touch determines the figure that he has come across, names and takes it out. The rest of the kids are in control.

"WONDERFUL SACK-2"

Purpose: to teach children to touch to determine a geometric figure, to develop the senses (touch).

Game progress.

Invite the child to identify by touch and name the geometric figure lying in the bag.

"FIND THE PATCH"

Purpose: to teach to distinguish the qualities of an object in the process of perception, to compare in form.

Game progress.

Invite the child to choose the right patch from a geometric figure and put it in place.

"PICK YOUR PART"

Game progress.

"LEARN AND COMPARE"

Purpose: to consolidate the ability to compare two objects in length and width, using the technique of applying them to each other; use words: shorter, longer, wider, narrower; fix the color develop the ability to recognize geometric shapes by touch, and name them.

Game progress.

1 option. Geometric figures (large and small in size, of different shapes) are randomly laid out under the handkerchief. The child is invited to touch, examining with both hands, to find a pair of geometric shapes (the choice of a pair is possible both at the request of the child and at the verbal direction of the teacher).

Option 2. "Find a Pair"

The child, by touch, with one hand, examining the object, takes out geometric figures from under the handkerchief, calls what he got (rhombus). Compares in size using words: longer, shorter, narrower, wider, and names the color of each shape.

"PICK YOUR PART"

Purpose: to teach children to examine objects of different shapes and colors, to learn to use the indicated properties of a geometric figure (color, shape, size); develop creative imagination.

Game progress.

1 option. Invite the child to choose the card he likes and, using geometric shapes, lay out the drawing according to the model.

Option 2. Invite the child, using various geometric shapes, to draw up his own drawing.

"BUILD A HOUSE"

Purpose: to enrich the sensory experience of children, introducing them to a wide range of objects and objects, to teach them to select objects according to one or two qualities (color, size).

Game progress.

Invite the child to choose the necessary geometric shapes and place it in the picture.

"FIND A PAIR"

Goal: develop the senses (hearing), teach correctly, find a pair for the subject, develop auditory attention.

Game progress.

1 option. Children are given "shumiki" with different sounds. It is proposed to find a "shumik" with the same sound.

Option 2. Invite the children to guess who sounds “shumik” in the same way as the teacher.

"COLOR COLLECTIONS"

Direct goal: to develop visual perception, colors, shades.

Game progress.

1 option. "Confusion"

The teacher mixes toys of different colors and offers to arrange them in bags of the corresponding color.

Option 2. "Who is faster!"

Educator. - I hid 10 (any number) yellow toys in a group, whoever finds them faster.

3 option. "Name the toy"

The child takes a toy out of the bag or vice versa, lays out the toys (as in option No. 1), and names them: - Green bunny, blue ball, red cube, etc.

4 option. Teaching children to recognize colors.

It takes place in 3 stages.

Stage 1: "It's a yellow balloon"

Stage 2: "Bring the yellow balloon"

Stage 3: "What color is the ball?"

"Scented bags"

Direct goal: to develop the sense of smell in children.

Indirect goal: to consolidate the names of medicinal plants, to teach children to recognize plants by smell.

Game progress.

1 option. "Smell"

The teacher introduces children to the smells of medicinal herbs in 3 stages.

The teacher offers to smell the grass in the bag.

This is what chamomile smells like. (show picture)

Stage 2. Find a bag with the smell of chamomile.

Option 2. "Find the same smell"

The child takes one of the blue bags, inhales the smell and tries to find the same smell in the orange bag, making pairs with the same smell.

"FRAGRANT JOY"

Purpose: to develop the sense of smell in children.

Game progress.

The teacher offers to collect a couple of jars with the same smell.

To do this, you need to open the jar and let the child smell the aroma, but so that he does not see the contents of the jar.

Then the child sniffs the contents of other jars and finds the same aroma.

"CATTERN - KRUPENICHKA"

Indirect goal: to develop fine motor skills of the hands.

Game progress.

The teacher says:

This is an unusual caterpillar. Her name is Krupenichka. She does not eat grass, not leaves. She loves different cereals.

Today Krupenichka walked around the field, collecting various cereals: buckwheat, rice, beans, peas.

Look, I also have such cereals in bags.

Children are invited to touch the cereals. And then touch Krupenichka's tummy.

What did she eat today?

"Nimble Fingers"

Purpose: to develop tactile sensations in children.

"MULTI-COLORED BENCHES"

Purpose: to teach children to distinguish the primary colors of objects; learn to act according to the instructions, highlighting a given color and naming it.

Game progress.

A. "Strong wind." (The wind "ripped off" the roofs from the multi-colored houses, you need to put them in place)

B. "Colored petals." (Lay out the flowers, picking up the petals according to the color of the middle)

Q. "Which ball is the rope from?" (The color of the ball should be related to the color of the rope)

G. "Colorful benches." (Put the nesting doll on a bench of the same color)

Purpose: to develop visual attention and memory.

Game progress.

The child is invited to consider aquariums and remember where which fish swims.

Then the aquariums are removed.

Children are offered separate aquariums and a separate fish.

Put each fish in your aquarium.

"FOLD FROM STICKS"

Purpose: to develop visual attention and memory, fine motor skills.

Game progress.

Counting sticks are laid out on the table.

An adult lays out figures from them - first simple, then complex. The child must fold exactly the same figure.

The task is given in order of increasing difficulty:

A) the sample remains in front of the child's eyes

B) the sample is removed.

These figures can be folded from cubes.

Download:

Preview:

Didactic sensory games "Guess the taste"

Purpose: to enrich taste sensations, develop memory; develop the ability to determine the desired method for identifying objects; enrich children's vocabulary.

Preparing for the game.

Children are offered 4 pairs of jars. They are filled with salt, vanilla, sugar, citric acid.

Task 1. "Guess what taste?"

The child is encouraged to find sour, salty, sweet, bitter tastes.

Task 2. "Find a couple"

The child must find jars with the same taste.

Task 3. "What, what happens?"

Before the child are pictures with berries, fruits, vegetables. The child identifies a jar with a certain taste and puts a picture next to a product that has the same taste. For example: sour taste - lemon, cranberry, currant; sweet taste - pear, strawberry, watermelon, etc.

"WARM - COLD"

Purpose: to exercise children in tactile skills, to distinguish between textiles, to develop the ability to talk about their sensory impressions.

Game progress.

Children are offered panels with different types of fabrics. The child must tactilely establish the differences between textiles and talk about his sensory impressions.

"LIGHT HEAVY"

Purpose: to provide children with the opportunity to feel the measure of gravity of familiar objects, thereby enriching the sensory experience of children; develop the ability to talk about their sensory impressions.

Game progress.

Children are offered items of varying severity. Feeling the measure of severity, they talk about their sensory impressions.

"WARM - COLD"

Purpose: to exercise children in the ability to determine the temperature of homogeneous objects by touch and group them with conditional symbols; learn to draw verbal conclusions.

Game progress.

Children are offered jars of water: warm, cold, hot. Children must determine the temperature of the water by touch and correlate with the corresponding symbols.

"WONDERFUL SACK-1"

Purpose: to consolidate the ability to identify familiar geometric shapes (ball, cube, cylinder, etc.) on the basis of a tactile-motor examination and name them.

Game progress.

The bag contains three-dimensional geometric shapes. The child puts his hand into the bag and by touch determines the figure that he has come across, names and takes it out. The rest of the kids are in control.

"WONDERFUL SACK-2"

Purpose: to teach children to touch to determine a geometric figure, to develop the senses (touch).

Game progress.

Invite the child to identify by touch and name the geometric figure lying in the bag.

"FIND THE PATCH"

Purpose: to teach to distinguish the qualities of an object in the process of perception, to compare in form.

Game progress.

Invite the child to choose the right patch from a geometric figure and put it in place.

"PICK YOUR PART"

Game progress.

"LEARN AND COMPARE"

Purpose: to consolidate the ability to compare two objects in length and width, using the technique of applying them to each other; use words: shorter, longer, wider, narrower; fix the color develop the ability to recognize geometric shapes by touch, and name them.

Game progress.

1 option. Geometric figures (large and small in size, of different shapes) are randomly laid out under the handkerchief. The child is invited to touch, examining with both hands, to find a pair of geometric shapes (the choice of a pair is possible both at the request of the child and at the verbal direction of the teacher).

Option 2. "Find a Pair"

The child, by touch, with one hand, examining the object, takes out geometric figures from under the handkerchief, calls what he got (rhombus). Compares in size using words: longer, shorter, narrower, wider, and names the color of each shape.

"PICK YOUR PART"

Purpose: to teach children to examine objects of different shapes and colors, to learn to use the indicated properties of a geometric figure (color, shape, size); develop creative imagination.

Game progress.

1 option. Invite the child to choose the card he likes and, using geometric shapes, lay out the drawing according to the model.

Option 2. Invite the child, using various geometric shapes, to draw up his own drawing.

"BUILD A HOUSE"

Purpose: to enrich the sensory experience of children, introducing them to a wide range of objects and objects, to teach them to select objects according to one or two qualities (color, size).

Game progress.

Invite the child to choose the necessary geometric shapes and place it in the picture.

"FIND A PAIR"

Goal: develop the senses (hearing), teach correctly, find a pair for the subject, develop auditory attention.

Game progress.

1 option. Children are given "shumiki" with different sounds. It is proposed to find a "shumik" with the same sound.

Option 2. Invite the children to guess who sounds “shumik” in the same way as the teacher.

"COLOR COLLECTIONS"

Direct goal: to develop visual perception, colors, shades.

Game progress.

1 option. "Confusion"

The teacher mixes toys of different colors and offers to arrange them in bags of the corresponding color.

Option 2. "Who is faster!"

Educator. - I hid 10 (any number) yellow toys in a group, whoever finds them faster.

3 option. "Name the toy"

The child takes a toy out of the bag or vice versa, lays out the toys (as in option No. 1), and names them: - Green bunny, blue ball, red cube, etc.

4 option. Teaching children to recognize colors.

It takes place in 3 stages.

Stage 1: "It's a yellow balloon"

Stage 2: "Bring the yellow balloon"

Stage 3: "What color is the ball?"

"Scented bags"

Direct goal: to develop the sense of smell in children.

Indirect goal: to consolidate the names of medicinal plants, to teach children to recognize plants by smell.

Game progress.

1 option. "Smell"

The teacher introduces children to the smells of medicinal herbs in 3 stages.

The teacher offers to smell the grass in the bag.

Stage 1.

This is what chamomile smells like. (show picture)

Stage 2. Find a bag with the smell of chamomile.

Stage 3.

Option 2. "Find the same smell"

The child takes one of the blue bags, inhales the smell and tries to find the same smell in the orange bag, making pairs with the same smell.

"FRAGRANT JOY"

Purpose: to develop the sense of smell in children.

Game progress.

The teacher offers to collect a couple of jars with the same smell.

To do this, you need to open the jar and let the child smell the aroma, but so that he does not see the contents of the jar.

Then the child sniffs the contents of other jars and finds the same aroma.

"CATTERN - KRUPENICHKA"

Indirect goal: to develop fine motor skills of the hands.

Game progress.

The teacher says:

This is an unusual caterpillar. Her name is Krupenichka. She does not eat grass, not leaves. She loves different cereals.

Today Krupenichka walked around the field, collecting various cereals: buckwheat, rice, beans, peas.

Look, I also have such cereals in bags.

Children are invited to touch the cereals. And then touch Krupenichka's tummy.

What did she eat today?

"Nimble Fingers"

Purpose: to develop tactile sensations in children.

"STRONG WIND"

"COLOR PETALS"

"FROM WHICH BALL ROPE"

"MULTI-COLORED BENCHES"

Purpose: to teach children to distinguish the primary colors of objects; learn to act according to the instructions, highlighting a given color and naming it.

Game progress.

A. "Strong wind." (The wind "ripped off" the roofs from the multi-colored houses, you need to put them in place)

B. "Colored petals." (Lay out the flowers, picking up the petals according to the color of the middle)

Q. "Which ball is the rope from?" (The color of the ball should be related to the color of the rope)

G. "Colorful benches." (Put the nesting doll on a bench of the same color)

FIND A HOUSE FOR EVERY FISH

Purpose: to develop visual attention and memory.

Game progress.

The child is invited to consider aquariums and remember where which fish swims.

Then the aquariums are removed.

Children are offered separate aquariums and a separate fish.

Put each fish in your aquarium.

"FOLD FROM STICKS"

Purpose: to develop visual attention and memory, fine motor skills.

Game progress.

Counting sticks are laid out on the table.

An adult lays out figures from them - first simple, then complex. The child must fold exactly the same figure.

The task is given in order of increasing difficulty:

A) the sample remains in front of the child's eyes

B) the sample is removed.

These figures can be folded from cubes.

Abstract of the lesson on ecology in the senior group "Water Sorceress" Program tasks: To improve children's knowledge about the role of water in nature and in human life, about its properties. To systematize and deepen ideas about water as a factor of ecological well-being. Form a systematic way of thinking, develop imagination. Perform elementary experiments, the ability to use diagrams. To educate interest and desire for creative knowledge of the surrounding world, respect for water, emotional response and joy from communicating with nature, a sense of collectivism, interest in cognitive activities. Activate vocabulary: clouds, fog, steam, filter, dew, liquid, state, gaseous, solid, properties. Preliminary work: observation in nature of different states of water, reading fiction and popular science children's literature, observation of natural phenomena. Material for the lesson: various glassware, diagrams, glasses, teaspoons, pictures of birds, animals, animals, a tape recorder with a record, a piece of sugar, salt, pebbles, sawdust. Course of the lesson: Educator: We begin our workshop. You are my students. I am your academic advisor. Today you have prepared riddles, let's listen. (Children take turns taking out droplet cards with riddles) 1. There was a blanket, soft, white. The sun was hot, the blanket flowed. (Snow) 2. People are waiting for me, calling, And when I come to them, they run away. (Rain) 3. Bridge, like blue glass Slippery, fun, light. (Ice) 4. We have a white nail hanging under our roof. The sun will rise - the nail will fall. (Icicle) 5. Fluffy cotton wool floats somewhere. The lower the wool, the closer the rain. (Cloud) 6. Flows, flows - does not flow out, Runs, runs - does not run out. (River) (Children attach cards with drawings - answers to riddles) on a magnetic board Educator: What unites all our riddles? What are we going to talk about today? Children: About water! (Children talk about water) 1. Water - the most amazing substance in nature, occupies 71% of the Earth's surface. Water has the most important role on the planet. 2. The first living organisms appeared in the water. Living organisms cannot exist without water. Man is half water. A person consumes 2.5 liters of water per day; 1.5 liters absorbs through the skin. 3. Water is needed in industry (factories, plants), agriculture, medicine, food production. 4. A person cannot live without water: he drinks it, cooks food, washes, does laundry, cleans his home. People need a lot of water. 5. Water is very necessary for plants, animals, fish - all life on Earth! Educator: You are great! Everyone was right about the water. And now I suggest you take a break, and at the same time learn something interesting. Fizkultminutka. The game "Droplets and Clouds" Circles (made of paper) are laid out on the floor, one less than children. These are clouds and clouds. All children are "droplets". While the music is playing, the children move freely around the group. As soon as the music has stopped, each drop should occupy any "cloud". The "droplet" that "Clouds" lacked has evaporated. (2-3 times) Educator: I suggest that the children take places in the laboratory for experiments. Let's try to figure out what state the water can be in. 1. Gaseous state. Invite the children to open a pot of boiling water. Place glass pieces over the steam, water droplets form on them. Conclusion: water is in a gaseous state. These are steam, clouds, fog. Fog settles in the morning on the grass and dew forms. The air we breathe also contains water. A diagram of the gaseous state of water is posted on the board. 2. Liquid state. What happens to water if it is poured into dishes of different shapes? I suggest filling different dishes with water (jars, bubbles, glasses). What did you notice? Conclusion: water takes the form of the vessel in which it is located, the water itself has no form, since it is liquid. Water is a liquid. A diagram of the liquid state of water is posted on the board. 3. Solid state We already know that water is a liquid. It has no form of its own. This is a property of all liquids under normal conditions. What if it's cold? At least a little, just minus one degree? Then the water will be solid. Conclusion: Water freezes and turns into a solid state - ice. A diagram of the solid state of water is posted on the board. Water, steam, ice are one and the same substance, only in a different state: gaseous, liquid and solid. 4. I propose to find out other properties of water. Let's find out what color is the water? We have two glasses. One is water and the other is milk. Place a glass of water on the picture. Look at the picture under the glass from above, from the side. Now, let's do the same with a glass of milk. What did you discover? Conclusion: water does not have its own color, water is colorless, transparent (scheme) 6. Water has no smell. Invite the children to smell the air in the jar. Conclusion: water has no smell (scheme). 7. Water has no taste. Invite the children to take a sip of water. Conclusion: water is tasteless (scheme). 8. Water is a powerful solvent. Invite children to dissolve sugar, salt, pebbles in water. Conclusion: Water is a solvent (scheme). Educator: Let's sum up our experiments. According to the schemes located on the board, children repeat the properties of water. Teacher: Everyone needs clean water. How can we help it? How can we save water? (Children's answers) - polluted water is harmful to everyone (especially for human health) - dirty water can be cleaned with filters - build large treatment facilities in factories and factories - do not waste water, close the faucet well after use - do not throw garbage into water bodies Educator summarizes based on the emotions and actions of the children. Children recite a poem by heart: Water travels in nature, It never disappears: Now it turns into snow, then into ice It melts and goes hiking again. Over the mountain peaks, Wide valleys Suddenly it soars into the sky, Turns into rain. Look around, Look at nature You are surrounded everywhere and always This sorceress of ours is water!

Nellie en Cezar

Human sense organs. Thematic Dictionary
presentation
lesson summary
ideas for activities

Demo material:

Worksheets
worksheets with tasks
worksheets

Games:
did. a game
did. a game
did. game with explanations

Observations and experiments
Materials: a screen with three round slots (for hands and nose), a newspaper, a bell, a hammer, two stones, a rattle, a whistle, a talking doll, cases from kinder surprises with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar.

Description. Newspapers, a bell, a hammer, two stones, a rattle, a whistle, a talking doll are laid out on the table. Grandfather Know invites children to play with him. Children are given the opportunity to explore subjects on their own. During this acquaintance, Grandfather Know talks with the children, asking questions, for example: “How do these objects sound?”, “With what help were you able to hear these sounds?” etc.
The game "Guess what sounds" - a child behind a screen chooses an object with which he then makes a sound, other children guess. They name the object with which the sound is made, and say that they heard it with their ears.
The game "Guess by smell" - the children put their noses to the window of the screen, and the teacher offers to guess by the smell what is in his hands. What is this? How did you know? (The nose helped us.)
The game "Guess the taste" - the teacher invites children to guess the taste of lemon, sugar.
The game "Guess by touch" - the children put their hand into the opening of the screen, guess the object and then take it out.
Name our assistants who help us to recognize an object by sound, by smell, by taste. What would happen if we didn't have them?

More experiments:

• Vision. What can we see?

a collection of coloring pages "We train our eyesight!" to search for small details with your eyes

"Eye Perception" (http://home.damotvet.ru/kids/818978.htm)
For this simple experiment, you will need a clean cup, some coins, a pen, paper, a table, chairs, and one assistant. The purpose of our next experiment is to identify the following statement - does a person really see better with two eyes than with one? You and your assistant should sit at the table opposite each other. There should be a cup between you. You will need to take the coin and hold it over the cup. Your partner will have to tell you to move the hand with the coin in it to the right, left, back or forward. Once your partner is satisfied that the coin is exactly above the cup, he will need to ask you to release it. Do the experiment again, but this time one eye should be closed. Record your results. Then switch roles and compare your results with his.
EXPERIENCE #1
OBJECTIVE: to determine the reaction of the pupils to different degrees of illumination.
Children are invited to examine each other's pupils first in a consecrated room, and then draw the curtains to create twilight. Children independently come to the conclusion that in a consecrated room, the pupils are constricted, and after staying in a room without light for several minutes, the pupils dilate. They expand to capture as much light as possible and restore the ability to distinguish objects at dusk.
Being in a dark room, children can distinguish objects, but cannot determine their color.
TEACHER'S STORY: Directly opposite the pupil on the retina is another formation called the "yellow spot". It has a lot of rods and cones and therefore it is in this part that the clearest image is obtained. From the retina, the optic nerve sends signals about what has been seen to the brain. And next to the "yellow spot", there is a "blind spot". It is so called because there are no rods or cones in this place. And when the image hits this place, the person simply does not see it.
EXPERIENCE #2
PURPOSE: to show that when an image hits a blind spot, a person stops seeing this image. The child is offered to look with one eye at the cross in the corner of the picture, close the other eye with the palm of his hand. At the same time, 2 circles are in the field of view. Then he is asked to alternately zoom in and out of the card without looking away from the cross. At some point, one of the circles ceases to be visible. This means that his image fell into a blind spot.

TEACHER'S STORY: What is the difference between the vision of animals and humans. All representatives of the animal world have different eyes. This is due to the fact that the eyes are adapted to the environment in which their inhabitants live. On the surface of the body of the worms there are "eyes", but they do not see anything, but simply react to light.
Pisces can see close objects well. The frog sees only moving objects. To consider a motionless object, she herself needs to start moving. But starfish have one eye at the end of each ray.
Owls and eagle owls have large, but motionless eyes, but the head rotates around its axis in a full circle. In addition, they see well in the dark. And the eyes of chickens, pigeons, lizards can only see in the light.
Bees are five-eyed insects: they have two large and three small eyes. In addition, bees perceive colors quite unusually. So, for example, they pollinate red flowers, since they perceive red in the same way as a person perceives black. Unlike the eyes of many animals, human eyes can see and distinguish colors and objects. But there are people who do not distinguish colors. These people suffer from a disease called color blindness. And this disease was recognized more than 100 years ago.

• What is tasty and what is not?

OBJECTIVE: To taste food (without looking at it).

An adult offers to determine the taste of different foods. To do this, he puts into the child's mouth in turn small pieces of different foods (from 3-5 to 10-12 foods that contrast in taste). It is advisable, at the end of the experiment, to talk with the child about the features by which he distinguished the taste of food.

PURPOSE: To show the relationship between the organs of taste and smell.

The teacher offers a blindfolded child to identify any product (lemon, bread, chocolate, etc.) only by smell. Then the child is offered to close his nose and inhaling air only through his mouth, perform a similar task. As a result, the child comes to the conclusion that inhaling air only through the mouth, it is impossible to determine the smell of the product. You need to taste it. Trying food with an open or closed nose, the child understands that if the sense of smell is disturbed, the taste of the product also changes. Whereas with a normal sense of smell, the taste of the product is felt much better.

There are four basic tastes: bitter, sweet, sour, salty. Children are invited to name what can be bitter, sweet, sour, salty.

The tongue reacts to taste with special taste cells in the form of papillae, which are located on the tongue in large groups. A person has a lot of taste buds on the tongue (about 9-10 thousand), a duck has 200, a pigeon has 37, a chicken has 24.

PURPOSE: To determine the taste zones of the tongue.

Before each child put a mirror on a stand, 4 saucers: with granulated sugar, with salt, mustard, a slice of lemon. On each saucer there is one wooden stick, next to it are glasses of water for wetting these sticks. The teacher invites the children to move the first saucer towards them, moisten one end of the stick in water and dip it in granulated sugar.

Next, the child looks in the mirror, and the teacher first puts the stick on the middle part of the tongue, then on the base and on the sides, and finally on the tip of the tongue. After that, it is proposed to think and name in which part of the tongue the “sweet papillae” live. Similar work is carried out with salt, mustard, lemon.

After saying the children, the teacher sums up which part of the tongue perceives which taste better. Sweet taste is perceived by the tip of the tongue, salty and sour by the lateral parts, bitter by the base of the tongue.

PURPOSE: To prove the need for saliva to taste food. At the beginning of the experiment, dry the tongue with a napkin and repeat some manipulations to determine the taste from experiment No. 11. Children themselves conclude that the “dry” tongue does not feel the taste.

PURPOSE: To prove the dependence of taste sensations on the temperature of the product (for example, tea), as well as on the sequence of eating different tastes. The child is invited to take one sip of hot and warm tea containing the same amount of sugar. Children conclude that hot tea is not very tasty because it has "little sugar". For self-control, the child puts one piece of sugar in each cup, tries again.

As a result, he comes to the conclusion that warm tea seems sweeter than hot tea.

After a sip of salt water, children are encouraged to taste the salt water. She seems sweet to them. And after a cup of sweet tea, the lemon seems much more sour than it really is.

• What can we touch? Tactile sensations

tactile memory game idea
beautiful tactile book, with tracks:

:

EXPERIENCE #1
OBJECTIVE: To compare the temperature of water in several containers.
The adult invites the child to determine the temperature of the water in each jar by touch and arrange them in order (from the coldest to the warmest).
Preschoolers are led to understand that the sensation of heat or cold is possible due to sensitive skin.
EXPERIENCE #2
PURPOSE: To determine the location of "thermal", (perceiving heat) and "Cold" (perceiving cold) points on different parts of the skin (on the palms, on the face).
The teacher touches the child's skin with a metal rod (knitting needle) heated in a glass of hot water or cooled in a glass of cold water. Invites the child to listen carefully to their feelings. As soon as he feels cold, he must say the word "eat." In these places, the teacher, using a thin brush and watercolor, puts dots of blue and red. Together with the teacher, the preschooler concludes that there are more points on the face and on the palm that perceive cold. There are especially a lot of them on the fingertips, on the tip of the nose, on the cheeks, so these parts freeze faster than others on the street in cold weather.

• Hearing. Sound experiments

Why does everything sound?

Task: to bring children to an understanding of the causes of sound: the vibration of an object.

Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel

Description: Game "What sounds?" - the teacher invites the children to close their eyes, and he himself makes sounds with the help of known im-objects. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray with their voice: how does a mosquito ring? (Z-z-z.)

How does a fly buzz? (F-f-f.) How does the bumblebee buzz? (Woo.)

Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.

Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line? (Shakes, hesitates.) How to stop the sound? (Stop the vibrations of the ruler with your hand.) We extract the sound from the glass with a stick, stop. When does sound occur? Sound occurs when there is a very rapid forward and backward movement of air. This is called oscillation. Why does everything sound? What other items can you name that will sound?

Experience #1
PURPOSE: To determine the significance of the location of the ears on opposite sides of the human head.
The child turns his back to the teacher, the teacher asks him to repeat the words he heard. The teacher pronounces each next word in a quieter voice. Thus, it determines the threshold of auditory sensitivity in a child. Then he invites two other children (left and right) to call each other. The child guesses who called him from which side. Then the preschooler closes one ear with cotton wool, and a similar experiment is carried out. At the end of the experience, the child shares his impressions.
TEACHER'S STORY: The teacher tells the children about the structure of the ear. The ear consists of 3 parts (departments): outer, middle and inner. The outer ear includes: the auricle and the external auditory meatus. On the border between the outer and middle ear, a very thin, but elastic and elastic tympanic membrane is stretched. There are 3 very important bones in the middle ear - the hammer, anvil and stirrup. And a special tube connecting the middle ear with the nasopharynx. In the inner ear is a very important organ, in appearance it resembles a snail. It receives signals and transmits them at lightning speed to the brain along thousands of tracks. For example: a doorbell - the ear perceives this signal and sends it to the brain. The brain commands to go to the door and look through the peephole before opening the door.
In addition to this world's fastest cochlea, three semicircular canals filled with liquid are located in the inner ear in a special way. If not for this organ of balance, then people would often fall from dizziness. But this does not happen because with any of our movements, the liquid quickly moves through the channels.
In the people there is such an expression:
"It went in one ear and out the other."
- How do you understand it? In fact, there is no direct communication between the ears. However, there is a connection between the ear and the nasopharynx, so diseases of the ear, throat and nose are treated by one doctor - ENT (otolaryngologist).
EXPERIENCE #2
PURPOSE: To determine the connection of the ear with the nasopharynx. The experiment is being carried out: children consider the "Structure of the ear" schemes.
The teacher offers the child, having taken in air, close his mouth tightly, and close the ear canals with the index fingers of both hands and exhale the air. At the same time, the teacher closes the nasal passages of the child with his own hand according to the “clothespin” principle. The air cannot escape, but its pressure is felt in the nose and on the tympanic membrane of the ear, although the air was drawn in with a deep breath through the mouth.
At the end of the experiment, the test child shares his impressions.

What does our nose feel?
EXPERIENCE #1
PURPOSE: To exercise children in distinguishing colors by smell.
The adult offers the child, without looking, to determine which vase contains roses and which lilies of the valley. You can use various products with a fairly well-defined, characteristic smell (black, white fresh bread, fresh strawberries or oranges), etc.
TEACHER'S STORY: The olfactory nerves are extremely sensitive. They are able to distinguish thousands of different odors, and a special signal is transmitted to the brain about each individual odor. Most animals smell even better than humans. Cats, dogs, and horses have such a highly developed sense of smell that they usually recognize the smell of a familiar person long before he approaches. In wild animals, the sense of smell is even more developed than in domestic animals. A deer or a rabbit smells a predator at a great distance and manages to run away or hide. These animals are protected by their surprisingly sharp sense of smell.
During a runny nose, we almost stop smelling. This happens because the mucous membrane in the nose swells, becomes irritated and the nose becomes clogged with mucus. As a result, odors cease to excite olfactory cells.
In humans, odor-perceiving cells are located in the uppermost part of the nasal cavity. Therefore, in order to smell, we need to take a breath (children are convinced of this by experience).
EXPERIENCE #2
OBJECTIVE: To prove the need for inhalation to detect odor. The teacher puts a thick cloth bag in front of each child, inside which is hidden a piece of toilet soap, a perfume bottle, a tangerine peel, etc. Without touching the bag, the teacher invites the children to guess by smell what is inside.
After the children's answers, the teacher clarifies in order to feel and determine the smell, you need to take several deep breaths in a row. With the help of the sense of smell, a person, as it were, controls the quality of the air. If a pleasant smell appears in the air, we try to breathe deeper (the air after rain, on a walk in the forest, etc.). And when we smell an unpleasant smell, on the contrary, we try to breathe as rarely as possible. A person distinguishes about 400 different smells.
In most animals, smell is the most important sense. Better than others, animals perceive the smells of a dog, birds are very weak, but dolphins do not distinguish any smells at all.
People perceive each other in the process of communication to a greater extent with the help of sight, hearing. But for animals, the peculiar smell coming from them plays a primary role.
For example: ants have a smell of "alarm", "death", which comes from dead ants. A living ant that emits this smell is “buried” by its brethren - they are dragged away from the anthill. And no matter how many times he comes back, the "funeral" will be repeated if this smell does not disappear.
Literature (for reading):
E. Moshkovskaya "My wonderful nose";
Y. Prokopovich “Why do babies need a nose?”;
N. Sladkov "Yashurkin's nose";

V. Bianchi "Whose nose is better."

Creative part of the theme

All 5 organs feelings can be shown on such faces: with shifty eyes, bells, perfume-scented nose, velvet / sanding paws, a mouth in the form of chewing gum or licorice candy:

littlegiraffes.com

\

Purpose: to enrich taste sensations, develop memory; develop the ability to determine the desired method for identifying objects; enrich children's vocabulary.

Preparing for the game.

Children are offered 4 pairs of jars. They are filled with salt, vanilla, sugar, citric acid.

Task 1. "Guess what taste?"

The child is encouraged to find sour, salty, sweet, bitter tastes.

Task 2. "Find a couple"

The child must find jars with the same taste.

Task 3. "What, what happens?"

Before the child are pictures with berries, fruits, vegetables. The child identifies a jar with a certain taste and puts a picture next to a product that has the same taste. For example: sour taste - lemon, cranberry, currant; sweet taste - pear, strawberry, watermelon, etc.

"WARM - COLD"

Purpose: to exercise children in tactile skills, to distinguish between textiles, to develop the ability to talk about their sensory impressions.

Game progress.

Children are offered panels with different types of fabrics. The child must tactilely establish the differences between textiles and talk about his sensory impressions.

"LIGHT HEAVY"

Purpose: to provide children with the opportunity to feel the measure of gravity of familiar objects, thereby enriching the sensory experience of children; develop the ability to talk about their sensory impressions.

Game progress.

Children are offered items of varying severity. Feeling the measure of severity, they talk about their sensory impressions.

"WARM - COLD"

Purpose: to exercise children in the ability to determine the temperature of homogeneous objects by touch and group them with conditional symbols; learn to draw verbal conclusions.

Game progress.

Children are offered jars of water: warm, cold, hot. Children must determine the temperature of the water by touch and correlate with the corresponding symbols.

"WONDERFUL SACK-1"

Purpose: to consolidate the ability to identify familiar geometric shapes (ball, cube, cylinder, etc.) on the basis of a tactile-motor examination and name them.

Game progress.

The bag contains three-dimensional geometric shapes. The child puts his hand into the bag and by touch determines the figure that he has come across, names and takes it out. The rest of the kids are in control.

"WONDERFUL SACK-2"

Purpose: to teach children to touch to determine a geometric figure, to develop the senses (touch).

Game progress.

Invite the child to identify by touch and name the geometric figure lying in the bag.

"FIND THE PATCH"

Purpose: to teach to distinguish the qualities of an object in the process of perception, to compare in form.

Game progress.

Invite the child to choose the right patch from a geometric figure and put it in place.

"PICK YOUR PART"

Game progress.

"LEARN AND COMPARE"

Purpose: to consolidate the ability to compare two objects in length and width, using the technique of applying them to each other; use words: shorter, longer, wider, narrower; fix the color develop the ability to recognize geometric shapes by touch, and name them.

Game progress.

1 option. Geometric figures (large and small in size, of different shapes) are randomly laid out under the handkerchief. The child is invited to touch, examining with both hands, to find a pair of geometric shapes (the choice of a pair is possible both at the request of the child and at the verbal direction of the teacher).

Option 2. "Find a Pair"

The child, by touch, with one hand, examining the object, takes out geometric figures from under the handkerchief, calls what he got (rhombus). Compares in size using words: longer, shorter, narrower, wider, and names the color of each shape.

"PICK YOUR PART"

Purpose: to teach children to examine objects of different shapes and colors, to learn to use the indicated properties of a geometric figure (color, shape, size); develop creative imagination.

Game progress.

1 option. Invite the child to choose the card he likes and, using geometric shapes, lay out the drawing according to the model.

Option 2. Invite the child, using various geometric shapes, to draw up his own drawing.

"BUILD A HOUSE"

Purpose: to enrich the sensory experience of children, introducing them to a wide range of objects and objects, to teach them to select objects according to one or two qualities (color, size).

Game progress.

Invite the child to choose the necessary geometric shapes and place it in the picture.

"FIND A PAIR"

Goal: develop the senses (hearing), teach correctly, find a pair for the subject, develop auditory attention.

Game progress.

1 option. Children are given "shumiki" with different sounds. It is proposed to find a "shumik" with the same sound.

Option 2. Invite the children to guess who sounds “shumik” in the same way as the teacher.

"COLOR COLLECTIONS"

Direct goal: to develop visual perception, colors, shades.

Game progress.

1 option. "Confusion"

The teacher mixes toys of different colors and offers to arrange them in bags of the corresponding color.

Option 2. "Who is faster!"

Educator. - I hid 10 (any number) yellow toys in a group, whoever finds them faster.

3 option. "Name the toy"

The child takes a toy out of the bag or vice versa, lays out the toys (as in option No. 1), and names them: - Green bunny, blue ball, red cube, etc.

4 option. Teaching children to recognize colors.

It takes place in 3 stages.

Stage 1: "It's a yellow balloon"

Stage 2: "Bring the yellow balloon"

Stage 3: "What color is the ball?"

"Scented bags"

Direct goal: to develop the sense of smell in children.

Indirect goal: to consolidate the names of medicinal plants, to teach children to recognize plants by smell.

Game progress.

1 option. "Smell"

The teacher introduces children to the smells of medicinal herbs in 3 stages.

The teacher offers to smell the grass in the bag.

This is what chamomile smells like. (show picture)

Stage 2. Find a bag with the smell of chamomile.

Option 2. "Find the same smell"

The child takes one of the blue bags, inhales the smell and tries to find the same smell in the orange bag, making pairs with the same smell.

"FRAGRANT JOY"

Purpose: to develop the sense of smell in children.

Game progress.

The teacher offers to collect a couple of jars with the same smell.

To do this, you need to open the jar and let the child smell the aroma, but so that he does not see the contents of the jar.

Then the child sniffs the contents of other jars and finds the same aroma.

"CATTERN - KRUPENICHKA"

Indirect goal: to develop fine motor skills of the hands.

Game progress.

The teacher says:

This is an unusual caterpillar. Her name is Krupenichka. She does not eat grass, not leaves. She loves different cereals.

Today Krupenichka walked around the field, collecting various cereals: buckwheat, rice, beans, peas.

Look, I also have such cereals in bags.

Children are invited to touch the cereals. And then touch Krupenichka's tummy.

What did she eat today?

"Nimble Fingers"

Purpose: to develop tactile sensations in children.

"STRONG WIND"

"COLOR PETALS"

"FROM WHICH BALL ROPE"

"MULTI-COLORED BENCHES"

Purpose: to teach children to distinguish the primary colors of objects; learn to act according to the instructions, highlighting a given color and naming it.

Game progress.

A. "Strong wind." (The wind "ripped off" the roofs from the multi-colored houses, you need to put them in place)

B. "Colored petals." (Lay out the flowers, picking up the petals according to the color of the middle)

Q. "Which ball is the rope from?" (The color of the ball should be related to the color of the rope)

G. "Colorful benches." (Put the nesting doll on a bench of the same color)

FIND A HOUSE FOR EVERY FISH

Purpose: to develop visual attention and memory.

Game progress.

The child is invited to consider aquariums and remember where which fish swims.

Then the aquariums are removed.

Children are offered separate aquariums and a separate fish.

Put each fish in your aquarium.

"FOLD FROM STICKS"

Purpose: to develop visual attention and memory, fine motor skills.

Game progress.

Counting sticks are laid out on the table.

An adult lays out figures from them - first simple, then complex. The child must fold exactly the same figure.

The task is given in order of increasing difficulty:

A) the sample remains in front of the child's eyes

B) the sample is removed.

These figures can be folded from cubes.

The full version of the work (with photos) can be downloaded.

Purpose: to distinguish objects by smell.

Equipment: blindfold; food and substances with various odors (bread, sausage, lemon, candy, mint, flowers, medicines, shoe polish, etc.).

As a game material, you can use boxes or jars filled with vanilla, coffee, cocoa, spices, soap, perfume, flowers, etc.

Remember how they smell

Purpose: to revive the memory of various smells.

Equipment: subject pictures depicting various objects and phenomena (melon, coffee, cucumber, soap, shampoo, watercolors, strawberry sprig, blooming lily of the valley, spruce branch, heavy rain, etc.).

Three vials

Purpose: distinguishing liquid substances by smell.

Equipment: three bottles filled with shampoo, perfume, vinegar.

Distinguishing compound, more complex flavors is carried out in the process of learning in special classes. In this work, it is important that the added aroma be clearly differentiated, for example: regular tea and tea with mint, salad with and without fresh cucumber, etc.

The most difficult for children, as practice shows, are tasks to distinguish between natural objects and objects with a smell: flowers or perfumes with a floral scent, an orange or an air freshener with a citrus smell, etc.

The taste qualities of items differ due to the test on the tongue. There are four main tastes: salty, bitter, sour and sweet. All complex taste sensations are a combination of the main ones, as well as the result of the simultaneous receipt of information from other receptors in the oral cavity - olfactory, pain, tactile, temperature - into the nerve centers. The greatest sensitivity to taste stimuli is noted at a food temperature of 37-50 degrees, but there are exceptions (for example, ice cream, tea).

The development of taste sensations is carried out simultaneously with the development of smell, since the perception of smells of products before their use stimulates the process of taste perception.

In the process of developing the perception of taste sensations, children understand that the same product can be pleasant for some people and unpleasant for others: someone loves fish, and someone cannot even tolerate its smell, etc. At the same time, they learn a list of those products that can be harmful to health (poisonous mushrooms and berries, vinegar, etc.).

The job of tasting new foods is similar to the job of smelling.

Here are examples of didactic games that can be used to develop taste sensations.

Determine the taste

Purpose: to determine the products to taste.

Equipment: blindfold; onion, lemon, pickled cucumber, candy.

You can ask children to taste raw and boiled foods: carrots, eggs, potatoes, pasta, onions, apples, buckwheat; set the tastes of various types of bread (rye, white), fruits (apple and pear), types of sausages (boiled and smoked), nuts (peanuts, hazelnuts, cedar, walnuts), jams (raspberry, cherry, etc.), sweets (lollipop , chocolate, etc.), fish (fried, salted), dairy products (sour cream, kefir), etc.

flavor jars

Purpose: to introduce the main types of taste. Equipment: four jars with solutions of various tastes: sweet, salty, sour and bitter; pipettes, spoons.

At the end, it is concluded that the liquids come in different tastes.

Name the taste of the food

Purpose: to revive the memory of the tastes of different products.

Equipment: pictures of various products, vegetables, fruits.

lemon - sour, juicy, refreshing;

garlic - bitter, unpleasant;

candy - sweet, sugary, pleasant;

loaf of bread - fragrant, fragrant, pleasant.

Different objects have a number of properties (temperature regime, weight categories, vibrational and some other features), which are known through tactile sensations as a result of direct palpation, touch, and exposure to the skin. Consider the role played by tactile perception in determining the temperature and weight of objects.

Adequate perception of temperature is a vital quality. The child receives the first temperature sensations in the process of everyday life, but we immediately note that this is the only type of sensation that is formed exclusively under the guidance of an adult due to the possible damage to the child's health.

Children learn that the same objects (iron, heating pad, kettle, stove, etc.) can have different temperatures. Gradually, the ability to concentrate one's attention on changes in the temperature of the environment and one's own body is developed. In this case, it would be advisable to get acquainted with a device for measuring temperature - a thermometer (for air, water, the human body).

As an example, you can measure the temperature of water in glasses, in one of which water was poured from the refrigerator, and in the second - from a warm kettle. You should compare the readings, and then draw conclusions.

The temperature of the human body indoors and outdoors remains unchanged (you can measure the temperature of a person, while explaining the rules for using a thermometer) and, therefore, does not depend on the ambient temperature, and the temperature of air and water can differ significantly depending on where it is measured.