Message about the desert. Summary of nodes "desert exploration" Message on the topic "Desert"

"Desert Exploration"

Target:

Expanding and consolidating children’s knowledge about life in the desert and the properties of sand.

Promote the development of fine motor skills in children's hands,using an unconventional drawing method.

Tasks:

Educational:

Deepen and systematize children’s understanding of the flora and fauna of the desert;

- Teach children to create patternscolored sand on paper.

Educational:

Develop cooperation skills in a team and in pairs, follow the rules and norms of behavior in joint activities;

Develop cognitive interest in desert inhabitants, curiosity, imagination;

Develop interest in experimental activities;

- Develop fine motor skills of handsby painting with colored sand.

Enrichment of vocabulary: Sahara desert, oasis, dunes, camel caravan, jerboa, camel thorn.

Educational:

Cultivate an interest in nature.

- Foster independence and accuracy in work.

Integration of educational areas : cognitive development, social and communicative development, speech development, artistic and aesthetic development, physical development.

Equipment: Computer, screen, projector, stereo system, CDs with music, presentation for class, sandbox, magnifying glasses, sand scoops, funnels, three-liter jars with lids, juice straws, deep plates.

OOD progress:

Educator: Hello guys!

Today we have guests. Look at the kind, affectionate faces of our guests. Let's say hello.

Gather children in a circle

You are my friend and I am your friend

Hold your hands tightly

And smile at each other.

Our hands connected and conveyed warmth and kindness to each other. They made us friends!

(Sound of wind)

Educator: What is it? What is that sound? Suddenly it became cold.

Children: it's the wind

Educator: But this is not a simple wind, northern, cold. Guys, look at the screen, the magic lights have lit up. Let's find out what happened.

Video letter from Umka:

Educator: Guys, where do you think you can find a lot of sand?

Children: In a desert.

Educator: That's right, in the desert. To help Umka and learn as much as possible about sand, we need to go to the desert. But how do we get to the desert? (Children's answers)

Educator: I suggest you go on a trip on modern transport - the Fast Flight.

(Flight simulation).

Educator: Well, guys, we are in the desert.

Look at the vast expanses and so much sand. The wind blows strongly in the desert, it carries sand. These sandy hills are called dunes, and the wind is called a dry wind. Wind in the desert causes sandstorms.

Educator: Do you recognize this plant? How did it adapt to life in the desert?

Children: Yes, it's a cactus. The cactus has spines instead of leaves. And the root goes deep into the sands, where there is water.

Educator: Cacti survive in deserts because they store water in their stems. Instead of leaves they have sharp spines! Some cacti have very beautiful flowers. A plant grows - camel thorn, which the camel feeds on.

Educator: But in addition to plants, there are also animals and birds, insects and reptiles in the desert.

Let's walk through the hot sands of the desert and see who else lives in the desert?

Children: turtles.

Educator: Guys, where do turtles spend their time?

Children: They spend most of their time in a secluded place.

Educator: Look, guys, here are the lizards. This is the largest lizard, what do you think it's called?

Children: monitor lizard

Educator: Spiders live in the desert. And over there I see poisonous scorpions crawling along the sand. You need to walk carefully in the desert, as there are a lot of different poisonous snakes here.

Educator: What are these little animals?

Children: These are jerboas.

Educator: Where do jerboas hide from the sun?

Children: jerboas hide from the sun in sandy burrows.

Educator: But what is it? In the middle of the desert we see a green island - a lake, palm trees. This is an oasis. What is an oasis?

Children: children's answers.

(a place in the desert where there is enough water, palm trees grow there, and the land around the oasis is very fertile).

Educator: Guys, the largest desert in the world is called the Sahara. The Red Sea is located next to the Sahara. It is also called the Dead Sea because it contains a lot of salt and no one can survive there. In the Red Sea, the water is so salty that it is impossible to swim in it, and not a single object sinks.

Educator: The desert is full of dangers. One of them is called quicksand. Have you heard anything about quicksand? (children's answers).

Educator: Guys, we promised Umka to find out about the sand. To do this, we need to go to the laboratory, where we will confirm the facts about the desert. But first, let's take a little rest:

In the morning from a black cloud

It rained for an hour,

The loose sand is damp

Behind our gate.

I immediately got down to business

And he built a house with a window.

And in the morning the sun warmed up,

And my house collapsed.

Experience 1. In the desert we learned about the dry wind that creates dunes and sand storms. Let's create a sand storm too.

Take the tubes, insert them into the lids of the jars and gently blow onto the sand. What's happening? - (grains of sand scatter because they do not stick to each other).

Conclusion: sand is free-flowing.

Experience 2. We said that the Red Sea is called “dead” due to its high salt content. It is impossible to drown in a salty solution. Now we will verify this fact with the help of experiment.

Chicken eggs are placed in fresh water - the eggs begin to sink. Then add a few tablespoons of salt to the water and stir until the salt dissolves - the eggs do not sink.

Educator: Guys, look, I brought you a picture of the desert. Look, there are dunes drawn here, but, in my opinion, someone is missing here.

Educator: Who is missing in our desert?

Children: Camels, turtles, jerboas, etc. live in the desert.

Educator: Exactly! I completely forgot about them. What to do?

Children: do it yourself.

Educator: I suggest making animals for the desert with your own hands! I suggest you do it in a magical way - with colored sand!

Let's remember how to draw with sand:

1. First you need to spread glue on the surface,

2. Then carefully sprinkle sand, (pinch)

Children draw with sand. Individual assistance and supervision of the teacher.

After work, children wipe their hands with a napkin.

Educator: And now it’s time for us to return to the group. We now know a lot about sand, about the desert. Children, let's tell Umka what new you learned today.

Children list.

Umka: Well done, guys. I really liked that you know so much about sand, about the desert, so I want to give you gifts. See you again, friends!

MBDOU "Kindergarten "Rainbow"

"Desert Exploration"

Organized educational

activity

Middle group

Educator:

Mishina Maria Viktorovna

Aksubaevo, 2017

Group: preparatory

Purpose of the game lesson:

Formation of primary ideas in older preschoolers about objects of the surrounding world and natural features in experimental activities and

Objectives of the game lesson:

Educational objectives.

1. Introduce children to a natural phenomenon like wind, its properties and role in human life.
2. Teach children to observe, conduct experiments and draw their own conclusions.

Educational task

Cultivate an interest in experimental activities and a love of nature.

Developmental tasks.

1. Continue to develop logical thinking and imagination when conducting experiments.
2. Activate dictionary (wind, breeze, wind, prickly, gentle, blizzard, blizzard, blizzard).

• generalize, clarify and expand children’s knowledge about water, its properties, role in the life of humans and living organisms, contribute to the accumulation of specific ideas about the properties of water, develop cognitive interest in the process of experimenting with water, develop speech, thinking, curiosity, the ability to admire the beauty of reservoirs, develop an ecological culture, cultivate a caring attitude towards water as the main natural resource.

Demo material:

• molds, two glasses of milk and water, watercolor paint, brushes, spoons, lumps of earth, funnel, cotton wool, napkins, vegetable oil.

Handout:

• experimental sheets, plywood boards, stones, glass beads, a bolt, a plastic toy, polystyrene foam, foam rubber, pencils, containers of water.

Preliminary work:

• conducting a series of experiments with water in order to become familiar with the properties of water, observations, drawing, reading stories, conversations.

Forms of work:

Lesson notes

Slide - globe map and compass

Educator (drawing children's attention to the book corner):

– Look what an unusual book appeared on the bookshelf today. This is not a book at all, but an ancient "Diary of Travelers in the Sahara Desert" . Let's go to our round scientific table and get acquainted with the diary in more detail.

– How many of you know where the largest desert on earth is, the Sahara? (In Africa) Let's find and show this great African desert on a map or globe. What color is the desert? What do you think the color yellow could mean? (Sand)

– Now that we know where the Sahara Desert is, suggest how we can get there?

– Is it possible to get to the Sahara by train? Why not?

– Is it possible to get there by car? (bicycle), can you walk?

– What is better to fly to the Sahara: a hot air balloon or an airplane?

(children make assumptions and give reasons for them)

– In ancient times, getting to Samara was not easy. It was necessary to travel for a long time by land, then sail by ship. All this is written in the diary. Now it’s easier to do this. The best thing is to go on a plane flight.

– When you hear the word "desert" , what do you think? (sand, sun and nothing else)

Slide - desert

– This is not entirely true! In the Sahara there is a burning sun and hot sands and, indeed, there are places where there is not a single plant for hundreds of kilometers. This is a real sandy sea, with dune waves. But there are other places.

Slide - oasis

“After all, a great river flows through the desert. What is it called? (Nile) And where there is water, there is life. Such places in the desert are called oases.

Slide - desert

– What features of the desert do we already know? (Hot climate, little water, sandy soil, predominance of animals living in burrows, poor vegetation, etc. The desert is the hottest place on earth. The sand heats up from the sun and becomes very hot). I propose to conduct several experiments in our mini laboratory and understand in more detail the characteristic features of the desert.

EXPERIENCE No. 1 "DUNES"

Slide - dunes

– Where do you think such unusual slides appear in the desert?

(Children’s answers are listened to, but not commented on. Children will answer it again after the end of the experiment: in front of each child is a plastic container with dry sand and a cocktail straw. Sand in a jar is each child’s personal desert)

– I suggest imagining that each of us is the wind: we blow lightly, but for quite a long time, on the sand. What's happening to him? (Waves appear first. If you blow longer, the sand will move from one place to another. The most conscientious "wind" a sand mound will appear).

– These are the kind of sand hills, only larger ones, that can be found in a real desert. They are created by the wind. These sandy hills are called dunes. Sometimes strong winds blow over the desert. They raise clouds of sand - this is how desert storms arise.

Slide - desert storms

EXPERIENCE No. 2 “WHY IS THERE LITTLE WATER IN THE DESERT?

– What do you guys think, does it rain in the desert? (Yes, but they rain very rarely, but there is a lot of precipitation)

Slide - rain in the desert

– What happens to water in the desert?

- Let's see what conclusion we come to after the following experiment: open the lids and pour water from the glasses (children pour water into the sand). What do you see? (Water quickly seeps through grains of sand and settles below, on clay soils, without having time to penetrate inside, it evaporates).

– It is very hot in the desert, and it may even seem that there is nothing alive there and cannot be. But it turns out that plants and animals can survive in such conditions.

Slide - camel thorn

– They adapt to high temperatures and lack of water. We'll find out how now.

Slide - camel thorn and dandelion (images of plants: one has a long root, the other has a short one)

– Which plant do you think can survive in the desert? Why? Why does it need a long root? Yes, long roots are one of the characteristics of desert plants. After all, they have to survive in conditions of minimal water. The roots of camel thorn penetrate almost 20 meters deep and extract water from there.

Slide - lizard, snake, turtle, jerboa, fennec

– There are animals in the desert that prefer to live in the sand.

Slide - sand burrows

“There they can dig a hole and hide from the heat and predators. Why is it difficult for animals to live in the desert? (nothing to eat, little water)

– What do people use to move around the desert?

Slide - camel caravan

– Why is a camel called the ship of the desert? (Because he walks on the dunes, as if on waves. And the desert is like the sea, only made of sand)

Reflections of children and additions of the teacher.

Slide - camel

– What is unusual about a camel? How did he adapt to the desert? (Camels know how to close their nostrils during sandstorms so as not to inhale sand. Long eyelashes protect their eyes. To avoid overheating, camels have no fat under their skin. All of it is concentrated in the hump. Camels are very hardy animals. They can run without stopping for a whole day, can go for a long time without water)

EXPERIENCE No. 3 "SHIP OF THE DESERT"

Slide - camel feet

– Notice how wide the camel’s feet are. For what? (So ​​as not to sink into the sand)

The teacher shows the children objects with different bases: a stick, a bowl, etc. He suggests putting them on the sand and pressing them. Children perform, observe and note that some objects, with a wide base, do not get stuck in the sand.

– We have found out why it is more convenient to move through the desert on a camel.

A GAME "PAST AND FUTURE"

– Look, the old diary depicts some of the things that travelers in the desert used many years ago.

Looking at the drawings

– The travelers transported all their belongings on camels in bags. And what else do modern travelers carry their things in, besides a bag? (backpack)

– Previously, when travelers stopped to rest, they set up a tent. What do modern travelers install? (tent)

– Time was determined using sundials and hourglasses. What watches do modern travelers need? (mechanical, electronic)

– When it became dark in the desert, they used the light of an oil lamp. What do we need now to light the way in the dark? (electric flashlight)

– To make notes, travelers took pen and ink with them. What is useful for recording information now? (pencil, pen, tablet)

– Travelers stored water in a leather bag - a wineskin. What is the most common place to store water today? (flask, bottle)

– In ancient times, the sun and stars showed the way to travelers. Now, what device can you use to find out the direction? (compass)

“Perhaps one of you, when he grows up, will go on a journey through the desert.” Please name the items and things that you would need on such a trip. Look, I've already prepared something. But first I decided to consult with you: what to take and what to leave. (The teacher shows different objects on the tables) Let the girls choose all the necessary things and place them on the table, where there is a picture of a girl with a backpack; and the boys will choose things and put them on the table with a picture of a boy with a backpack.

Children choose things for travel while listening to music.

- Let's see who chose what? Why? For what? (Children justify their choice)

EXPERIENCE No. 4 "HEATING OBJECTS"

– You have chosen many things necessary for traveling through the desert, among which, of course, are clothes. In the desert, it is very important to protect the body from the sun to avoid sunstroke. To do this, you must have a headdress and suitable clothing. I see you have chosen clothes of different colors. Do you think it matters what color travelers wear?

– Does the sun heat all objects equally? (Not really)

- Let's check and go to the table with the table lamp.

– The sun is the main illuminator. It burns above the ground like a giant light bulb. Let's imagine that an electric lamp is the Sun. Place your palm. How do you feel? (Warm, hot) The palm got hot. Not only the palm, but all objects heat up when light falls on them. So the sun's rays heat the surface of the Earth and objects.

– Touch the stones and pieces of fabric. Tell me, are they cold or warm? (Cold) And these pebbles (White and black) lay under the light of the lamp. Are they cold or warm? (Warm). Which stone got hotter? (Black) Which color of fabric heated up more: black or white? (Black) You are right: black absorbs a lot of sunlight, so black objects heat up more than white ones.

– Desert animals have a light, sandy color. Why do you think? Residents of hot countries also paint the walls of their houses white. Light walls reflect some of the sun's rays and do not heat up much. So which clothes won't make you feel so hot: white or black? (In white) That's right guys, in hot weather it is better to have light colored clothes. It repels the sun's rays.

EXPERIENCE No. 5 "FILTRATION"

– And now I will read you one important entry from the diary. “A caravan was walking in the desert, we had been on the road for a long time, and we had very little water left. But disaster struck: a strong hurricane began, and all the water we had became dirty. Everyone was very upset and began to think about how to get drunk, how to purify the water? In our bags we found gauze, a blotter, a sieve, a colander, a funnel, and empty, clean jars. We thought and guessed how we could purify water and quench our thirst.” .

– Think about it, maybe you can guess how the travelers managed to purify the water? What did they do? What objects and materials helped them with this? (They made cleaning devices - filters. Let's test our guesses and assumptions with the help of experiments.

There is a jar of contaminated water on the table (it contains sawdust, pebbles, sand), three empty clean jars, a sieve, funnel, gauze, blotter.

- Look, we have the same dirty water as the travelers, and the same objects and materials that they found in their bags. What items and materials do you think can best purify water? Explain why you think so.

The teacher shows filtering methods.

- Let's take an empty jar, put a sieve in it and pour contaminated water. What happened? Has the water cleared up?

– Now we’ll make a filter out of gauze. Let's take an empty jar, put a funnel in it, and cover the funnel with gauze. Now let's pour polluted water here. Has the water become cleaner?

– The next filter is made of blotting paper. You need to cut out a circle and put it in a funnel, and then pour in water. What happened after filtering water with substances? (After filtering, the color of the filter changed and the filtered water became cleaner) Which filter purifies water better? (Blotting paper)

EXPERIENCE No. 6 "WHAT'S IN THE BOTTLES"

– Water is very important for traveling through the desert. And I wanted to give you another bottle of water. Only the bottle with different contents and the labels were mixed up.

- Let's see what is drawn and written on the labels. On this label there is a drop drawn and it says "Water" . And here there is an orange drawn and written "Juice" . And where the cow is drawn, it is written "Milk" . There's someone funny on this label. Look, he puffs out his cheeks and blows, and it says "Air" .

– Can you identify what's in the bottles and find the water you need to travel through the desert? (Yes) Then determine what is in the bottles.

Four closed plastic bottles. Children examine them and determine that one of them is light, and three are heavy; in two of the heavy containers there are colored liquids: white and orange, it is assumed that this is "Milk" And "Juice" , which means in the third bottle - "Water" ; open it and make sure of it.

– Please explain how you guessed what was in the bottles?

Together they identify the properties of water: pour them into glasses, smell them, pour them, compare the weight of a full and empty glass.

- Now smell the water. What does she smell like? (No smell at all. Water has no smell if it is clean).

– You chose the things that are necessary for traveling through the desert. Now that we've done a few experiments, maybe you'll choose other things or replace some of them. Explain your choice. The willing boys and girls talk about their work, others complement them. We have found out that for traveling through the desert you need: light-colored clothing (preferably white), water, water purification filter, etc.

– Look, there are still blank pages in the diary. Let's make it a journal of our desert group explorations and fill in the blank pages.

Lidia Kuranova
A lesson to familiarize preschoolers with natural areas of the earth. Theme: "Desert"

Theme: "Desert"

Integration of educational areas: “Cognition”, “Communication”, “Physical Education”, “Labor”.

Types of children's activities: play, cognitive-research, productive, communicative, musical and artistic.

Cognition(formation of a holistic picture of the world). introduce the climatic conditions of hot continents, deepen and systematize children’s understanding of the flora and fauna of the desert, understanding that in order to preserve nature it must be protected; develop cognitive interest in desert inhabitants, curiosity, imagination; cultivate a love of nature, interest and desire to study it.

Communication: teach children to maintain a conversation about the inhabitants of the desert, to reason, to express their point of view.

Cognition(development of constructive activity) teach children to build a model of a desert from sand with its inhabitants.

Physical Culture. to form various types of cognitive activity in the process of motor activity.

Dictionary enrichment: oasis, tornado, saxaul, dunes.

Planned results: shows interest in new knowledge; formulates answers to the teacher’s questions regarding the content of the story, using complex sentences of various types in speech; knows the inhabitants of the desert; knows how to build a model of a desert with its inhabitants.

Material: globe; a box with low sides, sand (for a desert model); figurines of animals and desert plants; pictures depicting animals, plants and desert landscapes; transparent glass, sand, water for experiment; puzzles; musical accompaniment (the sound of rain, thunderstorm).

Preliminary work: examination of the globe, continents, geographical map: finding deserts, mountains, rivers and their designation on the map.

Preparatory work: prepare a box with low sides, fine sand.

Progress of the lesson

1. The teacher’s story about the desert (use demonstration material - pictures with images of plants and animals of the desert).

1/7 of the Earth's total landmass is occupied by deserts. Deserts are very dry areas that receive very, very little rain per year. The largest and hottest desert on the planet - the Sahara - is located in northern Africa (show on globe). Desert vegetation is poor. Plants do not form a continuous cover. They grow in bunches and sparse bushes. Between which cracked clay or dry sand is visible. There are some areas where there is no vegetation. Summer in the desert is hot, there is little precipitation, so plants grow here that can tolerate prolonged drought. Their roots go deep into the ground, because only there, in the deep layers of the soil, can they find moisture. Small leaves, characteristic of desert plants, contribute to less evaporation of water from their surface. Some plants have spines instead of leaves.

At noon it is very hot, at such a time you can easily bake an egg in hot sand.

In every hot desert, once a year there comes a time when plants suddenly bloom. This happens when rain comes, most often in the spring. If it starts to rain, then a strong, light rain would dry up on the way to the ground - it’s so hot in the desert.

Desert plants are unusual.

The cactus has a trunk as soft as a sponge, which becomes thicker and full of water after rain. It has no leaves. The cactus accumulates water in its green trunks.

Mastic tree, roots up to 30m long.

White and black saxaul - roots go deep into the ground; instead of leaves - scales.

Camel thorn and wormwood are still growing, lilies and red poppies are blooming.

The surface of the desert is hilly. Large hills of fine sand are common. These are dunes.

Tornadoes often occur in the desert. This is a huge column of sand raised by the wind. It is impossible to fight him. He sweeps away everything in his path.

The fauna of the desert is also unique. Animals are undemanding when it comes to food and water. Their color matches the color of the sun-scorched surface – yellow-gray. They have adapted to extreme heat. Many of them hide in dense, shady areas during the hot part of the day, in burrows, emerging at dusk or at night to hunt or graze.

Lizards don't drink water. They only need the fluid they get from food. Special teeth on the fingers prevent them from sinking into the sand, and they glide very quickly along the sand, thanks to “sand skis.” They live in burrows abandoned by animals, or dig themselves. For protection purposes, they use the self-mutilation reflex - they discard their tail, which grows back over time.

Turtles (approximately 20cm long) can weigh 1.5-2kg; They feed on plant foods and sometimes small insects.

The desert is inhabited by owls, snakes, scarab beetles, gazelle antelopes, toads, wild donkeys, and insects: locusts, tarantulas, scorpions, and beetles. The monitor lizard is the largest. The length of the gray monitor lizard is 1.5 m. Due to its large size, it is called the desert crocodile.

One of the most interesting animals lives in the desert - the camel. A camel is not only a vehicle. It easily passes through loose sand because its “sand shoes” are soft and wide. It feeds on bitter-salty grass, saxaul, wormwood, and camel thorn. A camel can live without water for 2-3 weeks, feeding on plants that contain water. He can lose tens of liters of water in hot weather and does not die of thirst, but only dries out and loses weight. But then, to replenish it, he drinks 13 buckets of water in 10 minutes. Water, like a sponge, is absorbed by all parts of the body. They have calluses on their knees, chests and heels. For what? In such “calloused shoes” it is very comfortable to walk on the rubble-rocky desert and soft sand, without getting stuck in it and without getting burned. Thick wool serves as true protection from heat and cold. Long legs are comfortable when walking, a long neck allows you to see danger in a timely manner, thick long eyelashes protect your eyes from dust and sand. Water and food are stored in two humps. The camel is called the “ship of the desert.” Why do you guys think? (because they transport salt, sugar, timber, cotton, grain, flour). For the desert, this is the cheapest and most convenient transport. Why? (no need for expensive fuel, various trailers carrying cargo, they are unpretentious in food).

Almost everywhere there is underground water trapped in hard rocks, but there are a few places where hard rocks - rocks - come to the surface. These places in the deserts are called oases. Plants such as date palms grow only near oases, because there their roots can reach the water. Many desert birds, such as the sand ptarmigan, and larger animals such as foxes regularly visit the oases to drink water.

The script was written for an educational children's party.
Three children (two girls and a boy) aged 5.5-6 years were present.

Room decoration

1. Cardboard pyramid. Needed not so much for the script, but for the right mood
2. Sphinx made of cardboard
3. Egyptian figurines (carved from photographs of ancient papyri)
4. Desert - a bowl of sand or semolina
5. African animals (toys)
6. Treats: dried fruits (dates, figs), fruits, vegetables (cucumbers, peppers), nuts, pita bread, cheese, cookies, oriental sweets.

Introductory part

Find Egypt on the map and ask what the children know about it. It is better to talk about the past by showing events on a time line. First indicate our time, then look at how long ago Ancient Egypt appeared when the Great Pyramids were built. Tell us about Nefertiti (about beauty, the details of her life are not a topic for children). Ask if the children want to meet her.

Create a time-transfer ritual. Our children remember magic words from various fairy tales, hold hands and cast a spell: “Abracadabra, we want to be transported to Ancient Egypt, to the time of Queen Nefertiti.” A magical wind blows, and we find ourselves where we need to be.

In Ancient Egypt, children dressed up in gold brocade collars and put on beads and bracelets (both men and women loved jewelry). After this, ask how to get to the queen, what needs to be done so that the guards allow visitors into the palace. Perhaps someone will offer to bring gifts or sneak through a secret passage, or the children will be confused. Tell them about oracles and how they were used in ancient times to answer an important question. The oracle at the festival (a plastic canister with a hole covered with papier-mâché) contains the answer to how to get to the palace.

Author of this and other photographsAnastasia Lipatova

Of course, the answer is written in hieroglyphs. We had the key to them in this book. But you can establish the correspondence between Russian letters and hieroglyphs yourself, by analogy with the English version.

Main part

The oracle's message reads “Collect the beads.” The presenter can explain to the children that now they need to complete the tasks of various characters who will meet on the journey and receive beads. Homemade beads, molded from clay, decorated with beads.

Bazaar. At the bazaar, the children are met by a merchant (hereinafter all the characters are cardboard figures, printed from here). He promises a bead if the children help him make silver medallions. One of the ways of making jewelry in Egypt is minting. You need to squeeze out a design on thick foil using chopsticks.

Pustyn I. The merchant says that several beads are far away in the desert. Since you can’t get there on foot, we’re looking for a camel. He should be politely asked to take the children and feed them imaginary thorns. The camel is made from a toy camel, a blanket and pillows. Children sit on horseback and move, pushing off the floor with their feet. At the signal “sandstorm!” they should all hide under the covers together and freeze.

Arriving at the place, the children see a bowl of semolina. It contains figures of desert inhabitants and three beads hidden. An additional challenge is sandworms that need to be chased away (I used the idea from this game).

Great Nile. Before you go to the river, tell us a little about the role it played in Ancient Egyptian civilization, and that it is now one of the two longest rivers in the world. A jar of beads floats in the Nile (bathtub with colored water). It is guarded by crocodiles (cut out of cardboard). Children throw coins at the crocodiles until the predators go to the bottom (cardboard gets wet and sinks quickly, so do not throw crocodiles into the water in advance). After this, take out a jar of beads.

Oasis. The presenter tells the children what an oasis is and promises to give a bead if they tell them which tree growing here the Egyptians considered the sacred tree of life. As a hint, the presenter asks questions, and the children add up the name of the tree from the first letters of the answers to them. Questions:

1. Mythical creature with the body of a lion and the head of a man (Sphinx)
2. Designations of words or letters among the ancient Egyptians (Hieroglyphs)
3. The sacred animal that the Egyptians called “miu” (Cat)
4. A place in the desert where there is a source of water and many plants (Oasis)
5. "Inhabitant" of the pyramid (Mummy)
6. An animal that carries people and cargo. But not a camel. (Donkey)
7. Egyptian sun god (Ra)

If the children do not know the answer to any of the questions, the presenter will tell them (at our holiday only the last question caused difficulties). He can also comment on other answers, adding some details. And we need to tell about the sycamore tree, show its photograph.

Library. The children come to the scribe and he promises a bead in exchange for new papyrus scrolls. You can simply make papyrus out of paper (roll it into a tube, secure it, and cut a third to make leaves) and lay it out around the room for the children to collect first. Then you need to cut off the root (tell them that the roots are edible) and leaves, and cut the stem lengthwise. You will get several strips. They are folded, as for real papyrus, with one layer lengthwise and a second layer crosswise. The presenter says that papyrus has sticky juice and under pressure the parts are firmly connected. And at the holiday you can grease them with PVA. At the end of the holiday, children can write something on the resulting papyri.

Fields. Children come to the peasants and they ask for help making irrigation canals. There are two banks of clay in the tray, in the center there is a longitudinal depression with water, from which you need to dig channels with sticks.

Pyramid. The last few beads are in the pyramid. But the road to them is guarded by a sphinx asking riddles. Riddle: “Why did the ancient Egyptians call their country Kemet (black land).” The children received all the necessary information (about how important the Nile was, how well everything ripened in the fields fertilized with its black silt) when they dug canals. But they may need leading questions to answer the sphinx.

There are depressions on the side of the pyramid, some of which contain beads. In others it was supposed to put something unpleasant to the touch. But we chose gummy worms, which the children were delighted with.

The beads are collected. Now the children divide them among themselves, put them on a cord one by one and carry them to the palace. At the entrance they are met by a guard. He gives some task (for example, to write his name in hieroglyphs) or is content with explaining to the children who they are and where they are going.

The report “Deserts” for children on the subject of the world around us will help you prepare for the lesson.

Message on the topic “Desert”

Desert is a natural zone characterized by a flat surface, sparseness or absence of flora and specific fauna.
Most often, in deserts, the annual precipitation is less than 200 mm, in extraordinary areas it is less than 50 mm, and in some deserts there has been no precipitation for decades.

Deserts can be found on all continents, with the exception of Europe. They extend across the temperate zone of the Northern Hemisphere and the subtropics and tropics of both hemispheres.

The largest deserts- these are the Sahara, Victoria, Karakum, Atacama, Nazca, and the Gobi Desert.

Deserts usually come in five types:

• sandy(vegetation is very rare, mostly thorny bushes, with roots going deep into the ground, this is necessary for water supply)
• clay,
• saline,
• rocky,
• snowy deserts(located beyond the polar circles and inhabited by animals resistant to cold).

The type of climate found in deserts is usually hot and arid. In this natural zone, daytime temperatures can rise to +50°C, while at night they can drop to 0°C. In the northern regions, the thermometer can drop to minus 40 °C. For these reasons, the climate of deserts is considered continental.

Life in deserts is concentrated mainly near oases - places with dense vegetation and bodies of water, as well as in river valleys.

Desert flora

The peculiarity of desert plants is that they must evaporate moisture as little as possible and obtain water at great depths or have their own supply of water. The plants have small, hard leaves or spines instead of leaves. The roots penetrate deep into the ground. Plants in the desert do not form a continuous cover. They are solitary, often growing in small groups among sand or cracked clay.

Tree trunks are most often severely curved. The most common desert plant is saxaul bushes. They grow in groups, forming small groves. Instead of foliage, their branches are covered with small scales.
How does this shrub survive in such arid soils? Nature has provided them with powerful roots that go into the ground to a depth of 15 meters.

And another desert plant - camel-thorn its roots can reach moisture from a depth of up to 30 meters. The spines or very small leaves of desert plants allow them to use moisture very economically through evaporation.
Among the various cacti, growing in the desert, there is Echinocactus Gruzoni. The juice of this one and a half meter plant perfectly quenches thirst.

In the South African desert there is a very amazing flower - fenestraria. Only a few of its leaves are visible on the surface of the earth, but its roots are like a tiny laboratory. This is where the nutrients are produced, thanks to which this plant even blooms underground.
One can only be amazed at the adaptability of plants to extreme desert conditions.

In the heat of the day, the desert seems uninhabited. Only occasionally do you see a lizard or some kind of bug. But as night falls, the desert comes to life. Animals crawl out of their hiding places to replenish their food supplies.

How do animals escape the heat? Some bury themselves in the sand. Already at a depth of 30 cm, the temperature is 40°C lower than on the ground. Kangaroo jumper, may not come out of its underground shelter for several days. Its burrows contain reserves of grains that absorb moisture from the air. They quench his hunger and thirst.

Jackals and coyotes Frequent breathing and sticking out your tongue save you from the heat.

African foxes, hares, hedgehogs Excess heat is emitted by large ears.

Long legs of ostriches and camels help to escape from the hot sand.
And the camel is more adapted to life in the desert than others. Thanks to its wide, calloused feet, it can walk on hot sand. Its thick and dense coat prevents moisture evaporation. The fat accumulated in the humps is converted into water if necessary. Although he can easily live without water for more than two weeks.
Desert insects “thought of” reflecting the scorching rays of the sun with the surface of their bodies.
Some animals ( turtles, jerboas, toads, frogs) can spend the entire hot summer in hibernation.
In the summer, to avoid getting burned, desert snakes crawl sideways on the sand, and lizards run so fast that their paws do not have time to warm up.
To find food in the desert, animals must move quickly, have good hearing and vision, and be able to camouflage themselves.
Desert snakes lie in wait for their prey, completely buried in the sand, only their head with closely spaced ears and eyes peeks out.

You can write a report on deserts using this information.