Target: Systematize knowledge about the structure of the solar system.

Tasks:

Educational:

Clarify children's knowledge about the structure of the solar system: the sizes of the planets, their location in relation to the Sun, some features.

Educational:

Develop attention, memory, thinking.

Form a cognitive attitude towards the world.

Expand your horizons.

Educators:

To evoke in children a sense of compassion and a desire to help those who find themselves in difficult situations,

Activating the dictionary: solar system, Universe, planets: Mercury, Mars, Venus, Earth, Jupiter, Saturn, Uranus, Neptune, Pluto; orbit, solar gravity.

Equipment: pictures (emblems) of the sun and planets of the solar system, presentation about the solar system, small bucket and balls,

Preliminary work:

Conversation about the structure of the solar system;

Introduction to the concepts of the Universe, space;

Examination of illustrations, encyclopedias, videos about the planets;

Learning poems about planets;

Conversation about planets and their main characteristics;

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Abstract directly educational activities V senior group"Planets of the Solar System"

Target: Systematize knowledge about the structure of the solar system.

Tasks:

Educational:

Clarify children's knowledge about the structure of the solar system: the sizes of the planets, their location in relation to the Sun, some features.

Educational:

Develop attention, memory, thinking.

Form a cognitive attitude towards the world.

Expand your horizons.

Educators:

To evoke in children a sense of compassion and a desire to help those who find themselves in difficult situations,

Activating the dictionary:Solar system, Universe, planets: Mercury, Mars, Venus, Earth, Jupiter, Saturn, Uranus, Neptune, Pluto; orbit, solar gravity.

Equipment: pictures (emblems) of the sun and planets of the solar system, presentation about the solar system, small bucket and balls,

Preliminary work:

Conversation about the structure of the solar system;

Introduction to the concepts of the Universe, space;

Examination of illustrations, encyclopedias, videos about the planets;

Learning poems about planets;

Conversation about planets and their main characteristics;

Move.

Educator. Guys, today I received an unusual letter “Electronic” (slide 2). And your favorite cartoon character Luntik wrote to us (slide 3).

Luntik . Hello guys! I flew to you from the “planet” Moon. I want to go on a space trip, but I just can’t get ready for the trip. Help me please?

Educator . Guys, please tell me, is the Moon a planet?

Children . No. This is a satellite of the earth.

Educator . Guys, I think Luntik knows very little about space and he really needs help. Shall we help him?

Children . Yes.

Educator . Can you guess the riddle?

The rocket has a driver

Zero gravity lover,

In English: "astronaut"

And the Prussians………….(Slide4)

Children . Astronaut

Educator . Who was the first astronaut on the planet? (children's answers) (slide 5)

What do you think an astronaut should be like? (brave, decisive, skillful, know a lot, hardy, dexterous, friendly, kind, healthy, strong, intelligent, patient, well-mannered, etc.)
Educator . What was the name of the ship on which Yu.A. Gagarin went into space? ("East")
Educator . You know so much about space. Would you like to make a space journey yourself? (children's answers). I invite you to go on a space journey. Let's do some astronaut exercises.

Physical exercise "Cosmonauts"

We will try very hard (children make jerks with bent arms in front of their chest)

Play sports together:

Run fast like the wind (Run on tiptoes)

Swimming is the best thing in the world. (Make hand strokes)

Squat and get up again (Squat)

And lift dumbbells. (Straighten bent arms up)

Let's become strong and tomorrow

We will all be accepted as astronauts! (Hands on belt)

D/I “Getting ready for space” (slate 6).
Didactic task: to consolidate children’s knowledge about space, about the peculiarities of the life and work of astronauts in connection with being in airless space.
Children choose objects that they will take with them into space (Rocket, spacesuit, telescope, astronaut food and map).

Educator . Guys, look carefully. This is a map of the Earth (slide 11). Will we need it in space? (children's answers). We need to take a map of the solar system. Look, what happened to our card? What do you see on the maps? (stars, orbits)
- What is an orbit? (the path the planets take around the sun)
- Why don’t the planets collide with each other when revolving around the sun? (planets rotate in their orbits)

Educator. Let's do an experiment.

This ball is a planet, if you put it in a bucket, then it... .,

And if we spin the bucket, the ball does not fall, just like the planets.

What helps the Sun hold up the entire solar system. If the planets do not move, the entire system will fall apart, and this eternal movement will not operate.

Educator . What's missing from your maps? (salt licks and planets)
Let's start the task. We will travel to the planets of the solar system and make a map.

Educator . What will we use to go into space? (on a rocket)

Physical exercise “Rocket” (slide 12)

And now you and I, children, are flying away on a rocket.

Rise up onto your toes, and then put your hands down.

One, two, three, four - the rocket is flying upward.

Educator . Attention! We are approaching the first object.

Educator: Ours children know a lot about planets and will be happy to tell you, Luntik, about them.

D/I “MAP OF THE SOLAR SYSTEM”
Didactic task: to consolidate children’s knowledge about space, the structure of the solar system, the planets of the solar system and their features.
Children take turns taking pictures of planets and attaching them to the appropriate places on the layout. The “Sun” is in the center, the rest of the “planets” are each in their own orbit.

First child:

Someone in the morning slowly

Inflates a yellow balloon.

How will he let go of his hands?

It will suddenly become light all around.(Slide 13)

I, the Sun, am the brightest and largest star, the center of the solar system. My surface is hot. Nine planets revolve around me and receive light and heat from me.

Second child: (Slide 14)

Mercury is the planet closest to the Sun,

It is flooded with rays of hot light

He gets so many rays

That this other planet is hot.

Educator. Mercury is smaller than our planet, its surface is rocky, and there is no atmosphere.Why do you think it is very hot on this planet? (because it is near the Sun).Do you think there is life on this planet?Complete the task, place Mercury on the map. What orbit is Mercury in?

Educator. Attention, attention, we are approaching the most beautiful planet in the solar system.

Third child: (Slide 15)

In honor of the goddess of beauty

Named, Venus, you.

You're flying in the clouds

You illuminate with beauty.

Educator: Venus glows like a rock crystal crystal and seems very beautiful! That's why she was named after the goddess of beauty, Venus.
The surface of Venus is rocky, so it is yellow - Brown. This planet has an atmosphere, but it consists of carbon dioxide, so people and animals cannot live there. Find Venus and place it on the map. (children complete the task)

Fourth child:(Slide 16)

There is one planet - a garden

In this cold space.

Only here the forests are noisy,

Calling migratory birds.

It's the only one they bloom on

Lilies of the valley in the green grass,

And dragonflies are only here

They look into the river in surprise...

Educator. Can you guess what planet this is?(Earth)
- Why is it blue? (this air is blue)
- Can our planet be called alive? Why?

Educator. We admired our planet a little, and the spaceship is already approaching the next planet.

Fifth child: (Slide 17)

I am Mars.

They're circling over the red planet

Stones, fear and horror

There is no mountain anywhere in the world

Higher than here on the planet.

Educator: There is no life on Mars.Mars is a desert covered in orange-red sand. Put Mars on our maps.

PHYSICAL MINUTE:
Our journey is very long. And what would a trip be without going into outer space? Do you want to visit outer space? Check your spacesuits. Remember that all movements in space are smooth, a person does not walk there, but swims, flies, moves very slowly. (children move to the music)

Attention, attention, we are returning to the ship. Take your seats.
Our crew is approaching the largest planet. (slide 14)

Sixth child: (Slide 18)

Jupiter is larger than all the planets

But there is no life on the planet.

Liquid hydrogen everywhere

And bitter cold all year round.

Educator. Jupiter is 11 times larger than the earth - it is simply giant.
Find this planet.
In what orbit is Jupiter located?

Seventh child:(Slide 19)

You will certainly recognize Saturn by sight,

A large ring surrounds it.

Once upon a time the water froze there,

And Saturn's rings of snow and ice.

Educator. Saturn is a beautiful planet
with rings of stones and ice
What orbit will you place them in?

Educator: Crew, attention, we are approaching the next planet!

Eighth child:(Slide 20)

I am Uranus.

I've been around for ages

Among the Roman brothers is a Greek,

And through space melancholy

I rush, lying on my side.

Educator: Uranus is the only planet that rotates on its side. Such a couch potato!

Get ready... Our journey continues.

Ninth child:(Slide 21)

I am Neptune.

On the planet blue-blue

The wind is blowing very strong.

The year on it is very long -

Winter lasts 40 years.

Educator: Neptune appears blue because it is surrounded by methane gas.
Attention all crew members, our journey is coming to an end and we are approaching the last planet.
What is it called? (Pluto)

Tenth child:(Slide 22)

I am Pluto.

It takes 5 hours for the light to

Fly to this planet

And that's why I

Not visible through telescopes!

Educator: Pluto is the most distant planet from the Sun. It is very small and the most cold planet Solar system. Place the last planet on your map.

Educator: Look, we did it and made a map of the solar system. Compare your maps to the solar system.

Educator: Now the crew of our spaceship must return to Earth, but our path home is not close.
And while we fly to our planet. Let's remember what you learned and remembered on today's interplanetary journey. Answer the questions.
How many planets are there in the solar system?
What is the name of the planet closest to the sun?
Which planet is the smallest?
Which is the biggest?
Which planet has rings around it?
Name a habitable planet in the solar system?
Well done, you answered all the questions and compiled wonderful cards, along which our friend Luntik can travel. I will definitely send Lunti a map of the “Solar System” today (slide 23).

Lesson notes for the Astronomy block

Topic: “Solar System”

Preparatory group

Target: continue to introduce children to the structure of the solar system.

Tasks: introduce children to the Sun and its significance, influence on climate; promote the development of children's cognitive activity.

Develop imaginative thinking, creative imagination, coherent speech.

Progress of the lesson

Educator: Children, in the last lesson we got acquainted with a new science. Who remembers which one? (Astronomy). What kind of science is astronomy, what does it study? (Children's answers). What constellations did we learn about last time? (Ursa Major and Ursa Minor) Why did they get this name? What shape do these two constellations have? (Ladle). What is the significance of constellations in people's lives?

Educator: Well, you and I remembered what we learned when we first became acquainted with the science of “Astronomy”. And today we will continue our journey through the solar system. In order to find out what we are going to talk about, you must guess the riddle. Riddle: Which fire warms the whole world (the sun).

Guys, what is the Sun? Star or planet? How do you think? (children's answers)

Why do we call the Sun "sun"? (children's answers)

How do you think people used to imagine the Sun? (children's reasoning)

How many planets are there in the solar system? (children's answers)

Today we will try to find answers to all these questions together.

Educator: There are many fairy tales and legends about the Sun among different peoples. The Greeks depicted the Sun as God wearing a golden helmet, riding a golden chariot with white horses. On Ancient Rus' They worshiped the Sun God and called him Yaril, and organized dances and carnivals in his honor. The inhabitants of Ancient Africa thought that the Sun was a man with the Sun under his armpits. He raises his hands, it becomes warm and light, he lowers them, night comes. The ancient Chinese believed that the universe was the giant Pan-gu, and when Pan-gu died, his left eye became the Sun, his right eye became the Moon, and his voice became thunder.

But in fact, the Sun is a large, very hot star - the Sun is closer than other stars to the Earth, so its rays warm our planet and illuminate it. The sun is huge in size, 1 million times larger than the Earth. Therefore, the Sun has a lot of strength to keep the Earth near it, as if tied on a string at a certain distance. For example, it would take 200 years to travel from our planet to the Sun by car. We have already told you that the Sun is a very hot star. So it turns out that on the surface of the Sun the temperature is 5500 C. In those places where the temperature is lower, dark spots appear on the Sun. Over time, they themselves disappear, but it is the appearance of these dark spots on the Sun that causes auroras, thunderstorms on Earth, and disrupts the course on the compass.

It turns out that there is a lot of good and bad from the Sun on Earth. Let's talk about this.

Physical exercise at the teacher's discretion.

Educator:Guys, first I propose to talk about the benefits of the Sun.

The teacher conducts a conversation with children using leading questions and problem situations.

Conclusions:

1. The sun always shines, which means there is life on Earth.

2. The sun warms and heats the planet (life on Earth, the change of seasons).

3. Why is it raining? How are rain and sun related? (water cycle in nature).

4. The sun can boil water, bake pies, cook borscht. Is it so? (stories from “Why”).

Do you think there is only one Sun in the Solar System? (children's answers).

Do you want to listen to one wonderful fairy tale, it was written by one wise astronomer (see The world around us. Magic tales of space, page 29)

After reading the fairy tale, the teacher sums up the lesson.

Educator: Children, what new did we learn in class today? What is the Sun? How many planets are there in the solar system? Name some of them. So why is the Sun called “sun”? (children answer the questions asked).

Class over, thanks for your work.

Target : Introduce the names of the planets of the solar system

Tasks :

Enrich the vocabulary (orbit, names of planets);

Develop logical thinking and imagination;

To develop interest in phenomena that go beyond the life experience of children.

Material :

1. Scheme “Solar System”, nine ellipses laid out on half-woolen threads or drawn with chalk; breastplates denoting the planets of the solar system and the Sun; Balloons and markers; plastic ball; plastic bucket with a rope tied to the handle.

Progress of the lesson:

Educator: You all know how to listen carefully and answer questions, you love to learn new and interesting things. Today I will tell you a few secrets of space. But first, guess the riddle:

Someone in the morning slowly

Inflates a yellow balloon.

How will he let go of his hands?

It will suddenly become light all around. (Sun)

Yes, this is the Sun! What is the Sun? What is it like? (The Sun is a huge hot ball. It emits heat and light, gives life to people, plants, animals. But there is no life on the Sun itself, it is very hot there). But the Sun is not alone, he has a family. Only these are not mom and dad, not sons and daughters. These are planets. Do you want me to tell you a secret and tell you what kind of planets are in the Sun family?

Each planet has a name, just like you and me. Watch, listen and remember carefully.

(The teacher reads a poem and puts images of the Sun and planets of the solar system on the diagram.)

Let's outline the topic of conversation:

The planets around the Sun are dancing like children.

Mercury starts the whole round dance.

We meet the Earth next to the Moon

And the fiery Mars that circles behind the Earth.

Behind them is Jupiter, of all, the Giant.

The last three are barely distinguishable,

Small and cold, but we can distinguish them:

Uranus, Neptune and little Pluto.

How many planets are there in the Sun's family? (Nine planets). The family of the Sun is called the Solar System. Let's repeat the names of the planets of the solar system. (The teacher pronounces the first syllable of the name of the planet, children pronounce the remaining syllables).

Warm up. At the teacher’s signal “One, two, three – run!” children move to the music: run, jump. As soon as the music stops, they freeze. The teacher takes turns touching the children and asking them questions: What is your name? Who lives on Earth? Who flies into space? What do they use to fly into space? What is there in space? Name the planets of the solar system that you remember? etc. The yoke is repeated 3 times.

Ideal order reigns in the Sun's family: no one pushes, interferes with each other and does not offend each other. Each planet has its own path along which it runs around the Sun. The path along which the planet moves is called an orbit. Repeat, this is the word. Now, look carefully at the diagram of the Solar System. How many paths-orbits around the Sun?

(Children's answers).

Yes, as many as there are planets – nine.

Look carefully: are the orbital tracks all the same or have you noticed any differences? (They vary in length).

I wonder which planet makes its way around the Sun faster? To find out, run a competition:

We already have orbital paths (points to 9 ellipses laid out on the floor with woolen threads or drawn with chalk). We will select 2 athletes and mark the start and finish places on two tracks with asterisks. (Choose the middle paths. At the signal: “To the start! Attention! March!” the children walk along their paths. Find out who came first.)

Let's choose 2 more children and put them on the first and ninth tracks. (At the signal: “To the start! Attention! March!” the athletes walk along their paths.) Tell me, which of the four children came first, and who came last, and why?

(Children's answers) (The child who moved along the shortest path came to the finish line faster; the child who moved along the longest, ninth, path came last).

It’s the same with our planets: the planet with the shortest orbit, Mercury, moves the fastest around the Sun, and the planet with the longest orbit, Pluto, moves the longest. Let's make a solar system: put the planet's orbits on tracks.

(The teacher, together with the children, names the planets, indicates on which path each of them should stand. The children put on badges representing the planets, stand on their paths. A child with a badge representing the Sun stands in the center).

Let me remind you that the planets move strictly in their orbits and in one direction. Ready? Planets, let's go! (Accompanied by an audio recording of “cosmic” music, children move in a circle in the direction specified by the teacher).

Well done! Let's remember the names of the planets again. I will name them, and you, one by one, come up to me and line up. (Names the planets. Children complete the task, then take off their badges.)

I want to tell you one more secret. You know: if you throw an object up, it will fall because it is attracted by the Earth. But it turns out that the Sun also attracts planets to itself. This phenomenon is called solar attraction. Why don't planets fall into the Sun? I'll show you one trick. (You can involve a child in the experience)

Experience: The teacher puts a plastic ball in a bucket. He turns the bucket over and the ball falls. He rotates the bucket on a rope, gradually lifting it above his head - the ball does not fall out of the bucket. Leads children to the conclusion: when objects move very quickly in a circle, they do not fall. The same thing happens with the planets: while they rotate quickly around the Sun, they do not fall.

Let's come up with planets and populate them with inhabitants. (Children draw figures of people, animals, fantastic creatures, plants, buildings, vehicles, etc. on balloons with markers.)

You did a good job today - you got to know the planets of the solar system. The inhabitants of one of the planets have sent you a treat.

Summary of entertainment for children 6-7 years old

Naira Igorevna Nersesyan, teacher at MBDOU " Kindergarten general developmental type No. 144", Voronezh

Purpose: educators of senior and preparatory groups, teachers primary classes, parents, children 6-7 years old.
Target: Give initial ideas about the structure of the solar system and constellations.
Tasks:: Arouse interest in understanding the world around us, develop curiosity.
Foster love for your planet.
Activate children's vocabulary.
Introduce children to the main planets and their characteristic features.
Give basic concepts about planets.
Vocabulary work: space, outer space, orbit, planets, astronaut, telescope, astronomer, solar system, satellite, meteorite, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.
Equipment: a projector, pictures of the planets of the solar system, a magnetic board with magnets, modeling clay, ribbons and hats with the names of the planets for the game.

Progress of the lesson

Educator: Guys, look at how our group is organized. This is no coincidence: today you and I will be astronauts and fly on a space journey. You guys already know that our Earth is a huge cosmic body, it revolves around the Sun. The Sun and that’s it celestial bodies that revolve around it are called the solar system.

Earth is our home. A Solnechnaya system - native city. In our Solar City there are thousands of large and small planets, satellites, orbits, meteorites, among them there are also artificial ones - satellites made by people.
Well, let's go on a trip to our Sunny City. We also have a spaceship. Go ahead, guys, our main stop is at the main luminary, the Sun.

Children sit on chairs, close their eyes, the melody of the song “Grass near the House” sounds, after a few seconds they open their eyes, there is a picture of the solar system on the board.

Educator: Here comes the Sun! Is it possible to approach him or land? Why? (Children's answers). That's right, the Sun is a hot ball that is far from us, and its light and heat reach us, and if our planet did not have an atmosphere, all life on earth would burn out.
What is the name of the planet we live on? (Earth).
All planets in the solar system are 9 huge spherical bodies. Some of them are larger than our Earth, others are smaller. Planets can be seen in the sky because they are illuminated by the Sun. How can you watch them? (Telescopes).
What is the name of a person who studies the stars and observes them? (Astronomer).

Let's see what the stargazer-astronomer wants to tell us?
(Watch video)

Educator: Sunlight reflects off planets. And therefore you can see the planets from Earth. They are especially visible at night, when they glow like bright stars. The planets move at different distances from the Sun.
Earth is the only planet on which there is water and land.

It is determined that the Earth is the third planet from the Sun. Let's count and name all the planets in the solar system. (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto - children show on the board).

Every planet has its own path
Believe me, it cannot be pulled out of orbit.
Our planets revolve around the sun,
Differently they are all warmed by the sun.

Didactic game‹‹Arrange the planets correctly››

A child, the Sun, is selected and a belt with sewn rays-ribbons is put on him. different lengths. There are nine of them. Nine children have hats with images of planets on their heads; they differ in size and color. There are rings on Saturn's cap. At the end of each tape there are numbers from 1-9.

It's so hot on this planet
It's dangerous to be there, friends!!!

Educator:. What is our hottest planet? Where is it located? (Mercury because it is closest to the Sun).
Child - Mercury takes on ribbon No. 1.

And this planet was shackled by a terrible cold,
The sun's ray did not reach her with warmth.

Educator: What kind of planet is this? (Pluto. It is the farthest from the Sun and the smallest of all the planets.)

The child in the Pluto cap takes hold of the longest ribbon No. 9.

And this planet is dear to us all.
The planet gave us life... (Earth)

Educator: Where is our planet from the Sun? (3rd).

The child in the Earth cap takes hold of ribbon No. 3.

There are two planets close to planet Earth,
My friend, name them quickly. (Venus and Mars).

Children wearing Venus and Mars caps occupy the 2nd and 4th orbits, respectively.

And this planet is proud of itself,
Because it is considered the largest.

Educator: What kind of planet is this? What orbit is it in? (Jupiter, orbit no. 5).

The planet is surrounded by rings
And this is what distinguished her from everyone else. (Saturn)

Baby Saturn occupies orbit number 6.

What kind of planet is it?
Green color? (Uranus)

A child wearing a matching cap occupies orbit No. 7.

Tsar maritime name gave to that planet,
He called her by his name. (Neptune)

A child in a cap Neptune occupies orbit number 8

(All the children took their places and begin to rotate around the Sun.)

The round dance of the planets is spinning,
Each has its own size and color.
For each the path is determined,
But only on Earth is the world inhabited by life.

(The teacher attaches a figurine of a cheerful man to the board and says)

Educator: Guys, today this cheerful little man flew to us from outer space and brought a message from aliens about the stars. Who is this little man? (If he came from space, then he is an astronaut). They also sent us several stars.
How many of you know anything about the stars? (children's answers)
Let's read what alien creatures told us about the stars:

‹‹Stars are cosmic bodies located in outer space. Even though they shine, some of them are very cold. All stars differ from each other in size and shape. Almost all the stars are collected in some constellations that look like objects or animals››.
The teacher shows several constellations on the screen, introduces the children to their names, and asks them to count how many stars the constellation consists of: Cancer (5 stars), Compass (3 stars), Libra (6 stars), Dolphin (5 stars). Children take turns coming up and counting the stars.

Educator: Guys, why do you think people need knowledge about constellations? (possible answers). Have you heard the names of constellations in everyday life? Which ones?
Nowadays, people rarely turn to the stars and constellations for help, but in ancient times, travelers and sailors used the stars to find their way to their native shore. The most important star that shows the way is called Polaris and is located in the constellation Ursa Minor.

Physical education minute
Educator: Let's stand up and, like stars, direct our rays in different directions and spin around in outer space. (Children spin around, reach up and sit back in their seats.)

Model of the Solar System

Educator: Let's try together to make planets using plasticine, name them with flags and correctly determine their places in orbit.

According to cognitive development

Abstract of the GCD “Travel to the Planetarium. Solar system"

Sent by: Elena Sokolova

Equipment: a projector for showing slides, planet medals, various cereals for composing the solar system, yellow circles, cards with missing letters in the names of the planets.

Target: introduce children to the structure of the solar system.

Tasks: introduce children to the Sun and its significance, influence on climate; promote the development of children's cognitive activity.

Develop imaginative thinking, creative imagination, coherent speech.

Progress of the lesson

1. Educator: Guys, today we will take an excursion to unusual place. In order to find out where, you must solve the riddle (2nd slide “Riddle”)

(A riddle about space is asked. The answer “space” appears on the screen. Slide 3 “Space”)

2. - Guys, there are no such devices yet so that we can go on an excursion into space. But we can go with you to the planetarium. Guys, what do you think a planetarium is and what can you see there? (children’s answers. 4-5 slides “Planetarium”)

Question: Why does the planetarium building have a hemispherical roof? (children's answers)

Educator: The planetarium is a building with a domed roof. The starry sky is projected onto the dome using a device. This allows us to look at the planets and stars and study them.

And here we are in the planetarium. We look at the dome - this is the universe, the starry sky. (6 slide “Starry sky”)

Educator: Guys, what surrounds us in outer space? (stars, planets, sun, satellites, meteorites, comets) (7 slide)

3. Educator: What do you think the planets look like from Earth? (small, big, we don’t see....)

To answer this question, we will conduct an experiment.

Take all the circles.

Place it before your eyes. What do we see? (Nothing)

Start slowly moving it away from your eyes.

What happens to the circle? (It seems smaller from afar)

Conclusion: The circle appears smaller if you move it away from your eyes, but if you bring it closer to your eyes, it seems to get larger.

4. - All objects seem smaller when removed. The sun is very big, but it seems small because the sun is far away. The stars are very large, many of them are larger than the Sun, but they appear small because they are far away (8 slide)

The starry sky is so huge that we cannot study it in just one trip to the planetarium. Today we will only talk about the solar system. And what it is, we will now try to understand.

5. - What is the solar system?

Children: This is the sun around which nine planets and many small planets - asteroids and comets - revolve. (9 slide “Solar system”)

The Sun is the most familiar astronomical object to all people. This is our star that gives us life. Because of it, during the day all other space objects become invisible. The sun gives off light and heat until it sets below the horizon. And only then does the sky become dark enough to see the rest of the stars. The sun is the same star as all other stars, it’s just closer to us. (Slide 10 “Sun”)

The planet we live on is called “Earth” and it is friends with the sun. What does the sun give to our planet? (warmth and light) (11 Slide “Earth”)

6. - We cannot live without the sun, so people have shown respect for the sun for a long time. They composed proverbs and sayings about the sun, poems. (12 - 13 slides “Proverbs and sayings”)

• The red sun in the white light warms the black earth.
• What is gold to me, if only the sun would shine!

(ask how the children understood the meaning of the saying)

A child reads a poem:

Sun

The cloud is hiding behind the forest,

The sun is looking from the sky.

And so pure

Good, radiant.

If we could get him,

We would kiss him.

7. Educator: But the Earth is not the only planet in space that is “friends” with the Sun. Earth is one of the planets of the large Solar family. What planets do you know? (Slide 14 “Solar System”)

Slide 15 “Planets”

Which planet is the largest? (Jupiter)

Which planet is the hottest? (Venus)

Which star gives us heat? (Sun)

Which planet “rolls” like a ball on a saucer? (Uranus)

Which planet from the sun is our planet Earth? (Third)

Educator: Note that the sizes of the planets vary, but they are all significantly smaller than the sun

8. PHYSMINUTE (music is playing, children are standing on rugs).

Over the Earth late at night, Just stretch out your hand, (hands stretched up)

You'll grab the stars: (Arms up, down to the sides)

They seem nearby (clench hands into fists)

You can take a Peacock feather, (Hands in front of eyes)

Touch the hands on the Clock, (Hands in front of eyes)

Ride the Dolphin (feet together, arms up, sway)

Swing on Libra.

Over the Earth late at night, (tilt down, hands wave tick-tock)

If you glance at the sky, (sit hands forward)

You will see, like grapes, (Feet shoulder-width apart, arms swinging to the sides)

The constellations hang there (Hands down, raise your head up, reach up, hands up. We take the constellations with our hands)

9. Educator: To imagine the size of the solar system, we compose the solar system:

Take a sheet of paper with a picture of the Solar System, a cup with objects that will replace planets for us.

The sun is a ball (10 cm), Then

1. Mercury - millet
2. Venus - rice
3. Earth - rice
4. Mars is a pea
5. Jupiter - shell
6. Saturn - shell
7. Uranus - beans
8. Neptune - beans
9. Pluto - peas

The remaining bodies of the Solar System cannot be depicted, since they are negligibly small. (Slides 16-18 “Planets”)

What are the giant planets? (Jupiter, Saturn, Uranus, Neptune)

What are the terrestrial planets? (Venus, Earth, Mars)

Name the smallest planet? (Mercury)

Now we can imagine the planets of the solar system.

The orbits of different planets are depicted on the floor. Children are given paper medals with images of planets (the colors of the planets and their orbits must match) In the center of the circles stands a child representing the Sun. Invite the rest of the planetary children to take their places in their orbits. If you have any difficulties, return to the slide again. Then the children are invited to disperse in different directions and, at the command “Planets - in places!”, build a model of the Solar system. Which planet will take its place faster? Then each planet must make a circle around the Sun. At the same time, draw the children’s attention: the closer the planet is to the Sun, the faster it will pass in a circle. The Earth travels its entire path around the Sun in a year (from one New Year to another). To clearly show this, take a large calendar and, as the child-Earth moves around the circle, turn its pages, naming the months. Thus, the child will begin to move in January and return to his place in December.

11. - To study the universe, we must go to space more than once, so we must fill the spaceship with fuel. To do this we need to complete the task.

You need to fill in the missing letters in the names of the planets.

(children write in.)

12. (Slides) All planets in order

Children: Any of us can name:

One - Mercury,

Two - Venus,

Three - Earth,

Four - Mars.

Five - Jupiter,

Six - Saturn,

Seven - Uranus,

Behind him is Neptune.

He is the eighth in a row.

And after him, then,

And the ninth planet

Called Pluto.

13. Educator. Result: guys, our first journey into space has come to an end, today we learned a lot, saw a lot. Tell me, what new have we learned? (what is a planetarium, solar system, orbit, planets). And how many more interesting and unknown things await us ahead.

Informational resources:

http://nsportal.ru/detskii-sad/okruzhayushchii-mir/proekt-kakie-tainy-khranit-kosmos

http://nsportal.ru/detskii-sad/okruzhayushchii-mir/puteshestvie-v-kosmos-1