Experience with water and sugar senior group. Black and white. Experiments with water in the senior group

Directly educational activities in the senior group

Experimenting with children "Mysterious water".

Integration of educational areas:

cognitive development

Socio-communicative development.

Target: To consolidate and expand children's knowledge about the world around, its ecological system, to establish the connection of all living things in it. To develop the cognitive activity of the child in the process of experimenting with water.

Tasks:

1. Educational:

Clarify and expand children's knowledge about water, the role in human life and living organisms, about the forms and types of water (springs, rivers, seas, oceans, precipitation, lakes, etc.;

To form in children a cognitive interest in nature; - consolidate knowledge about the water cycle in nature;

To acquaint with the properties of water through experimental - experimental activities.

2. Educational:

Raise respect for water as the main natural resource.

3. Developing:

Develop speech, thinking, curiosity;

To form the ability to analyze, draw conclusions; have own opinion;

Equipment : A glass of water, a glass of milk, spoons, containers: with salt, sugar, ascorbic acid, vegetable oil, flour, cocktail tubes, watercolor paint, a cube, a ball. Show illustrations on interactive whiteboard- reservoirs, water use, mnemosymbols of water properties; water sound recording. For each child: plastic cups, spoons, "moulds" with salt and sugar, "sockets" of various shapes, eggs, plastic jars, brushes.

Progress .

Guys, let's talk today about one of the most important substances in nature, without which life on Earth is impossible. I will now give you a riddle, and you try to guess what substance we are talking about.

Lives in seas and rivers

but often flies on the sea,

And how bored she is to fly,

falls to the ground again (water).

That's right, today we will talk about water (the sound of water sounds).

I hear some sounds. What are these sounds? (noise of water) The child reads the poem “Have you heard of water? ".

Have you heard of water? They say it's everywhere!

In a puddle, in the sea, in the ocean and in a faucet.

As an icicle freezes, it crawls into the forest with fog.

It boils on your stove, the steam of the kettle hisses,

Without it, we can’t wash, we can’t eat, we can’t drink!

I dare to report to you: We cannot live without water!

Speech game "Water is ..."

Task: To develop the thinking of preschoolers, activate their experience, knowledge, teach them to consider the same object from different points of view.

Game progress - Where is water found in nature? (showing illustrations - in a stream, spring, rivers, seas, oceans, lakes).

Indeed, water in rivers, seas, oceans takes up much space on our planet. more space than dry land.

And who needs water? (insects, animals, humans)

How does a person use water? (illustration display)

caregiver : Guys, do you want to learn more about water? I invite you to go to the Water Research Institute. Let's take the places of laboratory assistants and conduct research. Water has different properties.

Experimental research activity.

1exp. The water has no smell.

Educator: Look, there is something on the table. What do you think it is? (water). Or maybe juice? Why do you think it's water? (children's answers). Let's sniff her. Does she smell? (No)

Conclusion : That's right, the water has no smell. Put on the board an algorithm symbolizing that water has no smell.

2 experience. Water has no taste.

There are cups of water in front of you. Try water. Does water have a taste? Now add salt to the water. Try it. What did the water taste like? (salty). Now add sugar to the water. Try it. What did the water taste like? (sweet). - Now add ascorbic acid to the water. Try it. What did the water taste like? (sour). Now try the water again. What changed? The water has a taste. The water became sweet, salty, sour.

Conclusion: Water has no taste. How did you determine? (ate). Put on the board an algorithm symbolizing that water has no taste. - The water is salty in the sea, let's imagine that we find ourselves on the sea and swim a little.

Exercise for the eyes "Our eyes rest."Our eyes rest, Exercises are performed. (Children stand with their eyes closed). And now we will open them, We will build a bridge across the river. (They open their eyes, draw a bridge with their eyes). Raise up, look down, Turn right, turn left, (Eye movements in accordance with the text). Let's start working again.

3 experience. Water is a solvent.

We dissolved sugar and salt. What happened to the substances we put in the water? Did sugar (salt) dissolve in water or not? (children's answers). Hiding salt and sugar in itself, water does not allow them to be seen, does not allow them to be touched and taken back, but at the same time it keeps them in itself. In fact, the salt and sugar did not disappear into the water, they dissolved. So water is a solvent.

Educator: Can all substances dissolve in water, what do you think? And now let's try to dissolve flour and sunflower oil in water. Children complete this task. If you pour a few drops of oil into water, will it also disappear like sugar and salt? What happened to the oil in the water? The oil does not dissolve in water: it floats on the surface of the water in yellow droplets. The teacher draws the attention of the children to the glass where the flour was dissolved. What do we see? (children's answers) The flour did not dissolve completely, and the sediment sank to the bottom of the glass.

Educator: Well done guys. Having now experimented with salt, sugar, butter, flour. What new property of water did you meet?

Conclusion: Some substances dissolve in water, while others do not dissolve at all. Put on the board an algorithm symbolizing that water is a solvent.

4 experience. The water is transparent.

What color is the water? Take two glasses - one with water and the other with milk. In which of the cups the tubes are visible, and in which not? Why? In a glass of water we see a straw, but not in a glass of milk. What conclusion can we draw? (which means the water is clear). Clear water can be made opaque. To do this, wet the brush and dip it into the paint. We add paint little by little, observing how the transparency of the water changes. We look through it at the tube, it is not visible.

Conclusion: water is a clear liquid. Put on the board an algorithm symbolizing that water has no color.

5 experience. What shape is the water?

There is a cube and a ball on the table. The teacher asks what shape these objects are (children's answers). Does water have a shape? To do this, take a narrow jar and fill it with water. Pour this water into a wide jar. The form that water takes is constantly changing. What's happening? (Water takes the shape it is poured into.) Remember the puddles after the rain. On the road, they spread, collect in the pits, and they are not visible into the ground, only the ground is wet. And so water has no form.

Conclusion : water is a liquid, water has no form and takes the form of the vessel in which it is located. The teacher shows the children an algorithm that symbolizes that water has no form, and hangs it on the board.

Water tricks:

1. "Retrieve the item without getting your hands wet." We lower the needle into a glass of water. How can you get a needle without getting your hands wet? (Using a magnet.)

2. Focus "conspiracy of water." Get a jar with a tight-fitting lid. Paint the inside of the lid with red watercolor paint. Pour water into a jar and screw on the lid. At the time of the demonstration, do not turn the jar towards small viewers so that the inside of the lid is visible. Say the plot out loud: "Just like in a fairy tale, turn the water red." With these words, shake the jar of water. The water will wash away the watercolor layer of paint and turn red.

3. "Floating egg". There are jars of fresh water on the tables in front of you (that is, with tap water, there are eggs. They must be handled carefully so as not to break them. Pick up an egg and put it in a jar of water. What happened to the egg? (drowned.) The egg sank because it is heavier than water. - And now in the second jar we will do sea ​​water. To do this, you need to add salt to the jar and mix well. Drop an egg in there. What happened to him? (does not sink). This is because salt water is heavier than fresh water, so swimming in the sea is easier than in a river. - And now I'll show you a little trick. If you pour a little into a jar of salt water fresh water, then we can see that the egg will float in the middle of the jar. This is because if you dilute salt water fresh, it will no longer be so heavy and the egg will sink down a little (children dilute the salt water on their own)

Summary of the lesson . Guys, did you enjoy being explorers? Unfortunately, it's time for us to return to Kindergarten. What substance are we talking about today? What properties does water have?

Natalia Nazarukova
Experiments with water in the senior group

EXPERIMENTS WITH WATER IN THE SENIOR GROUP

With proper organization of work in children senior group a stable habit is formed to ask questions and try to independently look for answers to them. Now the initiative to experiments passed into the hands of the children. Children who are on the verge of six years should constantly contact the educator with requests: "Let's do this.", "Let's see what happens if." The role of the educator as a smart friend and adviser is growing. He does not impose his advice and recommendations, but waits for the child, having tried different variants, will ask for help. And even then it will not immediately give an answer in finished form, but will try to awaken the independent thought of children, with the help of leading questions to direct the reasoning in the right direction. However, this style of behavior will be effective only if children have already developed a taste for experimentation and a work culture. Otherwise, it makes sense to build pedagogical process according to the system described for the average groups.

AT senior group the role of tasks in predicting results is growing. These tasks are two species: predicting the consequences of their actions and predicting the behavior of objects. For example: “Guys, today we poured water into molds and took it out into the cold. What do you think will happen to water? Everyone draws a picture in which he reflects his ideas. The next day, comparing the drawings and real frozen pieces of ice, they establish which of the guys was closest to the truth. An illustration of the second case is example: “Slava, you are going to color the fox. Think about what needs to be done if there is no orange paint?

When conducting experiments, work is most often carried out according to stages: after listening and completing one task, the guys get the next. However, due to an increase in the amount of memory and an increase in voluntary attention, in some cases it is possible to try to give one task for the entire experiment and then monitor its progress. The level of independence of children is increasing.

The possibilities for recording results are expanding. A variety of graphic forms are used more widely, different ways of fixing natural objects are being mastered. (sketches, photographing stages, etc.). Supported by benevolent interest on the part of an adult, children learn to independently analyze the results of experiments, draw conclusions, and compose a detailed story about what they see. But the measure of independence (on at least compared to adults) while small. Without support from the teacher - even silent - children's speech is constantly interrupted by pauses.

Guys senior group both two- and three-term chains of cause-and-effect relationships become available, so they need to be asked more often "Why?". And they themselves at this age become why: the vast majority of questions begin with this word. The appearance of questions of this type indicates certain shifts in the development logical thinking. The educator stimulates this process with his questions.

AT senior group long-term experiments, during which general patterns are established natural phenomena and processes. By comparing two objects or two states of the same object, children can find not only differences but also similarities. This allows them to begin to master the techniques of classification.

Since the complexity experiments As the independence of children increases, more attention must be paid to the observance of safety rules. At this age, children memorize instructions quite well, understand their meaning, but due to the lack of formation of voluntary attention, they often forget about instructions and can injure themselves or their comrades. Thus, giving children independence, the educator must very carefully monitor the progress of work and compliance with safety rules, constantly remind them of the most difficult moments. experiment.

WATER HAS NO ODOR

A task: reveal the properties of water (no odor).

materials: glass jars with a wide neck; pie, flowers.

Description: When mom bakes pies and buns, we feel a delicious smell even outside the kitchen door. A delicate aroma is emitted by flowers, perfumes. (invite the children to smell the pie or flowers)

And smell the water, what does it smell like?

Conclusion: water has no smell

CLEAR WATER

A task: reveal the properties of water (transparent, pours, has weight).

materials: two opaque jars (one filled with water, a glass jar with a wide neck, spoons, small ladles, a basin with water, tray, subject pictures.

Description: Droplet came to visit.

Who is Droplet? What does she like to play with?

On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open banks: one is empty - therefore light, the other is full water. How did you guess it was water? What color is she? What does water smell like?

An adult invites children to fill a glass jar water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing? (Pour, pour water.) What does the vodka do? (It pours.) Let's hear it flow. What sound do we hear?

When the jar is full water children are invited to play the game "Recognize and name" (viewing pictures through a jar). What did you see Why is the picture so clearly visible?

Conclusion: water is clear.

WATER TAKES SHAPE

A task: to reveal that water takes the shape of the vessel in which it is poured.

materials: a narrow tall glass, a round vessel, a wide bowl, a rubber glove, ladles of the same size, an inflatable ball, a plastic bag, a basin with water, trays, worksheets with a sketched shape of vessels, colored pencils.

Description. In front of the children - a pelvis with water and various vessels. The gal cub Curiosity tells how he walked, swam in puddles and he had question: "Can water have any form?" How to check it? What shape are these vessels? Let's fill them up water. What is more convenient to pour water into a narrow vessel? (Ladle through the funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider what shape the water is in different vessels.

Conclusion: It turns out that water takes the form of the vessel into which it is poured. The results obtained are sketched in the worksheets - children paint over various vessels.

FROZEN WATER

A task: reveal that ice is a solid, floats, melts, consists of water.

materials: ice cubes, cold water, plates, a picture of an iceberg.

Description. In front of the children - a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid.

Can water be hard? What will happen to water if you cool it down a lot? (The water will turn to ice.)

Examining pieces of ice. How is ice different from water?

Can ice be poured like water? The kids are trying it. What shape is the ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.

Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.)

Huge blocks of ice float in the cold seas. They are called icebergs (picture display). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice become? What is ice made of?

"Playing with ice cubes"- free activity children:

they choose plates, examine and observe that

happens with ice.

Topic: "WARM AND COLD WATER".

A task: clarify children's ideas that water happens different temperatures- cold and hot; you can find out if you touch the water with your hands, in any water there is soap lathers: Water and soap wash away dirt.

materials: soap, water: cold, hot in basins, rag.

Description: The teacher invites the children to lather their hands with dry soap and without water. Then he offers to wet his hands and soap in a bowl of cold water. water. Clarifies: the water is cold, transparent, soap is lathered in it, after washing the hands the water becomes opaque, dirty.

Then he offers to rinse his hands in a basin with hot water. water.

Draw a conclusion: water is a good helper of man

MELTING ICE

A task: to determine that the ice melts from heat, from pressure; what in hot water it melts faster; that water freezes in the cold, and also takes the shape of the container in which it is located.

materials: plate, bowl with hot water, a bowl of cold water, ice cubes, spoon, paints, ropes, various molds.

Description. Grandfather Know offers to guess where ice grows faster - in a bowl of cold water or in a bowl of hot water. He spreads the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions.

Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)

How can you get colored water? Children add colored paints of their choice to the water, pour into molds (everyone has different shapes) and put on trays in the cold.

Conclusion: that ice melts faster in hot water;

Topic:"WE PLAY WITH PAINTS".

A task: introduce the process of dissolving paint in water (randomly and with stirring); develop observation, ingenuity.

Material: two jars with transparent water, paints, spatula, cloth napkin.

move: Paints, like a rainbow, delight their children with the beauty

Orange, yellow, red, blue, green - different!

In a jar with water add some red paint, what's going on? (paint will dissolve slowly, unevenly).

In another jar with water add a little blue paint, stir. What's happening? (paint will dissolve evenly).

Children mix water from two jars. What's happening? (when combining blue and red paint, the water in the jar turned brown).

Conclusion: a drop of paint, if not stirred, dissolves in water slowly, unevenly, and when stirred, evenly.

Tatiana Govoruha
Card file of observations and experiments in the senior group

Plants and light

Target: Show the children that plants can turn, that they can determine the direction of the light and reach for it.

Two small offshoots of a potted plant (preferably "Vanka is wet", diary for sketches, clock. Children are placed in group room flowers away from the light source so that the light falls on them from one side. Having marked with a pencil the side of the pot into which the plant leaned, the children turn it 180 degrees and continue observation.

Conclusion: Experience shows that the plants can turn. Plants can sense the direction of light and reach for it.

Where are the kids hiding?

Target: Show the children that every plant has seeds that help them reproduce. Highlight the common in the structure of seeds, teach how to find and harvest seeds for the next plantings.

An experience: Overripe fruits of tomatoes, cucumbers, zucchini; plastic knives, saucers, oilcloths, magnifying glass, germinated and dry seeds. First, the teacher and children talk about how to get a new plant. Examine dry and germinated seeds through a magnifying glass. Consider overripe vegetables (which is necessary in order for a new plant to appear). Explain. That every plant has seeds, only they hide, and offers to find them. Show how to carefully remove the seeds from the fruit and put on a saucer. Compare with dry seeds. The seeds are dried.

Conclusion: We need seeds in order to get a new crop next year.

How do plants drink water?

Target: Prove that the root of the plant absorbs water and the stalk conducts it; explain an experience using the acquired knowledge. Magnifying glass, glasses of water (for cuttings and for watering, adult balsam plant, knife, drawing supplies (for each child) Invite the children to use an adult balsam plant on cuttings by placing them in water. The teacher cuts the stem of the balsam, and the children examine the cut of the hemp, which has retained its connection with the soil. Then the children water the soil, watching what's going on. Find out what is happening and why. Children explain. Using knowledge about the functions of the roots and stems: result experience sketches. Droplets of water appear on the cut of the hemp. These droplets can be viewed through a magnifying glass until they have dried in the air.

Conclusion: water from the soil through the roots reaches the stems and goes further.

wind in the room

Target: Find out how wind is formed. Show children on experience that wind is a current of air, that hot air rises and cold air sinks.

An experience:Two candles, "snake"(a circle cut in a spiral and hung on a thread, matches, drawing supplies (for each child) Light a candle and blow on it. Children find out why the flame is deflected. Invite children to consider "snake", its spiral design and demonstrate to children the rotation "snakes" over the candle. Children find out why this is so. Then determine the direction of air movement and at the bottom of the doorway, raising / lowering the burning candle and watching behind the movement of the flame. Children explain why the wind movement is different. Children draw the results experience.

Conclusion: warm air in the apartment rises and exits through the slot at the top, and cold air is heavier, and it enters the room from below. After a while, the air heats up in the room, rises up and goes outside through the crack at the top, and cold air will come in its place again and again. This is how wind occurs in nature.

Why does bread get moldy

Target: Establish that for the growth of the smallest living organisms (fungi) certain conditions are required.

An experience: Plastic bag, bread slices, pipette, magnifier, algorithm experience. A conversation about how bread can go bad; tiny organisms begin to grow on it - moldy fungi. Together they form an algorithm experience, place the bread in different terms: in a warm dark place, in a plastic bag; to a cold place; in a warm dry place, without a plastic bag. Observations carried out over several days: children examine the results through a magnifying glass, sketch. In wet warm conditions mold has appeared, in dry or cold conditions there is no mold.

Conclusion: Moisture and heat are necessary for mold to grow. Mold, like fungi, grows and develops in warm and wet conditions. In order for the bread not to mold, it is necessary to store it in a cool place.

Bubbles - lifeguards

Target: Reveal that air is lighter than water, it has power.

An experience: Glasses of mineral water, pieces of plasticine the size of rice grains. Children pour mineral water into glasses, throw a few pieces of plasticine into it. It goes down and up again.

Conclusion: Plasticine falls to the bottom because it is heavier than water. There are air bubbles in the water, they rise up and push pieces of plasticine to the surface of the water. Then the bubbles come out of the water, and the heavy plasticine sinks to the bottom. Air is lighter than water and has the power to push certain things out of the water.

What's in the package?

Target: Reveal Properties air: invisible, odorless, shapeless, compare the properties of water and air (air is lighter than water).

An experience: Two plastic bags (one with water, the other with air, an algorithm for describing the properties of air and water. The teacher pours water into one bag, inflates and closes the other. Children examine both bags, weigh, draw conclusions.

Conclusion: Our lungs contain air. It is lighter than water, invisible, transparent, odorless, colorless.

Planting and growing onions on a feather

Target: To teach children to notice the changes that occur in germinating bulbs, to associate these changes with the presence of favorable conditions - water, light, heat. Learn to compare bulbs, notice the difference in germination and associate with the fact that they are all in different conditions

An experience:Transparent jars, bow, diary observations Pour water into jars and place the bulbs in them so that the radicular part of the bulb touches the water. Place in various terms: one where there is light, heat; another where there is warmth; the third, where there is light, but cold. News observations and write in a diary observations.

Conclusion: the first bulb will germinate faster and better than anyone, it has longer roots and greenery, the second one has bent and yellow leaves, the third one has practically not sprouted. Therefore, for good growth plants need all the conditions - light, heat, moisture

Warm-cold

Target: Introduce children to the cause of wind - movement air masses; clarify children's ideas about the properties of air; hot goes up, cold goes down - it is cold.

Candle. Show candle experience. Light it up and bring it to the transom or to the gap between the door and the floor.

Conclusion: The candle at the bottom of the transom will burn with a flame in group This is cold air coming in. And the candle from above will burn with a flame towards the street - this is warm air coming out. Cold air entering from below heats up and rises.

Raw - boiled Introduce children to inertia Two eggs - raw, boiled How to distinguish a raw egg from a boiled one. The teacher puts the eggs on plates and twists. Children repeat. One spins fast, the other doesn't.

Conclusion: raw egg - rotates, boiled - no. In a raw egg there is a liquid that moves by inertia. The fluid has momentum.

Sleeping or not sleeping

Target: To give the concept to children that plants, trees in January are in a state of deep sleep. Cut sprig of poplar.

An experience: Put a sprig of poplar in the water.

The thread will dry out over time.

Conclusion: plants are still in a state of deep sleep.

Planting watercress

Target: Establish the need for soil for plant life. Watercress seeds, wet wipes, earth, planting containers.

An experience: The teacher puts wet wipes in a box and the children put seeds on it. Also, earth is poured into the container and watercress seeds are planted. Observations write in a diary observations.

Conclusion: the seeds will germinate faster in the ground, because it has a lot of nutrients for plant growth. Plants just need soil.

Snow and ice Continue to acquaint children with the properties of snow, water, ice. Three containers in which: packed snow, loose snow and ice. Children look at snow and ice. Leave in group room and observe that will melt faster, analyze, draw conclusions, sketches.

What is steam?

Target: To introduce children to the formation of steam, the transition of water from one state to another. A flask with water, a candle or dry fuel.

An experience: The teacher shows the children a flask and pours water into it. Closes the lid and heats up on fire. Gradually, the water boils and steam is formed, then water droplets on the lid.

Conclusion: when heated, water tends to turn into steam, then the steam turns back into water.

Sounds in the water

Target:Show children on experience features of sound transmission at a distance (sound travels faster through solid and liquid bodies. A large container of water, pebbles of various sizes.

an experience: Invite the children to answer if sounds are transmitted through water. Together with the children, the teacher makes an algorithm action: throw a pebble and listen to the sound from hitting the bottom of the container, then put your ear to the container and throw a stone. Run both options and compare the results.

Conclusion: The second option will make the sound louder. Sound travels better through water than through air. Sound travels faster through solids and liquids.

Water filtration

Target: Introduce children to different ways of purifying water.

Paper filters, funnel, cloth, river sand, starch, containers, a glass of water, activated carbon, cotton pads. The teacher offers the children to stir up the water with starch, and then purify it with different ways: through sand, cloth, paper, activated carbon. Find out which filter is best for purifying water.

Where is the water?

Target: Reveal that sand and clay absorb water differently, highlight them properties: flowability, friability

Transparent containers with dry sand, dry clay, measuring cups with water, a magnifying glass. Fill the cups with sand and clay as follows way: first, dry clay is poured (half, and the second half is supplemented with sand on top. Consider and tell what the children see. Then the children close their eyes and determine by the sound that the teacher is pouring. Sand pours better. Looking through a magnifying glass of grains of sand and clay. Pour water and see where the water is absorbed faster.

Conclusion: clay particles stick closer friend to each other, so they do not pass water well.

CARD FILE "EXPERIMENTS WITH WATER"

For older children

Target:

1. Help children get to know the world around them better.

2. Create favorable conditions for sensory perception, improving such vital mental processes, as sensations, which are the first steps in the knowledge of the surrounding world.

3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to identify physical properties water.

6. Teach children to make independent conclusions based on the results of the survey.

7. To educate the moral and spiritual qualities of the child during his communication with nature.

EXPERIMENTS WITH WATER

Experience number 1. "Coloring water."

Purpose: To identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; the warmer the water, the faster the substance dissolves.

Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult offers to color the water himself (in cups with warm and cold water). In which cup will the paint dissolve the fastest? (in a glass of warm water). How will the water be colored if there is more dye? (The water will become more colored)

Experience number 2. "Water has no color, but it can be dyed."

Open the faucet, offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be tinted by adding paint to it. (Children watch the coloring of the water). What color is the water? (Red, blue, yellow, red). The color of the water depends on what color paint was added to the water.

Conclusion: What did we learn today? What can happen to water if paint is added to it? (Water is easily dyed any color).

Experience number 3. "Playing with paints."

Purpose: To introduce the process of dissolving paint in water (arbitrarily and with stirring); develop observation, ingenuity.

Material: Two cans clean water, paints, spatula, cloth napkin.

Stroke:

Colors like a rainbow

They delight their children with the beauty

orange, yellow, red,

Blue, green - different!

Add some red paint to a jar of water, what happens? (the paint will dissolve slowly, unevenly).

Add a little blue paint to another jar of water, stir. What's happening? (the paint will dissolve evenly).

Children mix water from two jars. What's happening? (when blue and red paint are combined, the water in the jar turns brown).

Conclusion: A drop of paint, if not stirred, dissolves in water slowly, unevenly, and when stirred, evenly.

Experience number 4. "Everyone needs water."

Purpose: To give children an idea of ​​the role of water in plant life.

Stroke: The teacher asks the children what will happen to the plant if it is not watered (it dries up). Plants need water. Look. Let's take 2 peas. We will place one on a saucer in a wet cotton wool, and the second - on another saucer - in a dry cotton wool. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, while the other did not. Children are clearly convinced of the role of water in the development and growth of plants.

Experience number 5. "A droplet walks in a circle."

Purpose: To give children basic knowledge about the water cycle in nature.

Move: Let's take two bowls of water - a large one and a small one, put it on the windowsill and observe from which bowl the water disappears faster. When there is no water in one of the bowls, discuss with the children where the water has gone? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; plants water, under the rays of the sun they return home again - to the clouds, from which they once came to earth in the form of rain.)

Experience number 6. "Warm and cold water."

Purpose: To clarify children's ideas that water can be of different temperatures - cold and hot; you can find out if you touch the water with your hands, soap lathers in any water: water and soap wash away dirt.

Material: Soap, water: cold, hot in basins, a rag.

Stroke: The teacher invites the children to lather their hands with dry soap and without water. Then he offers to wet his hands and soap in a bowl of cold water. Clarifies: the water is cold, transparent, soap is lathered in it, after washing the hands the water becomes opaque, dirty. Then he offers to rinse his hands in a basin with hot water.

Conclusion: Water is a good helper of a person.

Experience number 7. "When it pours, when it drips?"

Purpose: To continue to introduce the properties of water; develop observation; to consolidate knowledge of safety rules when handling objects made of glass.

Material: Pipette, two beakers, plastic bag, sponge, socket.

Stroke: The teacher invites the children to play with water and makes a hole in a bag of water. Children lift it above the outlet. What's happening? (water drips, hitting the surface of the water, droplets make sounds). Drop a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?

Children from one beaker pour water into another. They observe when the water is pouring faster - when it drips or when it pours?

Children immerse the sponge in a beaker of water, take it out. What's happening? (water first flows out, then drips).

Experience number 8. "Which bottle will fill the water faster?".

Purpose: To continue to acquaint with the properties of water, objects of different sizes, develop ingenuity, learn to follow safety rules when handling glass objects.

Material: A bath of water, two bottles of different sizes - with a narrow and wide neck, a cloth napkin.

Move: What song does the water sing? (boule, boule, boule).

Let's listen to two songs at once: which one is better?

Children compare bottles in size: consider the shape of the neck of each of them; immerse a bottle with a wide neck in water, looking at the clock, note how long it takes to fill with water; a bottle with a narrow neck is immersed in water, note how many minutes it takes to fill it.

Find out from which bottle the water will pour out faster: from a large one or a small one? Why?

Children immerse two bottles in water at once. What's happening? (water bottles fill unevenly)

Experience number 9. "What happens to the steam when it cools?".

Purpose: To show children that in a room, steam, cooling, turns into droplets of water; on the street (in the cold), it becomes frost on the branches of trees and bushes.

Stroke: The teacher offers to touch the window glass - make sure that it is cold, then the three guys are invited to breathe on the glass at one point. Watch how the glass fogs up, and then a drop of water forms.

Conclusion: Steam from breathing on cold glass turns into water.

During a walk, the teacher takes out a freshly boiled kettle, puts it under the branches of a tree or shrub, opens the lid and everyone watches how the branches “grow” with frost.

Experience number 10. "Friends."

Purpose: To introduce the composition of water (oxygen); develop ingenuity, curiosity.

Material: A glass and a bottle of water, closed with a cork, a cloth napkin.

Progress: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).

Shake the water bottle with all your might. What's happening? (formed a large number of bubbles)

Conclusion: Water contains oxygen; it "appears" in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.

Experience number 11. "Where did the water go?".

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two dimensional identical containers.

Children pour an equal amount of water into a container; together with the teacher make a mark of the level; one jar is closed tightly with a lid, the other is left open; both banks put on the windowsill.

During the week, the evaporation process is observed, making marks on the walls of the containers and recording the results in the observation diary. Discuss whether the amount of water has changed (the water level has fallen below the mark), where the water has disappeared from open jar(water particles rise from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from a closed container).

Experience number 12. "Where does the water come from?".

Purpose: To introduce the process of condensation.

Material: Hot water tank, refrigerated metal lid.

An adult covers the water container with a cold lid. After a while, the children are invited to consider inside cover, touch it with your hand. They find out where the water comes from (these are water particles that have risen from the surface, they could not evaporate from the jar and settled on the lid). An adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher, they conclude that the process of turning steam into water occurs when the steam cools.

Experience number 13. "Which puddle will dry faster?".

Guys, do you remember what remains after the rain? (puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain, the puddles are: (small). Offers to see which puddle dries faster - large or small. (The teacher pours water on the asphalt, making puddles of different sizes). Why did the small puddle dry faster? (There is less water there). And large puddles sometimes dry up all day long.

Conclusion: What did we learn today? Which puddle dries faster - large or small. (A small puddle dries out faster.)

Experience number 14. "Hide and seek."

Purpose: To continue to introduce the properties of water; develop observation, ingenuity, perseverance.

Material: Two Plexiglas plates, pipette, cups with clear and colored water.

Stroke:

One, two, three, four, five!

Let's look for a bit

Appeared from the pipette

Dissolved on glass...

Place a drop of water from a pipette on a dry glass. Why doesn't it spread? (the dry surface of the plate interferes)

Children tilt the plate. What's happening? (drop slowly flows)

Moisten the surface of the plate, drop on it from a pipette with clear water. What's happening? (it will “dissolve” on a wet surface and become invisible)

Apply a drop of colored water to the wet surface of the pipette plate. What will happen? (colored water will dissolve in clear water)

Conclusion: When a transparent drop enters the water, it disappears; a drop of colored water on a damp glass is visible.

Experience number 15. "How to push out the water?".

Purpose: To form ideas that the water level rises if objects are placed in water.

Material: Measuring container with water, pebbles, object in the container.

The task is set for the children: to get the item out of the container without putting their hands into the water and without using various helper items (for example, a net). If the children find it difficult to decide, then the teacher suggests putting the pebbles in the vessel until the water level reaches the brim.

Conclusion: Pebbles, filling the container, push out the water.

Experience number 16. "Where does the frost come from?".

Equipment: Thermos with hot water, a plate.

A thermos of hot water is taken out for a walk. Opening it, the children will see steam. A cold plate must be held over the steam. Children see how the steam turns into water droplets. Then this misted plate is left until the end of the walk. At the end of the walk, children can easily see the formation of frost on it. The experiment should be supplemented with a story about how precipitation is formed on the earth.

Conclusion: When heated, water turns into steam, steam - when cooled, turns into water, water into frost.

Experience number 17. "Melting ice."

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolor paints, ropes, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. She lays out the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)

How can you get colored water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and put them on trays in the cold.

Experience No. 18. "Frozen water".

Equipment: Pieces of ice, cold water, plates, picture of an iceberg.

In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be solid? What happens to water if it is very cold? (Water turns to ice.)

Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.

Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (image display). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?

Experience No. 19. "Water mill".

Equipment: Toy watermill, basin, jug with code, rag, aprons according to the number of children.

Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, children recall its properties. Can water make other things work? After the children's answers, grandfather Know shows them a water mill. What's this? How to make the mill work? Children put on aprons and roll up their sleeves; take a pitcher of water right hand, and with the left they support it near the spout and pour water onto the blades of the mill, directing a stream of water to the center of the blade. What do we see? Why is the mill moving? What drives her? The water drives the mill.

Children play with a windmill.

It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.

Experience No. 20. "Steam is also water."

Equipment: Mug with boiling water, glass.

Take a mug of boiling water so that the children can see the steam. Place glass over the steam, water droplets form on it.

Conclusion: Water turns into steam, and steam then turns into water.

Experience No. 21. "Transparency of ice."

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle, listen to how the ice crunches. (Where there is a lot of water, the ice is solid, durable, does not break underfoot.) Reinforces the idea that the ice is transparent. To do this, he puts small objects in a transparent container, fills it with water and puts it outside the window at night. In the morning, frozen objects are seen through the ice.

Conclusion: Objects are visible through the ice because it is transparent.

Experience number 22. "Why is the snow soft?".

Equipment: Spatulas, buckets, magnifying glass, black velvet paper.

Invite the children to watch the snow spin and fall. Have the children shovel the snow, and then carry it with buckets to a pile for a slide. Children note that snow buckets are very light, and in summer they carried sand in them, and it was heavy. Then the children examine the snow flakes that fall on black velvet paper through a magnifying glass. They see that they are separate snowflakes clasped together. And between the snowflakes there is air, therefore, the snow is fluffy and it is so easy to lift it.

Conclusion: Snow is lighter than sand, as it consists of snowflakes, between which there is a lot of air. Children complete from personal experience, they call what is heavier than snow: water, earth, sand and much more.

Pay attention to the children that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall in the form of solid large stars; in mild frost, they resemble white hard balls, which are called cereals; at strong wind very small snowflakes fly, as their rays are broken off. If you walk through the snow in the cold, you can hear how it creaks. Read the poem "Snowflake" by K. Balmont to the children.

Experience number 23. "Why does the snow warm?".

Equipment: Spatulas, two bottles of warm water.

Invite the children to remember how their parents in the garden, in the country, protect plants from frost. (Cover them with snow). Ask the children if it is necessary to compact, slap the snow near the trees? (Not). And why? (In loose snow, there is a lot of air and it retains heat better).

This can be verified. Before a walk, pour into two identical bottles warm water and seal them up. Invite the children to touch them and make sure that the water is warm in both of them. Then, on the site, one of the bottles is placed on open space, the other is buried in the snow without slamming it. At the end of the walk, both bottles are placed side by side and compared in which water has cooled more, they find out in which bottle ice appeared on the surface.

Conclusion: In a bottle under the snow, the water has cooled less, which means that the snow retains heat.

Pay attention to children how easy it is to breathe on a frosty day. Ask the children to say why? This is because the falling snow picks up the smallest particles of dust from the air, which is also present in winter. And the air becomes clean and fresh.

Experience number 24. "How to get drinking water from salt water."

Pour water into a basin, add two tablespoons of salt, mix. Put washed pebbles on the bottom of an empty plastic glass, and lower the glass into the basin so that it does not float up, but its edges are above the water level. Stretch the film from above, tie it around the pelvis. Press the film in the center over the glass and put another pebble in the recess. Put the basin in the sun. After a few hours, unsalted clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensate remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experience number 25. "Melting snow."

Purpose: To bring to the understanding that snow melts from any source of heat.

Move: Watch the snow melt on a warm hand, mitten, on a battery, on a heating pad, etc.

Conclusion: Snow melts from heavy air coming from any system.

Experience number 26. "How to get water for drinking?".

Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, put fresh green grass and leaves around it. Cover the hole with clean plastic wrap and cover the edges with earth to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The device for collecting water is ready.
Leave your design until the evening. Now carefully shake the earth off the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to the child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on a cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you've slightly pressed the film and put a stone there. Now you have to come up with interesting story about travelers who went to distant lands and forgot to take water with them, and start an exciting journey.

Experience number 27. “Is it possible to drink melt water».

Purpose: To show that even the most seemingly pure snow is dirtier than tap water.

Progress: Take two light plates, put snow in one, pour ordinary tap water. After the snow melts, look at the water in the plates, compare it and find out which of them had snow (determined by the debris at the bottom). Make sure snow is dirty meltwater and not fit for human drinking. But, melt water can be used to water plants, and it can also be given to animals.

Experience No. 28. "Is it possible to glue paper with water."

Let's take two sheets of paper. We move one in one direction, the other in another. We moisten with water, squeeze lightly, try to move - unsuccessfully. Conclusion: water has a gluing effect.

Experience No. 29. "The ability of water to reflect surrounding objects."

Purpose: To show that water reflects surrounding objects.

Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.

Conclusion: Water reflects surrounding objects, it can be used as a mirror.

Experience No. 30. "Water can pour, or it can splash."

Pour water into the watering can. The teacher demonstrates watering indoor plants(1-2). What happens to the water when I tilt the watering can? (Water pours). Where is the water pouring from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed in order to sprinkle on flowers in hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers take a shower. Offer to observe the spraying process. Note that the droplets are very similar to dust because they are very small. Offer to substitute palms, sprinkle on them. What have the palms become? (Wet). Why? (They were splashed with water.) Today we watered the plants with water and sprinkled water on them.

Conclusion: What did we learn today? What can happen to water? (Water can pour or splash).

Experience No. 31. "Wet wipes dry faster in the sun than in the shade."

Wet wipes in a container of water or under a tap. Invite the children to touch the napkins to the touch. What are the napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and dry napkins will be needed to lay on the table. What to do? (Dry). Where do you think wipes dry faster - in the sun or in the shade? This can be checked on a walk: we will hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one that hangs in the sun or the one that hangs in the shade? (In the sun).

Conclusion: What did we learn today? Where does laundry dry faster? (Laundry in the sun dries faster than in the shade).

Experience No. 32. "Plants breathe easier if the soil is watered and loosened."

Offer to examine the soil in the flower bed, touch it. What does she feel like? (Dry, hard). Can you loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried up). In such soil, plants do not breathe well. Now we will water the plants in the flower bed. After Watering: Feel the soil in the flower bed. What is she now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

Experience number 33. "Hands will become cleaner if you wash them with water."

Suggest using molds to make sand figures. Draw the children's attention to the fact that the hands have become dirty. What to do? Shall we shake our hands? Or shall we blow on them? Are your palms clean? How to clean your hands from sand? (wash with water). The teacher suggests doing so.

Conclusion: What did we learn today? (Your hands will be cleaner if you wash them with water.)

Experience No. 34. "Water Helper".

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were dirty. It's not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and cloth). Or maybe you can do without water? Let's try to wipe the tables with a dry cloth. It was possible to collect the crumbs, but the stains remained. What to do? (Moisten a cloth with water and rub well). The teacher shows the process of washing tables, invites the children to wash the tables themselves. During washing emphasizes the role of water. Are the tables clear now?

Conclusion: What did we learn today? When do tables get very clean after eating? (If you wash them with water and a cloth).

Experience No. 35. "Water can turn into ice, and ice turns into water."

Pour water into a glass. What do we know about water? What water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into molds and put in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The fridge is very cold.) Leave the molds with ice for a while in warm place. What will happen to the ice? Why? (The room is warm). Water turns to ice and ice turns to water.

Conclusion: What did we learn today? When does water turn to ice? (When it's very cold). When does ice turn into water? (When it's very warm).

Experience No. 36. "The fluidity of water."

Purpose: To show that water has no form, spills, flows.

Move: Take 2 glasses filled with water, as well as 2-3 objects made of solid material (cube, ruler, wooden spoon, etc.) determine the shape of these objects. Ask the question: “Does water have a form?”. Invite the children to find the answer on their own, pouring water from one vessel to another (cup, saucer, vial, etc.). Remember where and how puddles spill.

Conclusion: Water has no form, it takes the form of the vessel in which it is poured, that is, it can easily change shape.

Experience No. 37. "The life-giving property of water."

Purpose: To show the important property of water - to give life to living things.

Move: Observation of the cut branches of a tree placed in water, they come to life, give roots. Observation of the germination of identical seeds in two saucers: empty and with wet cotton wool. Observation of the germination of the bulb in a dry jar and a jar of water.

Conclusion: Water gives life to living things.

Experience No. 38. "Melting ice in water."

Purpose: To show the relationship between quantity and quality on size.

Move: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experience No. 39. “What does water smell like?”

Three glasses (sugar, salt, pure water). In one of them add a solution of valerian. There is a smell. Water begins to smell of those substances that are added to it.