Card index of experiments with water in the middle group
Daria Lyaskovskaya
Card index of experiments with water in the middle group
Experiments with water
Experience No. 1
Subject. “How does water reflect objects?”
Goal: To identify with children the property of water to reflect various objects. Develop fine motor skills and the ability to establish logical connections. Maintain a desire to maintain a neat appearance.
Equipment. Mirror, basin of water , doll in a dress.
Progress: Kuzya comes to visit the children with a dirty face. The adult invites the children to find changes in appearance in the brownie Kuzya: “Guys, what happened to Kuzya? How can I help him? What item helps us take care of our appearance? (Mirror)
. How does water help?
Educator: “Water washes away dirt. Water also has the properties of a mirror. Let's play with water . What kind of water? (Transparent, clean)
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Let Vanya lean over the basin a little and look at the water. What can you see in a bowl of water ? (Your reflection)
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What does it look like? (On a dark spot)
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If Vanya moves to the side, how will the reflection change? (The reflection will move in the water)
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Why do we see our reflection in water? (The water is clear)
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Game exercise “Break the mirror”
.Questions: “You threw pebbles into the water.
What happened to the water ? (The reflection has disappeared)
. When can you see your reflection again? When the circles from the object disperse, the water will become calm and you can see again
Game “Show the fairytale animal”
- Using finger movements, children come up with various figures and find them through reflections in the water.
Conclusion. “Water, like a mirror, reflects objects in itself”
.
Experience No. 2
Subject. “How to push the water out?”
Purpose: To form the idea that the water level rises if objects are immersed in water. Develop thought processes, fine motor skills, activate vocabulary (edge, rises, falls, higher, lower)
. Maintain a positive attitude towards your work and the work of your colleagues.
Equipment: Measuring container with water , pebbles, spoons.
Progress: Brownie Kuzya comes to the guys in a sad mood: “I’m sad because I don’t have any toys at all; only pebbles. How to play with them?
Educator: “Let's cheer up Kuzya with a new game. For this game you only need water and pebbles.”
Questions: “How much water did I pour into the jar? Is the jar completely filled with water ? (No, the jar is half full)
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How to make the water reach the edges of the jar? (children's answers)
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The teacher suggests immersing pebbles of different sizes into a jar. Questions: “What happens to the water ? (She rises)
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Why does the water rise? (Because we put pebbles in the water)
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Game exercise “Catch the pebbles”
— children remove pebbles from a jar using spoons.
Conclusion: “The water in the container rises when objects are immersed in it”
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Experience No. 3
Subject. “How to color water?”
Purpose: To form children’s ideas about the dependence of the color intensity of water on the amount of food coloring. Develop the ability to distinguish between dark and light shades and establish cause-and-effect relationships. Promote the manifestation of a humane attitude towards the game character.
Equipment: Food coloring of different shades, transparent cups, measuring spoons, a container with water , colored paper squares.
Progress: Brownie Kuzya turns to the children asking for help: “Guys, in the summer I saw a very beautiful rainbow. And I wanted to draw it. The only problem is that I don’t know any flowers. Maybe you can teach me to distinguish and correctly name color shades?
Educator: “Of course, Kuzya, the guys won’t leave you in trouble. And the magician water will help us again. Let's tell Kuza how you can get different shades using water (children's answers)
. Water takes on the color of the paint dissolved in it. Today we will color water and create color shades using food coloring. Food coloring is similar to colored sand and is used to give foods a specific color. For example, they paint eggs for Easter.
Inspection activities: “In one glass of water I will put one spoon of red dye, in another glass of water I will put two spoons of red dye. What happened to the dye in the water? (It dissolves in water)
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What happened to the water ? What color is the water in both cups? (In red)
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Are the colors of water in the glasses the same or different? (Different)
. Why? In which glass is the water lighter and in which is it darker? In a glass with more dye, the water is darker. In a glass with less dye, the water is lighter.”
Game tasks: “Choose a square on the tray, turn it over and find out the color. The water should be dyed this color. Remember how many spoons of dye you put in the water.”
Questions: “What color did you color the water? How many spoons of dye did you put in?”
Game task: “Make the shade lighter (darker)
».
Educator: “Let’s tell Kuza what colors we colored the water.”
.
Conclusion: “Water can be colored with food coloring. The more dye, the brighter the color of the water.”
Experience No. 4
Subject. “How do plants drink water?”
.
Goal: To form children’s ideas about the process of water moving through a flower. Develop curiosity and thought processes. Promote caring behavior towards plants.
Equipment: Flowers - white carnations, transparent cups for water, three colors of paint, a container with water , colored pencils, white paper with sketches of cups.
Progress: Part 1 - preparatory. Brownie Kuzya brings a withered flower with dry soil group “Guys, I planted a flower in a pot. I put it in the sun. Every day I admired him and talked to him. But my flower has withered. I can’t understand what he didn’t like?”
Educator: “Why did Kuzya’s flower wilt? How did you guess? Flowers need constant watering. Based on the condition of the soil, you can determine whether to water the plant or not.”
Kuzya: “How does a plant drink water?”
Educator: “To find out how a plant drinks water, you need to prepare multi-colored water. What color is the water? (The water is clear)
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How to make colored water from clear water? (Dilute paint in water)
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Three cups will contain colored water and one cup will contain uncolored water . We will put a flower in each glass. What is the name of the flower? (Carnation)
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What color is it? (White)
."
Sketch of observations: “Paint the cups on paper with the same colors as we colored the water - red, blue, yellow); Do not paint over one glass - the water in it is clear. In each glass, draw a flower with white petals. A little time will pass and we will see flowers drinking water.”
Part 2. In the evening, look at the colors of flowers with the children. “Compare your sketches with the observed phenomenon. What changed? What happened to the flowers? What did the flowers become? Why are flowers different colors? Why did one flower remain white? Explanation: “The flowers changed their color because of the color of the water in which they stood. The stem has conducting tubes through which water rises to the flower and colors it.”
Conclusion: “Flowers drink water; water moves through the flower"
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Experience No. 5
Subject. “Determining the water temperature”
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Goal: Identify with children ways to change water temperature. To contribute to the expansion of ideas about the life of natural objects in the water element. Activate children's vocabulary (geyser, steam, temperature, algae , develop curiosity and thinking. Maintain interest in the natural world.
Equipment: Ball, empty cups with hot and cold water , pieces of ice, illustrations of rivers, lakes, seas, geysers.
Move: Brownie Kuzya invites children to play the game “Cold, Warm, Hot”
Educator: “If I throw you a ball and say
“cold ball
,” you must name an object that is always cold.
In response to the phrase “hot ball,”
you need to name objects that are hot.”
Kuzya: “Guys, what can be cold, hot, and warm? (children's answers)
.
Let's play with water today and find out how water changes its temperature."
Game task “Determine the temperature of the water”
Educator: “Water can have different temperatures and can be hot, warm and cold.
How do you know which glass is cold and which is hot? (You need to touch the glass or water with your hands.)
How to get warm water?
Let's mix hot and cold water. What did the water become? (Warm)
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Now put ice cubes in warm water. What do you think the water will be like? Touch the water with your hands. Why did the water become cold? (Ice was added to the water, it is cold)
.”
Examination of illustrations: “In rivers, lakes, seas, water is of different temperatures - warm and cold. Some animals, fish and plants live only in warm water, others only in cold water. There are places in nature where hot water comes out of the ground. They are called geysers. Steam comes from them. Only algae .”
Conclusion: “Water can be warm, cold and hot. When you pour different water, its temperature changes.”
Experience No. 6
Subject. “What are the characteristics of warm and cold water?”
Goal: Find out in which water (cold or warm)
substances dissolve faster.
Develop the ability to think, generalize the results of experiments , build hypotheses and test them. Promote a positive attitude towards experimental activities .
Equipment: Transparent cups, cold and warm water, granulated sugar, salt, pieces of ice, stirring spoons, shells, pebbles, two containers of water .
Progress: Brownie Kuzya comes to the guys; he has a scarf tied around his throat. “Oh, guys, I’m sick. I drank cold water yesterday, and today I talk a little. What bad water..."
Educator: “Kuzya, the water is not bad, you just need to heat it up, drink warm water. Let's find out today what features warm and cold water have. There are two glasses of water : how do you know which glass has cold water and which one has warm water? (Touch with your finger)
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I will put a spoonful of sugar in both glasses. What happens to sugar in water? (Dissolve)
. In which glass did the sugar dissolve faster? Which one is slower? Why do you think? Sugar dissolved faster in warm water.”
The same applies to salt.
Educator: “Now let’s add an ice cube to the glasses with warm and cold water.”
water . What happens to the ice? (melts)
. Does ice melt the same way? In which glass?
Does the ice melt faster? Which one is slower? Why? Ice melts faster when it comes into contact with warm water . What was the water like in both glasses? (Cold)
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Why did the warm water disappear? (Ice was added to the glass, it is cold)
.”
Game exercise: “Arrange the shells and pebbles”
— put shells in cold water and pebbles in warm water.
Conclusion: “Substances dissolve faster in warm water”
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Experience No. 7
Subject. “How does water give life to a plant?”
Purpose: Show the importance of water in plant life. Develop the ability to express your thoughts using all parts of speech, draw conclusions at the end of the experience . Promote humane treatment of natural objects.
Equipment: Birch branches with buds, two vases (one with water) , pencils, sheets of white paper with drawn vases.
Progress: 1st stage. Brownie Kuzya tells the children his dream. “Guys, I had a dream that water disappeared on our planet: there was no water in the rivers, seas, or in the tap . And then I began to think whether it was good or bad to live without water. How do you think? Who needs water? How does water help a person? Is it possible to replace water with something? (Children's answers)
».
Educator: “Animals need water - for many it is home; a place where you can find food, hide, water quenches thirst. A person needs water for drinking, maintaining cleanliness of the body, clothes, and premises. Plants need water to grow and develop.”
Looking at birch branches. “Look, these are birch branches. What's on the branches? (Kidneys)
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What are kidneys needed for? (Leaves appear in them)
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When will the leaves appear from the buds? (In spring, when warmth appears)
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Let's put one twig in a vase with water and the other in a vase without water.
In a few days we’ll look at our branches and find out what will happen to them.” Sketching observations: “Draw a branch with buds in each vase. Paint one vase blue - it contains water ; Don’t paint over the other one - it’s without water.”
Stage 2 (in one week)
.Questions: “What changes have occurred to the branches?
Are the branches in the vases the same or different? Why different? How do the branches differ from each other? Why did leaves bloom in one vase? Why didn’t leaves appear from the buds in another vase? (In a vase with water, leaves appeared from the buds; the water helped the leaves open).”
Sketching observations.
Conclusion: “Water is essential for plant life; it accelerates the development of plants"
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Experience No. 8
Subject. “Why does the water disappear?”
Purpose: Show children how water evaporates under the influence of heat. Develop the ability to compare and analyze. Maintain interest in experimental activities .
Equipment: Two identical glasses, a saucer, a felt-tip pen, water.
Progress: 1st stage. Brownie Kuzya tells the children a poem about water.
Educator: “Guys, we got acquainted with the different properties of water. Today let's find out how water can disappear. Fill two glasses with water to the same level and mark with a felt-tip pen where the water ends. Cover one glass with a saucer. Let's put both glasses next to the radiator. Tomorrow we’ll see how much water there will be in the glasses.”
Stage 2. The next day, look at glasses of water . Questions: “What changes have you noticed? Are the glasses the same amount of water? Which glass contains less water? Which one has more?
Explanation: “There is less water in the open glass, and the same amount of water remains in the closed glass. In an open glass, the water evaporates and turns into particles of steam. The water decreases due to the heat of the battery.”
Conclusion: “Water can evaporate into steam.”
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Experience No. 9
Subject. “How do you get colored pieces of ice?”
Purpose: To identify the property of water to freeze in the cold. Develop the ability to establish simple connections between objects and distinguish primary colors. Arouse interest in making colored ice floes and inanimate objects.
Equipment. Water, small molds, paints, threads.
Progress: Brownie Kuzya brings a piece of ice to the group : “I took this piece of ice from a frozen puddle. Look how handsome he is!”
Teacher questions: “What color is the piece of ice? (Transparent)
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What does it feel like? (Cold, smooth, slippery, hard)
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What happens to a piece of ice when we touch it with our hands (Melts)
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Why is she melting? (From the warmth of our hands)
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Why did ice form on the puddle? (The water froze in cold weather)
.”
Explanation: “The frost made such a piece of ice. And you and I can make colored pieces of ice. To do this, you need to choose any mold. Paint the water the color you like. Pour this water into the mold and insert the thread"
Question: “What needs to be done to make water freeze? (Take the molds outside)
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What weather should it be outside? (Frosty)
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Where else can you freeze water (In the refrigerator)
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At the end of the walk, the children examine the resulting pieces of ice: “Why does a thread hold on to a piece of ice? (She's frozen)
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Why are the pieces of ice colored? (From colored water)
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When can the ice melt? (In warm weather)
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Conclusion: “Water freezes in the cold and turns into ice”
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Experience No. 10
Subject. “Is it possible to drink melt water?”
Goal: Show children that snow is dirtier than tap water . Develop the ability to compare, analyze, generalize, draw conclusions and conclusions. Support the desire to care for indoor plants.
Equipment: Saucers with snow and water , gauze, watering can.
Preliminary work. In the morning, the teacher suggests pouring water from the tap into one saucer and putting snow in another saucer. Place both saucers on the table.
Move: Brownie Kuzya brings a watering can to the group : “Guys, I brought a new watering can for your indoor plants. Pour water into it and water the plants. That’s just the water poured into the saucers.”
Educator: “Let’s tell Kuza what was in the saucers this morning. What changed? Why did the water appear in both saucers? Why did the snow melt? (Indoors the snow melts and turns into water)
". Comparison of water in saucers: "How was the water formed in each saucer? Is it possible to drink water from saucers? Why? Let's pass the water from each saucer through cheesecloth? Which water is dirtier? What remains on the gauze? What kind of water leaves dirt particles on the gauze?
Educator: “ Tap water must be boiled or passed through a filter. Snow is melted, dirty water, not suitable for drinking. But such water can be used to water indoor plants. It will be useful for them."
Conclusion: “Snow is dirtier than tap water ”
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Experience No. 11
Subject. “Why is there more ice than water?”
Purpose: Show children that water expands when it freezes. Develop the ability to compare the properties of water and ice, activate your vocabulary. Stimulate interest in experimental activities.
Equipment: A glass of water , a felt-tip pen, ice cubes.
Preliminary work. Pour water into a glass, mark the water level in the glass with a felt-tip pen and take the glass out into the cold.
Move: Brownie Kuzya addresses the children: “Guys, what do you like to play with more: water or ice ? Tell me why?
Educator: “It’s interesting to play with both water and ice , because they have many features. Let's compare water and ice. What do they have in common, how are they similar? (Transparent color, can change color, takes the shape of the container they are in, odorless). What is the difference? (Water is liquid, flows, can be cold, warm and hot; ice is smooth, hard, does not flow, is lighter than water, melts).”
Examining a glass of ice: “Ice also has one secret. Do you want to know him? You and I poured water into a glass; noted the water level in the glass. Look at the glass. What happened to the water ? (She froze in the cold)
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What's in the glass now? (Ice)
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How much ice is in the glass? (Higher, more mark)
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Why is there more ice than water? When water freezes, it expands; There is not enough space for the ice in the glass and it is pushed to the top. Let's leave a glass of water in the room , and tomorrow we'll see how much water there is again (Water will be at the level of the mark)
."
Conclusion: “Water expands when it freezes”
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Experience No. 12
Subject. "What is steam?"
Target. To form children’s ideas about the state of water as steam; show how steam is formed. Develop the ability to establish cause-and-effect relationships and draw simple conclusions. Promote interest in the natural world.
Equipment. Thermos, glass or mirror, ball.
Move. Brownie Kuzya comes to the guys with a ball and invites them to play the game “What do I know about water?”
. “I throw you a ball, and you have to catch the ball and say something interesting about water” (Water is transparent, but can change color, without its own smell and taste, but can have the taste and smell of substances soluble in it, turns into ice , is important for plant life, takes the shape of the vessel into which it is poured, etc.”
The teacher puts a thermos on the table: “Water is a magician, it has another secret. I brought a thermos. This is an item that helps the water always stay hot. Let's open the thermos. What did you notice? Steam comes out of the thermos. What is steam like? Why is he hot? Steam is the same as water. Water vapor is transparent and colorless. Now let's place a mirror above the steam. See what forms on the mirror? These are droplets of water. The steam turns into droplets and falls down.
Conclusion. "Steam is also water"
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MAGAZINE Preschooler.RF
Card index of experiences and experiments in the middle group.Sand and clay
Experiment No. 1. “Sand cone” .
Purpose: To introduce the property of sand - flowability.
Procedure: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, drifts occur; the movement of sand is similar to a current. Is it possible to build a permanent road in the sand?
Conclusion: Sand is a bulk material.
Experiment 2. What are sand and clay made of?
Examining grains of sand and clay with a magnifying glass.
— What is sand made of? /Sand consists of very small grains - grains of sand.
- How do they look? /They are very small, round/.
-What does clay consist of? Are the same particles visible in the clay?
In sand, each grain of sand lies separately, it does not stick to its “neighbors ,” and clay consists of very small particles stuck together. Clay dust grains are much smaller than sand grains.
Conclusion: sand consists of grains of sand that do not stick to each other, and clay is made of small particles that seem to hold hands tightly and press against each other. This is why sand figurines crumble so easily, but clay figurines do not crumble.
Experiment No. 3. Does water pass through sand and clay?
Sand and clay are placed in glasses. Pour water on them and see which of them allows water to pass through well. Why do you think water passes through sand but not through clay?
Conclusion: sand allows water to pass through well, because the grains of sand are not fastened together, they scatter, and there is free space between them. Clay does not allow water to pass through.
Substance. Stones
Experiment No. 4. What types of stones are there?
Determine the color of the stone (gray, brown, white, red, blue, etc.).
Conclusion: stones vary in color and shape
Experiment No. 5 Determining the size.
Are your stones the same size?
Conclusion: stones come in different sizes.
Experiment No. 6 Determination of the nature of the surface.
We will now stroke each pebble in turn. Are the surfaces of the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest one.
Conclusion: a stone can be smooth or rough.
Experiment No. 7 Compare the density of stone and plasticine.
The teacher invites everyone to take a stone in one hand and plasticine in the other. Squeeze both palms together. What happened to the stone and what happened to the plasticine? Why?
Conclusion: rocks are hard.
Experiment No. 8. Examining stones through a magnifying glass.
Educator: What interesting things did you guys see?
(Specks, paths, depressions, dimples, patterns, etc.).
Experiment No. 9. Determination of weight.
Children take turns holding stones in their palms and determine the heaviest and lightest stone.
Conclusion: stones vary in weight: light, heavy.
Experiment No. 10 Determination of temperature.
Among your stones you need to find the warmest and coldest stone. Guys, how and what will you do? (The teacher asks to show a warm stone, then a cold stone, and offers to warm the cold stone.)
Conclusion: stones can be warm or cold.
Experiment No. 11. Do stones sink in water?
Children take a jar of water and carefully place one stone in the water. They are watching. Share the results of the experience. The teacher draws attention to additional phenomena - circles appeared in the water, the color of the stone changed and became brighter.
Conclusion: stones sink in water because they are heavy and dense.
Experiment No. 12 Compare stones with wood.
Take a wooden cube and try to lower it into the water. What will happen to him? (The tree floats.) Now lower the pebble into the water. What happened to him? (The stone sinks.) Why? (It is heavier than water.) Why does a tree float? (It is lighter than water.)
Conclusion: Wood is lighter than water, but stone is heavier.
Living stones
Goal: To introduce stones, the origin of which is associated with living organisms, with ancient fossils.
Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.
Check what happens if you squeeze lemon juice onto a stone. Place the pebble in the buzzing glass and listen. Tell us about the result.
Conclusion: Some stones “hiss” (chalk - limestone).
Scientific experience “Growing stalactites”
— clarify knowledge based on experience.
-cause the joy of discoveries gained from experiences. (soda, hot water, food coloring, two glass jars, thick woolen thread).
First of all, prepare a supersaturated soda solution. So, we have a solution prepared in two identical jars. We place the jars in a quiet, warm place, because growing stalactites and stalagmites requires peace and quiet. We move the jars apart and place a plate between them. We release the ends of the woolen thread into the jars so that the thread hangs over the plate. The ends of the thread should reach the middle of the cans. You will get such a suspended bridge made of woolen thread, a road from jar to jar. At first, nothing interesting will happen. The thread should be saturated with water. But after a few days, the solution will gradually begin to drip from the thread onto the plate. Drop by drop, slowly, just as it happens in mysterious caves. First a small bump will appear. It will grow into a small icicle, then the icicle will become bigger and bigger. And below, on the plate, a tubercle will appear that will grow upward. If you have ever built sand castles, you will understand how this happens. Stalactites will grow from top to bottom, and stalagmites will grow from bottom to top.
Experiment No. 13. Can stones change color?
Place one stone in the water and pay attention to it. Remove the stone from the water. What is he like? (Wet.) Compare with a stone that lies on a napkin. What is the difference? (Color.)
Conclusion: Wet stone is darker.
Experiment No. 14.
Immerse the stone in water and see how many circles it goes. Then add a second, third, fourth stone and observe how many circles each stone makes and write down the results. Compare results. See how these waves interact.
Conclusion: The circles from a large stone are wider than those from a small one.
Air and its properties
Experience No. 15 “Acquaintance with the properties of air”
Air, guys, is gas. Children are invited to look at the group room. What do you see? (toys, tables, etc.) There is also a lot of air in the room, you can’t see it because it is transparent, colorless. To see the air, you need to catch it. The teacher offers to look into the plastic bag. What's there? (it is empty). It can be folded several times. Look how thin he is. Now we fill the bag with air and tie it. Our package is full of air and looks like a pillow. Now let's untie the bag and let the air out of it. The package became thin again. Why? (There is no air in it.) Again, fill the bag with air and release it again (2-3 times)
Air, guys, is gas. It is invisible, transparent, colorless and odorless.
Let's take a rubber toy and squeeze it. What will you hear? (Whistling). This is air coming out of the toy. Close the hole with your finger and try to squeeze the toy again. She doesn't shrink. What's stopping her?
We conclude: the air in the toy prevents it from being compressed.
Look what happens when I put a glass in a jar of water. What are you observing? (Water does not pour into the glass). Now I will carefully tilt the glass. What happened? (Water poured into the glass). The air came out of the glass and water filled the glass. We conclude: air takes up space.
Take a straw and place it in a glass of water. Let's blow into it quietly. What are you observing? (Bubbles are coming), yes this proves that you are exhaling air.
Place your hand on your chest and inhale. What's happening? (The chest rose.) What happens to the lungs at this time? (They fill with air). And when you exhale, what happens to the chest? (She lowers herself). What happens to our lungs? (Air comes out of them.)
We conclude: when you inhale, the lungs expand, filling with air, and when you exhale, they contract. Can we not breathe at all? Without breath there is no life.
Experiment No. 16 “Dry out of water”
Children are asked to turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held level. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in.
Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: the air is transparent, invisible.
Experiment No. 17 “How much does air weigh?”
Let's try to weigh the air. Let's take a stick about 60 cm long. Attach a rope to its middle and tie two identical balloons to both ends. Hang the stick by a string in a horizontal position. Invite the children to think about what would happen if you pierced one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated ones.
Experiment No. 16. Air is always in motion
Goal: Prove that air is always in motion.
Equipment:
- Strips of light paper (1.0 x 10.0 cm) in quantities corresponding to the number of children.
- Illustrations: windmill, sailboat, hurricane, etc.
- A hermetically sealed jar of fresh orange or lemon peels (you can use a perfume bottle).
Experience: Carefully take a strip of paper by the edge and blow on it. She leaned away. Why? We exhale air, it moves and moves the paper strip. Let's blow on our hands. You can blow harder or weaker. We feel strong or weak air movement. In nature, such tangible movement of air is called wind. People have learned to use it (show illustrations), but sometimes it is too strong and causes a lot of trouble (show illustrations). But there is not always wind. Sometimes there is no wind. If we feel the movement of air in a room, it is called a draft, and then we know that a window or window is probably open. Now in our group the windows are closed, we don’t feel any air movement. I wonder if there is no wind and no draft, then the air is still? Consider a hermetically sealed jar. It contains orange peels. Let's smell the jar. We don't smell it because the jar is closed and we can't inhale air from it (air doesn't move from a closed space). Will we be able to inhale the smell if the jar is open, but far from us? The teacher takes the jar away from the children (approximately 5 meters) and opens the lid. There is no smell! But after a while everyone smells the oranges. Why? The air from the can moved around the room.
Conclusion: Air is always in motion, even if we don’t feel the wind or draft.
Water and its properties
Experiment No. 18 “Melting Ice” .
Cover the glass with a piece of gauze, securing it with an elastic band around the edges. Place a piece of icicle on the gauze. Place the bowl with ice in a warm place. The icicle decreases, the water in the glass increases. After the icicle has melted completely, emphasize that the water was in a solid state, but has turned into liquid.
Experiment No. 19 “Evaporation of water” .
Let's put some water in a plate, measure its level on the wall of the plate with a marker and leave it on the windowsill for several days. Looking into the plate every day, we can observe the miraculous disappearance of water. Where does the water go? It turns into water vapor - evaporates.
Experiment No. 20 “Conversion of steam into water” .
Take a thermos with boiling water. Open it so the children can see the steam. But we also need to prove that steam is also water. Place a mirror over the steam. Droplets of water will appear on it, show them to the children.
Experiment No. 21 “Where did the water disappear?”
Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material: Two identical measuring containers.
Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.
The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).
Experiment No. 22 “Different waters”
Educator: Guys, let's take a glass and pour sand into it. What happened? Is it possible to drink this water?
Children: No. She is dirty and unpleasant to look at.
Educator: Yes, indeed, such water is not suitable for drinking. What needs to be done to make it clean?
Children: It needs to be cleaned of dirt.
Educator: You know, this can be done, but only with the help of a filter.
We can make the simplest filter for water purification ourselves using gauze. Watch how I do it (I show how to make a filter, then how to install it in a jar). Now try making a filter yourself.
Independent work of children.
Educator: Everyone did everything right, what a great fellow you are! Let's try how our filters work. We will very carefully, little by little, pour dirty water into a glass with a filter.
Children are working independently.
Educator: Carefully remove the filter and look at the water. What has she become?
Children: The water has become clean.
Educator: Where did the oil go?
Children: All the oil remains on the filter.
Educator: We have learned the easiest way to purify water. But even after filtration, the water cannot be drunk immediately; it must be boiled
Experiment No. 23. The water cycle in nature.
Goal: To tell children about the water cycle in nature. Show the dependence of the state of water on temperature.
Equipment:
- Ice and snow in a small saucepan with a lid.
- Electric stove.
- Refrigerator (in a kindergarten, you can agree with the kitchen or medical office to place a test saucepan in the freezer for a while).
Experiment 1: Let's bring hard ice and snow home from the street and put them in a saucepan. If you leave them in a warm room for a while, they will soon melt and you will get water. What was the snow and ice like? The snow and ice are hard and very cold. What kind of water? It's liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.
Conclusion: When heated (increasing temperature), solid snow and ice turn into liquid water.
Experiment 2: Place a saucepan with the resulting water on the electric stove and boil. The water boils, steam rises above it, the water becomes less and less, why? Where does she disappear to? It turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What did it become? Gaseous! Why? We increased the temperature again and heated the water!
Conclusion: When heated (increasing temperature), liquid water turns into a gaseous state - steam.
Experiment 3: We continue to boil the water, cover the saucepan with a lid, put some ice on top of the lid and after a few seconds we show that the bottom of the lid is covered with drops of water. What was the steam like? Gaseous! What kind of water did you get? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid drops of water.
Conclusion: When cooled (temperature decreases), gaseous steam turns back into liquid water.
Experiment 4: Let's cool our saucepan a little and then put it in the freezer. What will happen to her? She will turn into ice again. What was the water like? Liquid! What did she become after freezing in the refrigerator? Solid! Why? We froze it, that is, we reduced the temperature.
Conclusion: When cooled (temperature decreases), liquid water turns back into solid snow and ice.
General conclusion:
In winter it often snows, it lies everywhere on the street. You can also see ice in winter. What is it: snow and ice? This is frozen water, its solid state. The water froze because it was very cold outside. But then spring comes, the sun warms up, it gets warmer outside, the temperature increases, the ice and snow heat up and begin to melt. When heated (increasing temperature), solid snow and ice turn into liquid water. Puddles appear on the ground and streams flow. The sun is getting hotter and hotter. When heated, liquid water turns into a gaseous state - steam. The puddles dry up, gaseous steam rises higher and higher into the sky. And there, high up, cold clouds greet him. When cooled, the gaseous steam turns back into liquid water. Droplets of water fall to the ground, as if from a cold saucepan lid. What does this mean? It's rain! Rain occurs in spring, summer, and autumn. But it still rains the most in autumn. The rain is pouring on the ground, there are puddles on the ground, a lot of water. It's cold at night and the water freezes. When cooled (temperature decreases), liquid water turns back into solid ice. People say: “It was freezing at night, it was slippery outside . Time passes, and after autumn winter comes again. Why is it snowing now instead of rain? And it turns out that while the water droplets were falling, they managed to freeze and turn into snow. But then spring comes again, the snow and ice melt again, and all the wonderful transformations of water are repeated again. This story repeats itself with solid snow and ice, liquid water and gaseous steam every year. These transformations are called the water cycle in nature.
Magnet
Experiment No. 23 “Attracts - does not attract”
You have objects mixed up on your table, sort the objects in this way: on a black tray, put all the objects that the magnet attracts. Place on a green tray that does not respond to a magnet.
Q: How do we check this?
D: Using a magnet.
Q: To check this, you need to hold a magnet over objects.
-Let's get started! Tell me what you did? And what happened?
D: I passed the magnet over the objects, and all the iron objects were attracted to it. This means that a magnet attracts iron objects.
Q: What objects did the magnet not attract?
D: The magnet did not attract: a plastic button, a piece of fabric, paper, a wooden pencil, an eraser.
Experiment No. 24 “Does a magnet act through other materials?”
Game "Fishing"
-Will magnetic forces pass through water? We'll check this now. We will catch fish without a fishing rod, only with the help of our magnet. Pass the magnet over the water. Get started.
Children hold a magnet over the water; iron fish located at the bottom are attracted to the magnet.
-Tell me what you did and what happened.
-I held a magnet over a glass of water, and the fish lying in the water was attracted and magnetized.
Conclusion: Magnetic forces pass through water.
Experience game “Butterfly flies”
- Guys, what do you think, can a paper butterfly fly?
-I will put a butterfly on a sheet of cardboard and a magnet under the cardboard. I will move the butterfly along the drawn paths. Proceed with the experiment.
- Tell me what you did and what you received.
-The butterfly is flying.
-And why?
-The butterfly also has a magnet at the bottom. A magnet attracts a magnet.
-What moves the butterfly? (magnetic force).
-That's right, magnetic forces have their magical effect.
-What can we conclude?
-Magnetic force passes through the cardboard.
-Magnets can act through paper, so they are used, for example, to attach notes to the metal door of a refrigerator.
-What conclusion can be drawn? What materials and substances does magnetic force pass through?
Conclusion: Magnetic force passes through cardboard.
-That's right, magnetic force passes through different materials and substances.
Experience game No. 25 “Without getting your hands wet”
Does a magnet work through other materials?
-And now we’re going to the wizards’ laboratory.
-Listen to the next task. How to remove a paperclip from a glass of water without getting your hands wet?
-The children are trying. (I show you how to do this).
- We need to take a magnet. And then you need to move the magnet along the outer wall of the glass.
- Tell me what you did and what you received. (The paper clip follows the upward movement of the magnet.)
-What moved the paper clip? (Magnetic force)
-What conclusion can be drawn: do magnetic forces pass through glass?
Conclusion: Magnetic forces pass through glass
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