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)
.
Let Vanya lean over the basin a little and look at the water. What can you see in a bowl of water ? (Your reflection)
.
What does it look like? (On a dark spot)
.
If Vanya moves to the side, how will the reflection change? (The reflection will move in the water)
.
Why do we see our reflection in water? (The water is clear)
.
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)
.
How to make the water reach the edges of the jar? (children's answers)
.
The teacher suggests immersing pebbles of different sizes into a jar. Questions: “What happens to the water ? (She rises)
.
Why does the water rise? (Because we put pebbles in the water)
.
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”
.
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)
.
What happened to the water ? What color is the water in both cups? (In red)
.
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)
.
How to make colored water from clear water? (Dilute paint in water)
.
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)
.
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"
.
Experience No. 5
Subject. “Determining the water temperature”
.
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)
.
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)
.
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)
.
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”
.
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)
.
What are kidneys needed for? (Leaves appear in them)
.
When will the leaves appear from the buds? (In spring, when warmth appears)
.
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"
.
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.”
.
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)
.
What does it feel like? (Cold, smooth, slippery, hard)
.
What happens to a piece of ice when we touch it with our hands (Melts)
.
Why is she melting? (From the warmth of our hands)
.
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)
.
What weather should it be outside? (Frosty)
.
Where else can you freeze water (In the refrigerator)
.
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)
.
Why are the pieces of ice colored? (From colored water)
.
When can the ice melt? (In warm weather)
.
Conclusion: “Water freezes in the cold and turns into ice”
.
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 ”
.
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)
.
What's in the glass now? (Ice)
.
How much ice is in the glass? (Higher, more mark)
.
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”
.
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"
.
Experiments with water for preschoolers. Project “Water Sorceress”
Maria Rodenko
Experiences and experiments with water for preschoolers. Project “Water Sorceress”
Sorceress water
There is more ice than water.
Fill a plastic glass with water to the brim.
Place it in the freezer overnight without spilling a drop. Take it out when the water freezes completely. Has there been more or less water? Leave the glass in a warm place and see what happens to the water after it melts.
Explanation: When water freezes, it expands. There is not enough space for the ice in the glass and it is pushed to the top. When the ice melts, the water will take up its previous volume.
Melting ice in water.
Purpose: Show the relationship between quantity and quality from size.
Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to their answers.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Snow melting.
Goal: To bring children to the understanding that snow melts from any heat source.
Watch the snow melt on a warm hand, mitten, radiator, heating pad, etc.
Conclusion: Snow melts from warm air coming from any heating system.
Is it possible to drink melt water?
Goal: To show that even the most seemingly clean snow is dirtier than tap water.
Take two light plates, put snow in one, and pour regular tap water into the other. After the snow has melted, examine the water in the plates, compare it and find out which of them contained snow (identify by the debris at the bottom). Make sure that the snow is dirty melt water and not suitable for people to drink. But, melt water can be used to water plants, and it can also be given to animals.
The ability of water to reflect surrounding objects.
Bring a bowl of water into the group. Invite the children to look at what is reflected in the water. Ask the children to find their reflection, to remember where else they saw their reflection.
Conclusion: Water reflects surrounding objects, it can be used as a mirror.
Water transparency.
Take two identical glasses. Pour water into one and milk into the other. Place a coin in both cups. See what happened? In which cup is the coin visible and in which is it not?
Explanation: The coin is visible in a glass of water, but not in a glass of milk. Water has no color of its own, it is transparent.
Water cycle in nature
Materials: large plastic jar, smaller jar and plastic wrap.
Pour some water into the vessel and place it in the sun, covering it with film. The sun will heat the water, it will begin to evaporate and, rising, condense on the cool film, and then drip into the jar.
Rainbow effect
We split visible sunlight into individual colors—reproducing the rainbow effect.
Materials: The necessary condition is a clear sunny day. A bowl of water, a sheet of white cardboard and a small mirror.
Place a bowl of water in the sunniest spot. Place a small mirror in the water, resting it against the edge of the bowl. Turn the mirror at an angle so that sunlight falls on it. Then, moving the cardboard in front of the bowl, find the position where the reflected “rainbow” appeared on it. It is possible to use a flashlight.
Fluidity of water.
Purpose: To show that water has no shape, spills, flows.
Take 2 glasses filled with water, as well as 2-3 objects made of hard material (cube, ruler, wooden spoon, etc.) and determine the shape of these objects. Ask the question: “Does water have a form?” Invite the children to find the answer on their own by pouring water from one vessel to another (cup, saucer, bottle, etc.). Remember where and how puddles spill.
