Card index "Experiments with water" for children of the senior group experiments and experiments on the world around us (senior group) on the topic. “Water Sorceress” (experiments with water for children of the senior group) Experiments with water in the senior group

Card index of experiences and experiments

(senior group)

SEPTEMBER

EXPERIENCE No. 1

"Rostock"

Target. Consolidate and generalize knowledge about water and air, understand their significance for all living things.

Materials. Tray of any shape, sand, clay, rotted leaves.

Process. Prepare the soil from sand, clay and rotted leaves; fill the tray. Then plant the seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place.

Results. Take care of the sowing with your children, and after a while you will have a sprout.

EXPERIENCE No. 2

"Sand"

Target. Consider the shape of grains of sand.

Materials. Clean sand, tray, magnifying glass.

Process. Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It can be different; Tell the children that in the desert it is shaped like a diamond. Let each child take sand in his hands and feel how free-flowing it is.

Bottom line. Sand is free-flowing and its grains come in different shapes.

EXPERIENCE No. 3

"Sand Cone"

Target. Set the properties of sand.

Materials. Dry sand.

Process. Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, drifts appear in one place, then in another; the movement of sand is similar to a current.

Bottom line. Sand can move.

EXPERIENCE No. 4

"Scattered Sand"

Target. Set the property of scattered sand.

Materials. Sieve, pencil, key, sand, tray.

Process. Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Immerse the pencil in the sand without pressing. Place a heavy object (for example, a key) on the surface of the sand. Pay attention to the depth of the mark left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink approximately twice as deep into scattered sand as into scattered sand. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand.

Bottom line. Scattered sand is noticeably denser. This property is well known to builders.

OCTOBER

EXPERIENCE No. 1

"Vaults and Tunnels"

Target. Find out why insects caught in sand are not crushed by it, but come out unharmed.

Materials. A tube with a diameter slightly larger than a pencil, glued together from thin paper, pencil, sand.

Process. Insert a pencil into the tube. Then fill the tube with a pencil with sand so that the ends of the tube protrude outward. We take out the pencil and see that the tube remains intact.

Bottom line. Sand grains form protective arches, so insects caught in the sand remain unharmed.

EXPERIENCE No. 2

"Wet Sand"

Target. Introduce children to the properties of wet sand.

Materials. Wet sand, sand molds.

Process. Take wet sand in your palm and try to sprinkle it in a stream, but it will fall from your palm in pieces. Fill the sand mold with wet sand and turn it over. The sand will retain the shape of the mold.

Bottom line. Wet sand cannot be poured out of the palm of your hand; the backwater can take any desired shape until it dries. When sand gets wet, the air between the edges of the sand grains disappears, and the wet edges stick to each other.

EXPERIENCE No. 3

"Properties of Water"

Target. Introduce children to the properties of water (takes shape, has no smell, taste, color).

Materials. Several transparent vessels of different shapes, water.

Process. Pour water into transparent vessels of different shapes and show the children that the water takes the shape of the vessels.

Bottom line. Water has no form and takes the shape of the vessel into which it is poured.

Taste of water.

Target. Find out if the water has a taste.

Materials. Water, three glasses, salt, sugar, spoon.

Process. Before experimenting, ask what the water tastes like. After this, let the children try plain boiled water. Then put salt in one glass. In another sugar, stir and let the children try. What taste does the water have now?

Bottom line . Water has no taste, but takes on the taste of the substance that is added to it.

The smell of water.

Target. Find out if the water has an odor.

Materials. A glass of water with sugar, a glass of water with salt, an odorous solution.

Process. Ask the children what does the water smell like? After answering, ask them to smell the water in the glasses with solutions (sugar and salt). Then drop a fragrant solution into one of the glasses (but so that children cannot see). Now what does the water smell like?

Bottom line. Water has no odor, it smells of the substance that is added to it.

Water color.

Target. Find out if the water has a color.

Materials. Several glasses of water, crystals of different colors.

Process. Have the children put different colored crystals into glasses of water and stir until they dissolve. What color is the water now?

Bottom line. Water is colorless and takes on the color of the substance that is added to it.

OCTOBER

EXPERIENCE No. 4

"Living Water"

Target. Introduce children to the life-giving properties of water.

Materials. Freshly cut branches of quickly blossoming trees, a vessel with water, the label “Water of Living”.

Process. Take a vessel and label it “Water of Living.” Look at the branches with your children. After this, place the branches in the water and remove the vessel in a visible place. Time will pass and they will come to life. If these are poplar branches, they will take root.

Bottom line. One of the important properties of water is to give life to all living things.

NOVEMBER

EXPERIENCE No. 1

"Evaporation"

Target. Introduce children to the transformation of water from liquid to gaseous state and back to liquid.

Materials. Burner, vessel with water, lid for the vessel.

Process. Boil water, cover the vessel with a lid and show how the condensed steam turns back into drops and falls down.

Bottom line. When water is heated, it changes from a liquid state to a gaseous state, and when it cools, it changes from a gaseous state back to a liquid state.

EXPERIENCE No. 2

"Aggregative states of water"

Target: Prove that the state of water depends on air temperature and is in three states: liquid - water; hard – snow, ice; gaseous - steam.

Progress: 1) If it’s warm outside, then the water is in a liquid state. If the temperature outside is sub-zero, then the water turns from liquid to solid (ice in puddles, instead of rain it snows).

2) If you pour water on a saucer, then after a few days the water will evaporate, it will turn into a gaseous state.

EXPERIENCE No. 3

"Properties of Air"

Target. Introduce children to the properties of air.

Material. Scented wipes, orange peels, etc.

Process. Take scented wipes, orange peels, etc. and invite the children to smell the odors in the room one by one.

Bottom line. Air is invisible, has no definite shape, spreads in all directions and has no odor of its own.

EXPERIENCE No. 4

"The air is compressed"

Target. Continue to introduce children to the properties of air.

Materials. Plastic bottle, uninflated balloon, refrigerator, bowl of hot water.

Process. Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools.

Bottom line. When heated, air expands, and when cooled, it contracts.

DECEMBER

EXPERIENCE No. 1

"The air expands"

Target: Demonstrate how air expands when heated and pushes water out of a container (homemade thermometer).

Progress: Consider the “thermometer”, how it works, its structure (bottle, tube and stopper). Make a thermometer model with the help of an adult. Make a hole in the cork with an awl and insert it into the bottle. Then take a drop of colored water into a tube and stick the tube into the cork so that a drop of water does not jump out. Then heat the bottle in your hands, a drop of water will rise up.

EXPERIENCE No. 2

"Water expands when it freezes"

Target: Find out how snow retains heat. Protective properties of snow. Prove that water expands when it freezes.

Progress: Take two bottles (cans) of water of the same temperature out for a walk. Bury one in the snow, leave the other on the surface. What happened to the water? Why didn't the water freeze in the snow?

Conclusion: Water does not freeze in snow because snow retains heat and turns into ice on the surface. If a jar or bottle in which water has turned into ice bursts, then we can conclude that water expands when it freezes.

EXPERIENCE No. 3

"Life cycle of flies"

Target. Observe the life cycle of flies.

Materials. Banana, liter jar, nylon stocking, pharmaceutical elastic band (ring).

Process. Peel the banana and put it in a jar. Leave the jar open for several days. Check the jar daily. When the fruit flies appear, cover the jar with a nylon stocking and tie it with an elastic band. Leave the flies in the jar for three days, and after this period, release them all. Close the jar again with the stocking. Monitor the jar for two weeks.

Results. After a few days you will see larvae crawling along the bottom. Later, the larvae will develop into cocoons, and eventually flies will appear. Drosophila are attracted to the smell of ripe fruit. They lay eggs on fruits, from which larvae develop and then pupae are formed. Pupae are similar to cocoons into which caterpillars turn. At the last stage, an adult fly emerges from the pupa, and the cycle repeats again.

EXPERIENCE No. 4

“Why do the stars seem to move in circles?”

Target . Find out why stars move in circles.

Materials. Scissors, ruler, white chalk, pencil, adhesive tape, black paper.

Process. Cut out a circle with a diameter of 15 cm from paper. Draw 10 small dots at random on the black circle with chalk. Poke a pencil through the center of the circle and leave it there, securing it at the bottom with duct tape. Holding the pencil between your palms, quickly twist it.

Results. Light rings appear on the rotating paper circle. Our vision retains the image of white dots for some time. Due to the rotation of the circle, their individual images merge into rings of light. This happens when astronomers photograph stars using long exposures. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are motionless relative to it. Although it seems to us that the stars are moving, the photographic plate is moving along with the Earth rotating around its axis.

JANUARY

EXPERIENCE No. 1

“Dependence of snow melting on temperature”

Target. Bring children to understand the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow will melt.

Progress: 1) On a frosty day, invite the children to make snowballs. Why don't snowballs work? The snow is powdery and dry. What can be done? Bring the snow into the group, after a few minutes we try to make a snowball. The snow has become plastic. The snowballs were blinding. Why did the snow become sticky?

2) Place saucers with snow in a group on the window and under the radiator. Where will the snow melt faster? Why?

Conclusion: The condition of the snow depends on the air temperature. The higher the temperature, the faster the snow melts and changes its properties.

EXPERIENCE No. 2

"How does a thermometer work"

Target. See how the thermometer works.

Materials. Outdoor or bathroom thermometer, ice cube, cup.

Process. Squeeze the liquid ball onto the thermometer with your fingers. Pour water into a cup and put ice in it. Stir. Place the thermometer in the water with the part where the liquid ball is located. Again, look at how the liquid column behaves on the thermometer.

Results. When you hold the ball with your fingers, the bar on the thermometer begins to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers warms the liquid in the thermometer. When the liquid is heated, it expands and rises from the ball up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and falls down the tube. Outdoor thermometers usually measure air temperature. Any changes in its temperature lead to the fact that the column of liquid either rises or falls, thereby showing the air temperature.

EXPERIENCE No. 3

“Can a plant breathe?”

Target. Reveals the plant’s need for air and breathing. Understand how the respiration process occurs in plants.

Materials. Houseplant, cocktail straws, Vaseline, magnifying glass.

Process. An adult asks if plants breathe, how to prove that they do. Children determine, based on knowledge about the breathing process in humans, that when breathing, air should flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a straw and conclude that Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week.

Results. The leaves “breathe” on their underside, because those leaves that were smeared with Vaseline on the underside died.

EXPERIENCE No. 4

“Do plants have respiratory organs?”

Target. Determine that all parts of the plant are involved in respiration.

Materials. A transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass.

Process. An adult suggests finding out whether air passes through the leaves into the plant. Suggestions are made on how to detect air: children examine a cut of a stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult and children conduct the “Through a Leaf” experiment in the following sequence: a) pour water into a bottle, leaving it 2-3 cm empty;

b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the hole of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, secure the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the end of the stem immersed in water.

Results. Air passes through the leaf into the stem, as air bubbles are seen releasing into the water.

FEBRUARY

EXPERIENCE No. 1

“Do the roots need air?”

Target. Reveals the reason for the plant’s need for loosening; prove that the plant breathes from all parts.

Materials. A container with water, compacted and loose soil, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Process. Children find out why one plant grows better than another. They examine and determine that in one pot the soil is dense, in the other it is loose. Why dense soil is worse. This is proven by immersing identical lumps in water (water flows worse, there is little air, since fewer air bubbles are released from the dense earth). They check whether the roots need air: to do this, three identical bean sprouts are placed in transparent containers with water. Air is pumped into one container using a spray bottle, the second is left unchanged, and in the third, a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. Observe the changes in the seedlings (it grows well in the first container, worse in the second, in the third - the plant dies).

Results. Air is necessary for the roots, sketch the results. Plants need loose soil to grow so that the roots have access to air.

EXPERIENCE No. 2

“What does the plant secrete?”

Target. Establishes that the plant produces oxygen. Understand the need for respiration for plants.

Materials. A large glass container with an airtight lid, a cutting of a plant in water or a small pot with a plant, a splinter, matches.

Process. The adult invites the children to find out why it is so pleasant to breathe in the forest. Children assume that plants produce oxygen for human respiration. The assumption is proven by experiment: a pot with a plant (or cutting) is placed inside a tall transparent container with an airtight lid. Place in a warm, bright place (if the plant provides oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out whether oxygen has accumulated in the jar (oxygen is burning). Observe the bright flash of flame from a splinter brought into the container immediately after removing the lid.

Results. Plants release oxygen.

EXPERIENCE No. 3

“Do all leaves have nutrition?”

Target. Determine the presence of plant nutrition in the leaves.

Materials . Boiling water, begonia leaf (the reverse side is painted burgundy), white container.

Process. An adult suggests finding out whether there is nutrition in leaves that are not colored green (in begonia, the reverse side of the leaf is painted burgundy). Children assume that there is no nutrition in this sheet. An adult invites the children to place the sheet in boiling water, examine it after 5 - 7 minutes, and sketch the result.

Results. The leaf becomes green, and the water changes color, therefore, there is nutrition in the leaf.

EXPERIENCE No. 4

"In the Light and in the Dark"

Target. Determine the environmental factors necessary for the growth and development of plants.

Materials. Onion, a box made of durable cardboard, two containers with soil.

Process. An adult suggests finding out by growing onions whether light is needed for plant life. Cover part of the onion with a cap made of thick dark cardboard. Draw the result of the experiment after 7 - 10 days (the onion under the hood has become light). Remove the cap.

Results. After 7–10 days, draw the result again (the onion turns green in the light, which means nutrition has formed in it).

MARCH

EXPERIENCE No. 1

“Who is better?”

Target. Identify favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.

Materials. Two identical cuttings, a container of water, a pot of soil, plant care items.

Process . An adult offers to determine whether plants can live for a long time without soil (they cannot); Where do they grow best - in water or in soil. Children place geranium cuttings in different containers - with water, soil. Watch them until the first new leaf appears. The results of the experiment are documented in an observation diary and in the form of a model of the dependence of plants on the soil.

Results. The first leaf of a plant in the soil appears faster, the plant gains strength better; The plant is weaker in water.

EXPERIENCE No. 2

“Where is the best place to grow?”

Target . Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, identify soils that differ in composition.

Materials. Tradescantia cuttings, black soil, clay and sand.

Process. An adult chooses soil for planting (chernozem, a mixture of clay and sand). Children plant two identical cuttings of Tradescantia in different soil. Observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, but grows well in chernozem). Transplant the cuttings from the sand-clay mixture into black soil. After two weeks, the result of the experiment is noted (the plant shows good growth).

Results. Chernozem soil is much more favorable than other soils.

EXPERIENCE No. 3

"Labyrinth"

Target.

Materials. A cardboard box with a lid and partitions inside in the form of a labyrinth: in one corner there is a potato tuber, in the opposite there is a hole.

Process. Place the tuber in the box, close it, and place it in a warm, but not hot place, with the hole facing the light source. Open the box after potato sprouts emerge from the hole. They examine, noting their directions, color (the sprouts are pale, white, curved in search of light in one direction). Leaving the box open, they continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).

Results. A lot of light - the plant is good, it is green; little light - the plant is bad.

EXPERIENCE No. 4

"How a shadow is formed"

Target: Understand how a shadow is formed, its dependence on the light source and the object, and their mutual position.

Progress: 1) Show the children a shadow theater. Find out whether all objects provide shadows. Transparent objects do not give a shadow, since they transmit light through themselves; dark objects give a shadow, since the rays of light are reflected less.

2) Street shadows. Consider the shadow on the street: during the day from the sun, in the evening from lanterns and in the morning from various objects; indoors from objects of varying degrees of transparency.

Conclusion: A shadow appears when there is a light source. A shadow is a dark spot. Light rays cannot pass through an object. There may be several shadows from yourself if there are several light sources nearby. The rays of light meet an obstacle - a tree, therefore there is a shadow from the tree. The more transparent the object, the lighter the shadow. It is cooler in the shade than in the sun.

APRIL

EXPERIENCE No. 1

“What does a plant need to nourish itself?”

Target . Determine how the plant seeks light.

Materials. Indoor plants with hard leaves (ficus, sansevieria), adhesive plaster.

Process. An adult offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's assumptions are tested by experience; part of the leaf is sealed with a plaster, the plant is placed near a light source for a week. After a week, the patch is removed.

Results. Without light, plant nutrition cannot be produced.

EXPERIENCE No. 2

“What then?”

Target. Systematize knowledge about the development cycles of all plants.

Materials . Seeds of herbs, vegetables, flowers, plant care items.

Process . An adult offers a riddle letter with seeds and finds out what the seeds turn into. Plants are grown during the summer, recording all changes as they develop. After collecting the fruits, they compare their sketches and draw up a general diagram for all plants using symbols, reflecting the main stages of plant development.

Results. Seed – sprout – adult plant – flower – fruit.

EXPERIENCE No. 3

"How to Detect Air"

Target: Determine whether air surrounds us and how to detect it. Determine the air flow in the room.

Progress: 1) Offer to fill plastic bags: one with small objects, the other with air. Compare bags. The bag with objects is heavier, the objects can be felt to the touch. The air sac is light, convex, smooth.

2) Light a candle and blow on it. The flame is deflected and is affected by the air flow.

Hold the snake (cut from a circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as the warm air lifts it.

3) Determine the movement of air from top to bottom from the doorway (transom). Warm air rises and goes from bottom to top (since it is warm), and cold air is heavier - it enters the room from below. Then the air warms up and rises again, which is how we get wind in nature.

EXPERIENCE No. 4

“What are the roots for?”

Target. Prove that the root of the plant absorbs water; clarify the function of plant roots; establish the relationship between the structure and functions of the plant.

Materials. A geranium or balsam cutting with roots, a container with water, closed with a lid with a slot for the cutting.

Process. Children examine cuttings of balsam or geranium with roots, find out why the plant needs roots (roots anchor plants in the ground), and whether they take up water. Conduct an experiment: place the plant in a transparent container, mark the water level, tightly close the container with a lid with a slot for the cutting. They determine what happened to the water a few days later.

Results. There is less water because the roots of the cuttings absorb water.

MAY

EXPERIENCE No. 1

“How to see the movement of water through the roots?”

Target. Prove that the root of a plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.

Materials. Balsam cuttings with roots, water with food coloring.

Process . Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). What else can roots take from the ground? Children's assumptions are discussed. Consider dry food coloring - “food”, add it to water, stir. Find out what should happen if the roots can take up more than just water (the root should turn a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. They clarify what will happen to the plant if there are substances harmful to it in the ground (the plant will die, taking away harmful substances along with the water).

Results. The root of the plant absorbs, along with water, other substances found in the soil.

EXPERIENCE No. 2

"How does the sun affect a plant"

Target: Determine the need for sunlight for plant growth. How does the sun affect the plant?

Progress: 1) Plant onions in a container. Place in the sun, under a cover and in the shade. What will happen to the plants?

2) Remove the cap from the plants. What bow? Why light? Place in the sun, the onions will turn green in a few days.

3) The onion in the shade stretches towards the sun, it stretches in the direction where the sun is. Why?

Conclusion: Plants need sunlight to grow and maintain their green color, as sunlight accumulates chlorophytum, which gives plants a green color and to form food.

EXPERIENCE No. 3

“How do bird feathers work?”

Target: Establish a connection between the structure and lifestyle of birds in the ecosystem.

Materials: chicken feathers, goose feathers, magnifying glass, zipper lock, candle, hair, tweezers.

Process . Children examine the bird's flight feather, paying attention to the shaft and the fan attached to it. They find out why it falls slowly, spinning smoothly (the feather is light, since there is emptiness inside the rod). An adult suggests waving the feather, observing what happens to it when the bird flaps its wings (the feather springs elastically, without unraveling the hairs, maintaining its surface). Examine the fan through a strong magnifying glass (on the grooves of the feather there are protrusions and hooks that can be firmly and easily combined with each other, as if fastening the surface of the feather). Examining the down feather of a bird, they find out how it differs from the flight feather (the down feather is soft, the hairs are not interlocked, the shaft is thin, the feather is much smaller in size); children discuss why birds need such feathers (they serve to retain heat).

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Preview:

Experimental activities in the senior group on the topic
"The Sorceress - Water"

Compiled by: teacher Lyamina S.S.

Goals and objectives:

• consolidate children's knowledge about the form in which water exists in nature, about the state of water in the environment (rain, snow, frost, ice, steam, dew, fog);
• develop children's cognitive interest in the process of experimenting with water liquids: transparency, lack of shape, water-solvent;
• develop skills in conducting experiments;
• cultivate a caring attitude towards water as a natural resource.

Preliminary work:

Conversations on the topics: “Who needs water?”, “How does a person use water?”

Compiling the album “Water in nature and in human life.”

Observations in nature of precipitation and seasonal phenomena.

Memorizing poems, nursery rhymes about water, reading fiction, didactic game “What is water for?”

Equipment: globe, album “Water in nature and in human life”; illustrations; glass; glasses of water; small items; cups with flour, sugar, salt; spoons; circles are blue, purple, light blue; projector.

Progress of the lesson:

Greetings:

Hello guys!

Today we will remember the properties of water.

Introductory conversation

The teacher shows the globe.

What is this? What is a globe? Who knows what is indicated in blue on the globe?(water) . There is not a single living organism in the world that can live without water. Why do I say this? Who needs it?(to humans, animals, birds, insects, trees).

We are looking at the album “Water in Nature and in Human Life.”

How does a person use water?(table).

Guys, how much liquid do we drink per day? Let's count together: tea, coffee in the morning, compote for lunch, soups, vegetables.

Game "Who can name the most edible liquid."

Pass the ball, name the edible liquid.(Lemonade, kvass, fruit drink, mineral water, jelly, cocoa, compote, Coca-Cola, milk soup, juice, etc.)

Water is a real magician. She knows how to transform and change. In summer we see water in the form of what?(rain, hail, dew, fog). What does it turn into in winter?(in snow, frost, ice, ice patterns).

Puzzles:

She grows upside down

It grows not in summer, but in winter.

The sun will warm her up a little,

She will cry and die. (Icicle.)

What kind of asterisks are they through?

On a coat and on a scarf?

All through, cut-out,

And take it, water in your hand. (Snowflakes.)

I am both a cloud and a fog,

Both the stream and the ocean.

And I fly and I run,

And I can be glass. (Water.)

Peas scattered on 70 roads,

No one will pick him up?

Neither the king nor the queen,

On the red maiden. (Grad.)

Silver fringe

Hangs on branches in winter.

And in the spring in weight

Turns into dew. (Frost.)

And it pours into it, and it pours out of it,

And he trudges along the ground. (Creek.)

He makes noise in the field and in the garden,

But it won't get into the house.

And I'm not going anywhere

As long as he goes. (Rain.)

Finger game “The rain came out for a walk”

It's raining for a walk(index and middle fingers walk along legs)

He's running down the alley

Drumming on the window.

Scared the big cat(use your fingers to draw cat ears above your head)

Washed passers-by with an umbrella(draw an umbrella with your hands above your head)

The rain also washed out the roofs.

Immediately the rain became wet,

The rain has stopped, I'm tired(“shake off” droplets of water from your fingertips).

Conducting experiments

What is shown in white on the globe? ( ice and snow). Is this also water?

What can water turn into?(steam, fog, clouds, clouds, rain).

Find the water in the pictures. Who recognized her?(they find water in a modified state).

Where does water occur in nature?? (sea, lake, stream, spring, river, ocean, puddle, swamp).

Word game “What kind of water…”

The water in the sea is like sea water,

In the lake - lake,

In the river - river,

In the spring - spring water,

In a swamp - swamp.

Do you know that the water in the seas and oceans is salty? On their way to the sea, rivers pass through mountains and soils that contain various salts; they carry this salt to the sea, where it remains, because the sea does not flow anywhere. And in the rivers, the water remains fresh and fresh, since the rivers are constantly replenished with new water from springs, from rains, and the current carries salt into the sea.

How do rivers know how they need to flow into the sea? Let's conduct an experiment.

Experiment: take a glass and pour some water on it. What happened?(puddle).

Now let's tilt the glass. The river flowed. What if you tilt it too much?(it flowed very quickly).This is how it is in nature. If a river flows across a plain, it flows smoothly and slowly, but mountain rivers flow quickly, their current is stormy, the banks are rocky, steep, and waterfalls are formed(slide show).

Now listen to the audio recording of the sound of water and determine what it is making noise(sound recordings of a stream, river, mountain river, waterfall are offered).

Outdoor game "Stream".

Water is one of the most amazing substances on our planet, and today we will dwell on its properties in more detail (children sit at the tables).

Experience 1.

Look, the glass contains ordinary tap water. I can look through the water at the toys, at your faces. Try the same. Can you clearly see the objects you are looking at? Water distorts objects a little, but they are clearly visible. Let us formulate one of the properties of water: PURE AND TRANSPARENT.

Experience 2.

Now let’s use other dishes that are on your tables. Pay attention to the shape of the cups, it is different: some are low and wide, others are high and narrow, and others are oval. There are small objects on your tables, put them in different cups. Are they still the same?(children's answers). Yes, their shape does not depend at all on the vessel in which they lie. But with water it’s completely different. Pour the water into the decanter. The water is the same, but its shape has changed. Let us conclude that, unlike solids, water does not have its own shape, but takes on the shape of the vessel into which it is poured. And if we accidentally spill water, it will spread into a puddle.

Experience 3.

Another property of water is that various substances can be dissolved in it. You have flour, salt and sugar in your cups. Let's try to dissolve these substances in water and see what we get.(Children perform the experiment.)Tell us what you did and what happened? Conclusion: salt and sugar quickly dissolve in water, the water remains clear. Flour also dissolves in water, but the water becomes cloudy.

What can water do?(drips, gurgles, pours, flows, gurgles, dries, freezes, spreads, washes away...).

Game exercise “Waves”

Now let’s stand in a large circle and form a lake. The water in the lake is calm(we smoothly spread our arms to the sides),a light breeze came and began to play with the water(moves hands up and down), the wind blew stronger(the water began to boil and splash) verse wind (the water surface is calm).

It often happens that empty cans, garbage, and paper are found in a river or lake. How did they get there? Do you do this?

What will happen if lakes, rivers and seas become clogged?(the water will be dirty, fish and aquatic life will die).

It seems that there is a lot of water on earth. But today there are many people living on the planet and a lot of water is used. We must take care of her. After all, we use clean water, but we pour dirty water into the sink. How can you save water?(Close the taps, do not make a strong stream, do not clog rivers and lakes.)

That's right, guys, everyone really needs water, it gives life and health. It’s not for nothing that they call her “mother”, “queen”, “sorceress”.

If there are blots on your nose,

Who is our first friend then?

Will it remove dirt from your face and hands?

What mom can't live without

No cooking, no washing?

Without which, let's face it, we

Should a person die?

So that the ears of bread grow,

For ships to sail,

So that the jelly can be cooked.

So that there is no trouble -

We can't live without... WATER.

Game "Drop by drop - there will be a lake."

Guys, let's use colored circles and droplets to make a lake. Where do you think the lake is deeper - in the middle or near the shore? The shallower, the lighter the color of the lake (blue). Further on it is deeper (blue), and the very middle is purple, it’s very deep there.(Children complete the task.)

Summarizing.

So guys, please tell me why water is called magic?

Why can't you live without water?

Would there be life on planet Earth if there was no water?

Bibliography:

1. Soboleva O.L. "Big Encyclopedia of Preschoolers", 2010

2. Mirskaya E. “My first book is science,” 1998.

OOD in the senior group “Experiments and experiences with water.”

Integration of educational areas:

Cognitive development

Social and communicative development.

Target : Arouse interest in experimental activities, interest in completing a task together. Develop cognitive child's activity in the process experimentation with water.

Tasks:

1. Educational:

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

To introduce the properties of water through experimental activities. To form elementary ideas about the transition of substances from solid to liquid and from liquid to solid.

2. Educational:

Foster a caring attitude towards water as the main natural resource.

3. Developmental:

Develop speech, thinking, curiosity;

Develop the ability to analyze and draw conclusions; have own opinion;

Equipment:

Handouts: aprons, hats, glasses of water, glasses of milk, lump sugar, plates, plastic spoons, pieces of ice (for each child).

Demonstration material: mnemonic symbols for the properties of water, poster “State of Water”, music by Frederic Chopin “Waltz of Rain”, song “Evil Cloud”, music “The Sound of a Stream”, a vessel with dirty water, a funnel, a filter, a transparent vessel, a thermos, a glass goblet, ice container.

Progress of the OOD: Children and teacher stand on the carpet.

Educator : Guys, we have guests, let's say hello.

Today we will talk about one of the most important substances in nature, without which life on Earth is impossible. I’ll tell you a riddle now, and you try to guess what substance we’re talking about.

I am both a cloud and a fog,

And the stream and the ocean,

And I fly and I run,

And I can be glass ( Water)

That's right, today we will talk about water.

A child reads a poem:

Have you heard about water? They say she's everywhere!

In a puddle, in the sea, in the ocean and in a water tap.

Like an icicle freezing, it creeps into the forest like fog.

Your stove is boiling, the kettle's steam is hissing,

Without it we can’t wash ourselves, we can’t eat, we can’t get drunk!

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

Educator: Indeed, water is in rivers, seas, oceans, lakes, springs, ponds, swamps, streams. Water takes up much more space on our planet than land. (Show illustrations).

Who needs water? Insects, animals, humans, etc. (show illustrations). Of course, water is necessary for all living things; without water there would be no life on our Earth. All life on Earth will die and dry up. Water is life and water must be protected.

The music “Waltz of Water” plays. The Water Fairy enters.

Water Fairy . Hello. I am the Water Fairy. I heard you talking about water. Do you know what properties water has?

Educator : Guys, we recently conducted experiments, shall we tell the Fairy?

Children's answers : Water flows, it is a liquid, water changes shape, is transparent, has no taste, has no odor. Algorithms are posted on the board.

Fairy: Well done!

Educator : Fairy, but why are you sad?

Water Fairy : Because I'm dirty. I flow through rivers and lakes and get a lot of debris.

Educator: Do you guys want to help Fairy? Can you? How can we purify water? Should we go to the laboratory for this? What is this, tell the Fairy.

Children's answers : This is a place where scientists conduct experiments and experiments.

Educator : Let us today turn into such scientists and conduct experiments.

Let's put on aprons and hats, these helping items will help us.

Let's say the magic words:

One, two, three, turn around and find yourself in the laboratory!

Educator : Here we are in the laboratory, come in and take your seats.

Guys, even in a fairytale laboratory, in order for everything to work out, you need to follow the rules of behavior, remember what:

1. Listen carefully to the explanation and only then begin the experiment.

2. Take only the necessary materials.

3.Do not talk too loudly so as not to disturb each other.

4. Do not forget to draw a conclusion after each experiment.

Experiments are carried out near tables.

Experience 1:

Educator: Look at your tables there are glasses of water and sugar. You and I will put a piece of sugar in a glass of water and mix well with a plastic spoon. What happened to sugar? Where in life can we observe this? (When adding sugar to tea)

Conclusion: Water is a solvent for solids.

Experience 2:

Educator: Now let’s add 3 tablespoons of milk to the water and what do we see? The water appears white and the milk dissolves in the water.

Conclusion: Water is a solvent for liquid substances. (Show card - diagram)

Water Fairy : Do you have experience to clean me?

Educator : Yes. Children, what kind of water flows from our tap (clean). Because before water gets to us, it is purified in large filters, and you and I will also try to purify it, only we will have a small filter. What material can be used as a filter?

Experiment 3: Water purification.

Educator : Guys, come to me, look carefully. I took two glasses. In one glass (put a lump of earth and stirred.) What happened to the water? The water became cloudy, it became cloudy. But it can be cleaned. I use gauze as a filter. I’ll put it in a funnel and pour the cloudy water from the ground through the funnel into another glass. Look what happened to the water. That's right, she became clean. Conclusion: dirty water can be filtered and it will become clean (the dirt remains on the filter, and the water becomes clean). The melody of the stream sounds. The fairy throws away dirty paper.

Water Fairy : Thanks guys! You see, I’m already cheerful because I’m clean, let’s dance.

Physical education lesson “Evil Cloud”

There's a knock on the door.

Educator: We were given a gift from the Snow Queen. What is this? (Ice pieces). Everyone takes one piece of ice.

What kind of ice? Solid. Hold it in the palm of your hand, is it cold? What's going on? From the heat, the ice begins to turn back into water!

EXPERIENCE 4: In order for ice to melt, heat is needed. Conclusion: Water can change from a solid state to a liquid state and vice versa. (Show

Educator: Let's go and sit in our seats.

Experience 5:

Educator: Attention! The most dangerous experience. I have a thermos in my hands. What is a thermos for? (To preserve hot water).Can children take and open a thermos with hot water? (No). Why? (If you open a thermos, steam comes out; it is as hot as water, you can get burned). Well done!

We open a thermos with hot water, steam comes out of the thermos. Now I will bring a glass glass to the neck of the thermos, we will see what happens to it. (Droplets of water appeared on it).

Conclusion: Steam is water in a gaseous state. (Show card diagram).

Water Fairy : Guys, tell me, what did you learn new? What substance did we talk about today? What properties does water have? Look at our conventional symbols and try to tell us everything you have learned about water.

Answers : Water is a transparent liquid that has no taste, color, smell or shape, but can take the shape of the container into which it is poured. Dirty water can be filtered.

Water Fairy : Thanks for the help. Goodbye, guys.

Educator : Did you like being scientists and doing experiments? (Children's answers) Today we are finishing work in our laboratory. But these are not our last experiences. We will do experiments and experiments more than once.

We say the magic words: One, two, three, turn around yourself and find yourself in a group!

Used Books :

1. Veraksa N.E., Galimov O.R. “Cognitive and research activities of preschoolers”

2. Dybina O.V. "The unknown is nearby"

3. Thematic posters “State of water”

Purpose: To introduce children to the properties of water (transparency, tasteless, odorless, colorless, water is a solvent, flowing water); Develop skills in conducting laboratory experiments: consolidate the ability to work with transparent glassware: glass cups, rods; Strengthen the ability to work with unfamiliar solutions, while observing the necessary safety measures; To form an elementary idea of ​​the transition of water from solid to liquid and from liquid to solid; Arouse interest in experiments, develop observation skills, a visually effective type of thinking; Develop curiosity, the ability to reason and express your opinion.

Experiment 1 “Water is liquid and can flow” Purpose. Bring children to understand that water is liquid and can flow. Content of the experience. Give the children two glasses: one with water, the other empty, and ask them to carefully pour the water from one to the other. Is water flowing? Why? Because it's liquid. If water were not liquid, it would not be able to flow in rivers and streams, nor would it flow from a tap. In order for children to better understand what “liquid” is, ask them to remember that jelly can be liquid and thick. If the jelly is flowing, we can pour it from glass to glass, and we say that it is... (children determine) liquid. If we cannot pour it from glass to glass, because it does not flow, but pours out in pieces, then we say that the jelly... (children's answer) is thick. Because water is liquid and can flow, it is called a liquid.

Experiment 2 “Water has no form” Purpose. Help children understand that water has no shape. Content of the experience. Have children look at an ice cube (remind that ice is solid water). What shape is this piece of ice? Will it change its shape if we put it in a glass, a bowl, or put it on a table or on our palm? No, it remains a cube in any place (until it melts). What about liquid water? Let the guys pour water into a jug, plate, glass (any container), onto the table surface. What's happening? Water takes the shape of the object it is in, and out of the blue it spreads out into a puddle. This means that liquid water has no form. The experiment can be supplemented by the following observations: a shaped ice cube melts into a liquid and spreads over the surface of the saucer.

Experiment 3 “Water has no form” Purpose. Show children that water has no shape. Content of the experience. Water has no form and takes the shape of the vessel into which it is poured. Show this to the children by pouring it into vessels of different shapes. Remember with your children where and how puddles spill.

Experiment 4 “Water has no taste” Purpose. Bring children to understand that water has no taste. Content of the experience. Before experimenting, ask what the water tastes like. After this, let the children try plain boiled water. Then put salt in one glass, sugar in another, stir and let the children try. What taste does the water have now?

Experiment 6 “Water has no smell” Purpose. Bring children to understand that water has no odor. Content of the experience. Ask the children what the water smells like? After answering, ask them to smell the water in the glasses with solutions (sugar and salt). Then drop a fragrant solution into one of the glasses (but so that children cannot see). Now what does the water smell like?

Experiment 7 “Steam is also water” Purpose. Bring children to understand that steam is also water. Content of the experience. To show children another state of water, take a thermos with boiling water. Open it up so the kids can see the steam. But we also need to prove that steam is also water. Place a glass or mirror over the steam. Droplets of water will appear on it, show them to the children. If you don’t have a thermos at hand, take an electric kettle or boiler and boil water in the presence of children, paying their attention to how more and more steam appears as the water boils.

Experiment 9 “Water Sorceress” Goal. Bring children to understand the connection between air temperature and the state of water (water turns into ice at low temperatures) Contents of the experiment. Pour equal amounts of water from the tap into equal cups. Take one outside. Measure the air temperature outside and in the room. Determine the causes of water freezing.

Experiment 11 “Ice is lighter than water” Goal. Bring to the understanding that ice is lighter than water. Content of the experience. Let the children express their guesses: what will happen to an ice cube if it is placed in a glass of water? Will it drown, float, maybe immediately dissolve? Listen to the children and then do the experiment. Ice floats in water. Tell the children that it is lighter than water, which is why it does not sink. Leave the ice in the cups and see what happens to it.

Experience 12 “Droplets” Goal. Bring children to understand the connection between air temperature and water condition. Content of the experience. Invite the children to choose their favorite icicle while walking. Bring the icicles indoors, placing each one in a separate bowl so that the child can observe his own icicle. Instead of icicles, you can take snow balls. Children should monitor the condition of icicles and ice cubes in a warm room. Draw their attention to how the icicles and ice cubes gradually decrease. What's happening to them? Remember the experience on the previous topic.

Experiment 13 “Some substances dissolve in water, some do not dissolve” Purpose. Bring children to understand that there are substances that are soluble and insoluble in water. Content of the experience. Take two glasses of water. Children will put regular sand in one of them and try to stir it with a spoon. What happens? Has the sand dissolved or not? Let's take another glass and pour a spoonful of granulated sugar into it, stir it. What happened now? In which of the cups did the sand dissolve? Remind children that they are constantly stirring sugar in their tea. If it did not dissolve in water, then people would have to drink unsweetened tea. We put sand at the bottom of the aquarium. Does it dissolve or not? What would happen if granulated sugar, rather than regular sugar, was placed on the bottom of the aquarium? (Children note that in this case it would dissolve in water.)

Experiment 14 “Water can be warm, cold, hot” Purpose. Bring children to understand that water comes in different temperatures. Content of the experience. Give the children cups of water of different temperatures (you already showed them hot water when you studied steam). Let them try with their fingers and determine in which glass the water is the coldest and in which the warmest (of course, safety rules must be followed). Emphasize that in rivers, lakes, and seas there is also water with different temperatures, both warm and cold. Some fish, animals, plants, snails can live only in warm water, others only in cold water. If children were fish, would they choose warm or cold water? Do they think there are more different plants and animals in the warm seas or in the cold ones? Fewer different animals live in cold seas and rivers. There are such unusual places in nature where very hot water comes out of the ground to the surface. These are geysers. They, like a thermos with hot water, also produce steam. What do the children think, can anyone live in such a hot “house”? There are very few inhabitants there, but they do exist, for example, some algae. It is important that preschoolers understand that water in reservoirs has different temperatures, which means that different plants and animals live in them.

Experiment 15 “Life-giving properties of water” Purpose. Bring children to understand and value the life-giving properties of water. Content of the experience. Cut off branches from trees that bloom quickly in advance. Take a vessel, stick the label “Water of Living” on it. Together with the children, look at the twigs. After this, place the branches in the water and explain to the children that one of the important properties of water is to give life to all living things. Place the branches in a visible place. Time will pass and they will come to life.

Experiment 16 “Water is the main source of life” Goal. 1. Bring children to the understanding and importance of water and air for all living things. 2. Consolidation and generalization of knowledge about water. Content of the experience. Take a deep tray of any shape. Gather the children around the table and prepare the soil: sand, clay, rotted leaves. It would be nice to put earthworms there. Then plant a seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place. Take care of the sowing with your children, and after a while a sprout will appear.

The ability to see miracles in everyday objects distinguishes a genius from other people. Creativity is formed in early childhood, when the baby inquisitively studies the world around him. Science experiments, including water experiments, are an easy way to get your child interested in science and a great family activity.

From this article you will learn

Why water is good for home experiments

Water is an ideal substance for learning about the physical properties of objects. The advantages of the substance we are familiar with are:

• accessibility and low cost;
• the ability to exist in three states: solid, vapor and liquid;
• the ability to easily dissolve various substances;
• the transparency of the water ensures the clarity of the experience: the baby will be able to explain the result of the study himself;
• safety and non-toxicity of substances necessary for experiments: the child can touch with his hands everything that interests him;
• no additional tools and equipment, special skills and knowledge are needed;
• You can conduct research both at home and in kindergarten.

The complexity of the experiments depends on the age of the child and the level of his knowledge. It is better to start experiments with water for children with the simplest manipulations, in the senior group of a preschool educational institution or at home.

Experiments for kids (4-6 years old)

All little children enjoy the process of pouring and mixing liquids of different colors. The first lessons can be devoted to getting to know the organoleptic properties of the substance: taste, smell, color.

You can ask children in the preparatory group what is the difference between mineral water and sea water. In kindergarten, the results of research do not need to be proven and what is happening can be explained in accessible words.

Transparency experience

You will need two transparent glasses: one with water, the other with an opaque liquid, such as tomato juice, milk, cocktail tubes or spoons. Immerse objects in each container and ask the kids in which of the cups the straw is visible and in which not? Why? Which substance is transparent and which is impenetrable?

Drowning - not drowning

You need to prepare two glasses of water, salt and a raw fresh egg. Add salt to one of the glasses at the rate of two tablespoons per glass. If you put an egg in a clean liquid, it will sink to the bottom, and if you put it in a salty liquid, it will appear on the surface of the water. The child will develop a concept of the density of matter. If you take a large container and gradually add fresh water to salt water, the egg will gradually sink.

Freezing

At the initial stage, it will be enough to pour water into the mold with the child and put it in the freezer. You can watch together the process of melting an ice cube, and speed up the process by touching it with your fingers.

Then complicate the experiment: put a thick thread on an ice cube and sprinkle the surface with salt. After a few moments, everything will grab together and the cube can be lifted up by the thread.

A fascinating sight is the melting cubes of colored ice placed in a transparent container with vegetable oil (you can take baby oil). Droplets of water sinking to the bottom form a bizarre pattern that is constantly changing.

Steam is also water

For the experiment, you need to boil water. Notice to the children how steam rises above the surface. Hold a mirror or glass saucer over a container of hot liquid, such as a thermos. Show how droplets flow from it. Make a conclusion: if you heat water, it will turn into steam; when cooled, it will turn into a liquid state again.

"CONSPIRACY"

It's not an experience, but rather a focus. Before starting the experiment, ask the kids if water in a closed container can change color under a magic spell. In front of the children, say a spell, shake the jar, and the colorless liquid will become colored.

The secret is that water-soluble paint, watercolor or gouache is applied to the lid of the container in advance. When shaken, the water washes away the paint layer and changes color. The main thing is not to turn the inside of the lid towards the audience.

Broken pencil

The simplest experiment demonstrating the refraction of an image in a liquid is placing a tube or pencil in a transparent glass filled with water. The part of the product immersed in liquid will appear deformed, causing the pencil to appear broken.

The optical properties of water can also be checked in this way: take two eggs of the same size and immerse one of them in water. One will appear larger than the other.

Expansion on freezing

Take plastic cocktail straws, cover one end with plasticine, fill with water to the brim and seal. Place the straw in the freezer. After a while, notice to the baby that the liquid, freezing, expanded and displaced the plasticine plugs. Explain that water can rupture a container if exposed to low temperatures.

Dry cloth

Place a dry paper napkin at the bottom of an empty glass. Turn it over and lower it vertically into a bowl of water with the edges down to the bottom. Prevent liquid from getting inside by holding the glass with force. Also remove the glass from the water in a vertical direction.

If everything is done correctly, the paper in the glass will not get wet; air pressure will prevent this. Tell the children the story of a diving bell that can be used to lower people to the bottom of a body of water.

Submarine

Place a tube in a glass filled with water and bend it in the lower third. We immerse the glass completely upside down in a container of water so that part of the straw is on the surface. We blow into it, the air instantly fills the glass, it jumps out of the water and turns over.

You can tell the children that fish use this technique: to sink to the bottom, they compress the air bubble with their muscles, and some of the air comes out of it. To rise to the surface, they pump up air and float up.

Bucket rotation

To carry out this experiment, it is advisable to call your dad for help. The procedure is as follows: take a strong bucket with a strong handle and fill it halfway with water. A more spacious place is chosen; it is advisable to conduct the experiment in nature. You need to take the bucket by the handle and quickly rotate it so that the water does not spill. When the experiment is over, you can watch the splashes spilling out of the bucket.

If your child is old enough, explain that liquid is held in place by centrifugal force. You can experience its effect on attractions whose operating principle is based on circular motion.

Vanishing coin

To demonstrate this experiment, fill a quart jar with water and close the lid. Take out a coin and give it to the baby so that he can be convinced that it is an ordinary one. Have your child place it on the table and you place the jar on top. Ask your child if he sees the money. Remove the container and the coin will be visible again.

floating paper clip

Before starting the experiment, ask your child whether metal objects sink in water. If he finds it difficult to answer, throw a paper clip vertically into the water. She will sink to the bottom. Tell your child that you know a magic spell to keep the paperclip from sinking. Using a flat hook bent from a second specimen, slowly and carefully place a horizontal paperclip on the surface of the water.

To prevent the product from completely sinking to the bottom, first rub it with a candle. The trick is carried out thanks to a property of water called surface tension.

Anti-spill glass

For another experiment based on the properties of surface tension of water, you will need:

• transparent smooth glass glass;
• a handful of small metal objects: nuts, washers, coins;
• oil, mineral or vegetable;
• chilled water.

Before conducting the experiment, you need to grease the edges of a clean, dry glass with oil. Fill it with water and lower the metal objects one at a time. The surface of the water will no longer be flat and will begin to rise above the edges of the glass. At some point, the film on the surface will burst and the liquid will spill. Oil in this experiment is needed to reduce the connection between water and the surface of the glass.

Flowers on the water

Required materials and tools:

• paper of different densities and colors, cardboard;
• scissors;
• glue;
• wide container with water: basin, deep tray, dish.

The preparatory stage is making flowers. Cut the paper into squares with a side of 15 centimeters. Fold each one in half and then double again. Randomly cut out the petals. Bend them in half so that the petals form a bud. Dip each flower into the prepared water.

Gradually the flowers will begin to open. The speed of unraveling will depend on the density of the paper. The petals straighten due to swelling of the fibers of the material.

Treasure Hunt

Collect small toys, coins, beads and freeze them in one or more pieces of ice. The essence of the game is that as it thaws, objects will appear on the surface. To speed up the process, you can use kitchen utensils and various tools: forks, tweezers, a knife with a safe blade. If several children are playing, you can arrange a competition.

Everything is absorbed

The experience introduces the child to the ability of objects to absorb liquids. To do this, take a sponge and a plate of water. Immerse the sponge in the plate and watch with your child as the water rises and the sponge becomes wet. Experiment with different objects, some have the ability to absorb liquids, and some do not.

Ice cubes

Children love to freeze water. Experiment with them with shapes and colors: kids will make sure that the liquid follows the shape of the container in which it is placed. Freeze the colored water into cubes, first insert toothpicks or straws into each.

From the freezer you will get a lot of colorful boats. Put on paper sails and lower the boats into the water. The ice will begin to melt, forming bizarre colored stains: this is the diffusion of liquid.

Experiments with water of different temperatures

Process stages and conditions:

1. Prepare four identical glass glasses, watercolor paints or food coloring.
2. Pour cold water into two glasses, warm water into two.
3. Color warm water black and cold water yellow.
4. Place a glass of cold water in a plate, cover the container with warm black liquid with a plastic card, turn it over and place it so that the glasses are located symmetrically.
5. Carefully remove the card, being careful not to dislodge the glasses.
6. Cold and warm water will not mix due to the properties of physics.

Repeat the experiment, but this time place a glass of hot water down.

Conduct all experiments in kindergarten in a playful way.

Experiments for schoolchildren

Water tricks for schoolchildren should be explained already in elementary grade, introducing them to the simplest scientific concepts, then the young magician will easily master both physics and chemistry in grades 8–11.

Color layers

Take a plastic bottle, fill a third of it with vegetable oil, a third with water, and leave another third empty. Pour food coloring into the bottle and seal it with a lid. A child can see that oil is lighter than air, and water is heavier.

The oil will remain unchanged, but the water will be colored. If you shake the bottle, the layers will shift, but after a few moments everything will be as it was. When placing the container in the freezer, the layer of oil will sink to the bottom and the water will freeze on top.

Non-spill sieve

Everyone knows that you cannot hold water in a sieve. Show your child a trick: grease a sieve with oil and shake. Carefully pour some water along the inside edge of the sieve. Water will not flow out, since it will be retained by the oil film. But if you run your finger along the bottom, it will collapse and the liquid will flow out.

Experiment with glycerin

The experiment can be carried out on the eve of the New Year. Take a jar with a screw top, a small plastic toy, glitter, glue and glycerin. Glue the toy, Christmas tree, snowman to the inside of the lid.

Pour water into a jar, add glitter and glycerin. Close the lid tightly with the figurine inside and turn the container over. Thanks to glycerin, the sparkles will swirl beautifully around the figure if you regularly turn the structure over. The jar can be given as a gift.

Making a cloud

It's more of an environmental experiment. If your child asks you what clouds are made of, do this experiment with water. Pour hot water into a 3-liter jar, about 2.5 centimeters deep. Place pieces of ice on a saucer or baking sheet and place on the jar so that the neck is completely closed.

Soon a cloud of fog (steam) forms inside the container. You can draw your preschooler's attention to the condensation and explain why it is raining.

Tornado

Often both children and adults are interested in how such an atmospheric phenomenon as a tornado is formed. Together with your children, you can answer this question by arranging the following experiment with water, which consists of the following steps:

1. Prepare two 2-liter plastic bottles, tape, and a metal washer with a diameter of 2.5.
2. Fill one of the bottles with water and place a washer on the neck.
3. Turn the second bottle over, place it on top of the first and tightly wrap the top of both bottles with tape to prevent water from spilling out.
4. Turn the structure over so that the water bottle is on top.
5. Create a hurricane: start rotating the device in a spiral. The flowing stream will turn into a mini-tornado.
6. Observe the process happening in the bottles.

A tornado can also be created in a bank. To do this, fill it with water, not reaching the edges by 4-5 centimeters, add dishwashing detergent. Close the lid tightly and shake the jar.

Rainbow

You can explain the origin of the rainbow to your child as follows. In a sunny room, place a wide container of water and place a sheet of white paper next to it. Place a mirror in the container, catch a ray of sunlight with it, and direct it towards the sheet so that a spectrum appears. You can use a flashlight.

Lord of matches

Pour water into a plate and let it float on the surface of the match. Dip a piece of sugar or soap into the water: in the first case, the matches will gather around the piece, in the second, they will float away from it. This happens because sugar increases the surface tension of water, while soap decreases it.

Water flows up

Place white flowers in a container of water colored with food coloring, preferably carnations or pale green plants such as celery. After some time, the flowers will change color. You can do it simpler: use white paper napkins, not flowers, in the experiment with water.

An interesting effect can be achieved if one edge of the towel is placed in water of a certain color, and the other in another, contrasting shade.

Water from thin air

A fascinating home experiment clearly demonstrates how the condensation process occurs. To do this, take a glass jar, fill it with ice cubes, add a spoonful of salt, shake several times and close the lid. After 10 minutes, droplets of water will appear on the outer surface of the jar.

For clarity, wrap it in a paper towel and make sure there is enough water. Tell your child where in nature you can see the process of water condensation: for example, on cold stones under the sun.

Paper cover

If you turn a glass of water over, it will spill out. Can a sheet of paper hold water? To answer the question, cut out a flat lid from thick paper that is 2-3 centimeters larger than the diameter of the edges of the glass.

Fill the glass about halfway with water, place a piece of paper on top and carefully turn it over. Due to air pressure, the liquid must remain in the container.

Thanks to this joke, a student can earn popularity among his classmates.

Soap Volcano

You will need: detergent, soda, vinegar, cardboard for the “volcano”, iodine. Pour water, vinegar, dish soap and a few drops of iodine or other dye into a glass. Make a cone out of dark cardboard and wrap the container with the ingredients so that the edges touch. Pour baking soda into a glass and the volcano will begin to erupt.

Spark plug pump

This fun water trick demonstrates the power of gravity. Take a small candle, place it on a saucer and light it. Pour some colored water into a saucer. Cover the candle with a glass, the liquid will gradually be drawn into it. The explanation lies in the change in pressure inside the container.

Growing Crystals

The result of this experiment will be to obtain beautiful crystals on the surface of the wire. To grow them you need a strong salt solution. You can determine whether the solution is sufficiently saturated by adding a new portion of salt. If it no longer dissolves, the solution is ready. The cleaner the water, the better.

To clear the solution of debris, pour it into another container. Dip a wire with a loop at the end into the solution and place everything in a warm place. To obtain patterned crafts, twist the wire as required. After a few days, the wire becomes covered with salt “snow”.

Dancing coin

You need a glass bottle, a coin and water. Place the empty bottle without the cap in the freezer for 10 minutes. Place a coin soaked in water on the neck of the bottle. In less than a minute, the cold air will expand from heating and begin to displace the coin, causing it to bounce on the surface.

Magic ball

Tools and materials: vinegar, baking soda, lemon, glass, balloon, bottle, duct tape and funnel.

Process progress:

• Pour water into a bottle, add a teaspoon of soda.
• Mix three tablespoons of vinegar and lemon juice.
• Quickly pour the mixture into the water bottle through the funnel and place the ball on the neck of the bottle containing the water and soda mixture. The reaction will occur instantly: the composition will begin to “boil” and the balloon will inflate as air is displaced.

To ensure that air from the bottle gets only into the ball, wrap the neck with electrical tape.

Balls in a frying pan

If you pour a little water onto a hot surface, it will disappear (evaporate). When you add another portion, balls resembling mercury form in the pan.

Burning liquid

Cover the working surface of the sparklers with tape, leaving the tips, set them on fire and place them in a transparent vessel with water. The sticks will not go out; thanks to their chemical composition in water, their fire burns even brighter, creating the effect of a flaming liquid.

Water management

The intensity of sound is another means of changing the direction of fluid flow. The result can be observed using a powerful speaker. Under the influence of music or other sound effects, water takes on a bizarre, fantastic shape, forming foam and mini-fountains.

Rainbow water

The cognitive experiment is based on changes in the density of water. For the process, take four small glasses of water, dyes, a syringe and granulated sugar.

Add dye to the first glass and leave for a while. In the remaining mixture, dissolve 1, 2 and 3 teaspoons of sugar and dyes of different colors in succession. Unsweetened liquid is poured into a transparent glass with a syringe. Then, using a syringe, water is carefully released to the bottom, to which 0.5 teaspoon of sugar is added.

Third and fourth steps: a solution with an average and maximum concentration is released in the same way: closer to the bottom. If everything is done correctly, the glass will contain water with multi-colored layers.

colorful lamp

The cool experience delights not only children 5-6 years old, but also primary schoolchildren and teenagers. Equal parts of water and sunflower oil are poured into a glass or plastic bottle and dye is added. The process is started by dropping an effervescent aspirin tablet into water. The effect will be enhanced if you conduct this experiment in a dark room, providing illumination with a flashlight.

Ice Formation

For the trick you will need a 0.5 liter plastic bottle filled with distilled water without gas and a freezer. Place the container in the freezer, after 2 hours, take it out and sharply hit it on a hard surface.

The water will begin to turn into ice before your eyes. The experiment is explained by the composition of distilled water: it lacks centers responsible for crystallization. After impact, bubbles appear in the liquid and the freezing process begins.

This is not all the manipulations carried out with water. Substances such as starch, clay, and shampoo change its properties beyond recognition. Children aged 6-7 years can easily do almost all experiments themselves in the kitchen or experiment under the supervision of their parents by watching a video tutorial or explanatory pictures.

More cool experiments are shown in this video.

If necessary, the small chemist should be offered advice or assistance. It’s even better to do all the research together: even adults will discover many amazing properties of water.

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