Card index of experiments with water in the middle group
Daria Lyaskovskaya
Card index of experiments with water in the middle group
Experiments with water
Experience No. 1
Subject. “How does water reflect objects?”
Goal: To identify with children the property of water to reflect various objects. Develop fine motor skills and the ability to establish logical connections. Maintain a desire to maintain a neat appearance.
Equipment. Mirror, basin of water , doll in a dress.
Progress: Kuzya comes to visit the children with a dirty face. The adult invites the children to find changes in appearance in the brownie Kuzya: “Guys, what happened to Kuzya? How can I help him? What item helps us take care of our appearance? (Mirror)
. How does water help?
Educator: “Water washes away dirt. Water also has the properties of a mirror. Let's play with water . What kind of water? (Transparent, clean)
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Let Vanya lean over the basin a little and look at the water. What can you see in a bowl of water ? (Your reflection)
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What does it look like? (On a dark spot)
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If Vanya moves to the side, how will the reflection change? (The reflection will move in the water)
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Why do we see our reflection in water? (The water is clear)
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Game exercise “Break the mirror”
.Questions: “You threw pebbles into the water.
What happened to the water ? (The reflection has disappeared)
. When can you see your reflection again? When the circles from the object disperse, the water will become calm and you can see again
Game “Show the fairytale animal”
- Using finger movements, children come up with various figures and find them through reflections in the water.
Conclusion. “Water, like a mirror, reflects objects in itself”
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Experience No. 2
Subject. “How to push the water out?”
Purpose: To form the idea that the water level rises if objects are immersed in water. Develop thought processes, fine motor skills, activate vocabulary (edge, rises, falls, higher, lower)
. Maintain a positive attitude towards your work and the work of your colleagues.
Equipment: Measuring container with water , pebbles, spoons.
Progress: Brownie Kuzya comes to the guys in a sad mood: “I’m sad because I don’t have any toys at all; only pebbles. How to play with them?
Educator: “Let's cheer up Kuzya with a new game. For this game you only need water and pebbles.”
Questions: “How much water did I pour into the jar? Is the jar completely filled with water ? (No, the jar is half full)
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How to make the water reach the edges of the jar? (children's answers)
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The teacher suggests immersing pebbles of different sizes into a jar. Questions: “What happens to the water ? (She rises)
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Why does the water rise? (Because we put pebbles in the water)
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Game exercise “Catch the pebbles”
— children remove pebbles from a jar using spoons.
Conclusion: “The water in the container rises when objects are immersed in it”
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Experience No. 3
Subject. “How to color water?”
Purpose: To form children’s ideas about the dependence of the color intensity of water on the amount of food coloring. Develop the ability to distinguish between dark and light shades and establish cause-and-effect relationships. Promote the manifestation of a humane attitude towards the game character.
Equipment: Food coloring of different shades, transparent cups, measuring spoons, a container with water , colored paper squares.
Progress: Brownie Kuzya turns to the children asking for help: “Guys, in the summer I saw a very beautiful rainbow. And I wanted to draw it. The only problem is that I don’t know any flowers. Maybe you can teach me to distinguish and correctly name color shades?
Educator: “Of course, Kuzya, the guys won’t leave you in trouble. And the magician water will help us again. Let's tell Kuza how you can get different shades using water (children's answers)
. Water takes on the color of the paint dissolved in it. Today we will color water and create color shades using food coloring. Food coloring is similar to colored sand and is used to give foods a specific color. For example, they paint eggs for Easter.
Inspection activities: “In one glass of water I will put one spoon of red dye, in another glass of water I will put two spoons of red dye. What happened to the dye in the water? (It dissolves in water)
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What happened to the water ? What color is the water in both cups? (In red)
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Are the colors of water in the glasses the same or different? (Different)
. Why? In which glass is the water lighter and in which is it darker? In a glass with more dye, the water is darker. In a glass with less dye, the water is lighter.”
Game tasks: “Choose a square on the tray, turn it over and find out the color. The water should be dyed this color. Remember how many spoons of dye you put in the water.”
Questions: “What color did you color the water? How many spoons of dye did you put in?”
Game task: “Make the shade lighter (darker)
».
Educator: “Let’s tell Kuza what colors we colored the water.”
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Conclusion: “Water can be colored with food coloring. The more dye, the brighter the color of the water.”
Experience No. 4
Subject. “How do plants drink water?”
.
Goal: To form children’s ideas about the process of water moving through a flower. Develop curiosity and thought processes. Promote caring behavior towards plants.
Equipment: Flowers - white carnations, transparent cups for water, three colors of paint, a container with water , colored pencils, white paper with sketches of cups.
Progress: Part 1 - preparatory. Brownie Kuzya brings a withered flower with dry soil group “Guys, I planted a flower in a pot. I put it in the sun. Every day I admired him and talked to him. But my flower has withered. I can’t understand what he didn’t like?”
Educator: “Why did Kuzya’s flower wilt? How did you guess? Flowers need constant watering. Based on the condition of the soil, you can determine whether to water the plant or not.”
Kuzya: “How does a plant drink water?”
Educator: “To find out how a plant drinks water, you need to prepare multi-colored water. What color is the water? (The water is clear)
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How to make colored water from clear water? (Dilute paint in water)
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Three cups will contain colored water and one cup will contain uncolored water . We will put a flower in each glass. What is the name of the flower? (Carnation)
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What color is it? (White)
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Sketch of observations: “Paint the cups on paper with the same colors as we colored the water - red, blue, yellow); Do not paint over one glass - the water in it is clear. In each glass, draw a flower with white petals. A little time will pass and we will see flowers drinking water.”
Part 2. In the evening, look at the colors of flowers with the children. “Compare your sketches with the observed phenomenon. What changed? What happened to the flowers? What did the flowers become? Why are flowers different colors? Why did one flower remain white? Explanation: “The flowers changed their color because of the color of the water in which they stood. The stem has conducting tubes through which water rises to the flower and colors it.”
Conclusion: “Flowers drink water; water moves through the flower"
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Experience No. 5
Subject. “Determining the water temperature”
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Goal: Identify with children ways to change water temperature. To contribute to the expansion of ideas about the life of natural objects in the water element. Activate children's vocabulary (geyser, steam, temperature, algae , develop curiosity and thinking. Maintain interest in the natural world.
Equipment: Ball, empty cups with hot and cold water , pieces of ice, illustrations of rivers, lakes, seas, geysers.
Move: Brownie Kuzya invites children to play the game “Cold, Warm, Hot”
Educator: “If I throw you a ball and say
“cold ball
,” you must name an object that is always cold.
In response to the phrase “hot ball,”
you need to name objects that are hot.”
Kuzya: “Guys, what can be cold, hot, and warm? (children's answers)
.
Let's play with water today and find out how water changes its temperature."
Game task “Determine the temperature of the water”
Educator: “Water can have different temperatures and can be hot, warm and cold.
How do you know which glass is cold and which is hot? (You need to touch the glass or water with your hands.)
How to get warm water?
Let's mix hot and cold water. What did the water become? (Warm)
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Now put ice cubes in warm water. What do you think the water will be like? Touch the water with your hands. Why did the water become cold? (Ice was added to the water, it is cold)
.”
Examination of illustrations: “In rivers, lakes, seas, water is of different temperatures - warm and cold. Some animals, fish and plants live only in warm water, others only in cold water. There are places in nature where hot water comes out of the ground. They are called geysers. Steam comes from them. Only algae .”
Conclusion: “Water can be warm, cold and hot. When you pour different water, its temperature changes.”
Experience No. 6
Subject. “What are the characteristics of warm and cold water?”
Goal: Find out in which water (cold or warm)
substances dissolve faster.
Develop the ability to think, generalize the results of experiments , build hypotheses and test them. Promote a positive attitude towards experimental activities .
Equipment: Transparent cups, cold and warm water, granulated sugar, salt, pieces of ice, stirring spoons, shells, pebbles, two containers of water .
Progress: Brownie Kuzya comes to the guys; he has a scarf tied around his throat. “Oh, guys, I’m sick. I drank cold water yesterday, and today I talk a little. What bad water..."
Educator: “Kuzya, the water is not bad, you just need to heat it up, drink warm water. Let's find out today what features warm and cold water have. There are two glasses of water : how do you know which glass has cold water and which one has warm water? (Touch with your finger)
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I will put a spoonful of sugar in both glasses. What happens to sugar in water? (Dissolve)
. In which glass did the sugar dissolve faster? Which one is slower? Why do you think? Sugar dissolved faster in warm water.”
The same applies to salt.
Educator: “Now let’s add an ice cube to the glasses with warm and cold water.”
water . What happens to the ice? (melts)
. Does ice melt the same way? In which glass?
Does the ice melt faster? Which one is slower? Why? Ice melts faster when it comes into contact with warm water . What was the water like in both glasses? (Cold)
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Why did the warm water disappear? (Ice was added to the glass, it is cold)
.”
Game exercise: “Arrange the shells and pebbles”
— put shells in cold water and pebbles in warm water.
Conclusion: “Substances dissolve faster in warm water”
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Experience No. 7
Subject. “How does water give life to a plant?”
Purpose: Show the importance of water in plant life. Develop the ability to express your thoughts using all parts of speech, draw conclusions at the end of the experience . Promote humane treatment of natural objects.
Equipment: Birch branches with buds, two vases (one with water) , pencils, sheets of white paper with drawn vases.
Progress: 1st stage. Brownie Kuzya tells the children his dream. “Guys, I had a dream that water disappeared on our planet: there was no water in the rivers, seas, or in the tap . And then I began to think whether it was good or bad to live without water. How do you think? Who needs water? How does water help a person? Is it possible to replace water with something? (Children's answers)
».
Educator: “Animals need water - for many it is home; a place where you can find food, hide, water quenches thirst. A person needs water for drinking, maintaining cleanliness of the body, clothes, and premises. Plants need water to grow and develop.”
Looking at birch branches. “Look, these are birch branches. What's on the branches? (Kidneys)
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What are kidneys needed for? (Leaves appear in them)
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When will the leaves appear from the buds? (In spring, when warmth appears)
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Let's put one twig in a vase with water and the other in a vase without water.
In a few days we’ll look at our branches and find out what will happen to them.” Sketching observations: “Draw a branch with buds in each vase. Paint one vase blue - it contains water ; Don’t paint over the other one - it’s without water.”
Stage 2 (in one week)
.Questions: “What changes have occurred to the branches?
Are the branches in the vases the same or different? Why different? How do the branches differ from each other? Why did leaves bloom in one vase? Why didn’t leaves appear from the buds in another vase? (In a vase with water, leaves appeared from the buds; the water helped the leaves open).”
Sketching observations.
Conclusion: “Water is essential for plant life; it accelerates the development of plants"
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Experience No. 8
Subject. “Why does the water disappear?”
Purpose: Show children how water evaporates under the influence of heat. Develop the ability to compare and analyze. Maintain interest in experimental activities .
Equipment: Two identical glasses, a saucer, a felt-tip pen, water.
Progress: 1st stage. Brownie Kuzya tells the children a poem about water.
Educator: “Guys, we got acquainted with the different properties of water. Today let's find out how water can disappear. Fill two glasses with water to the same level and mark with a felt-tip pen where the water ends. Cover one glass with a saucer. Let's put both glasses next to the radiator. Tomorrow we’ll see how much water there will be in the glasses.”
Stage 2. The next day, look at glasses of water . Questions: “What changes have you noticed? Are the glasses the same amount of water? Which glass contains less water? Which one has more?
Explanation: “There is less water in the open glass, and the same amount of water remains in the closed glass. In an open glass, the water evaporates and turns into particles of steam. The water decreases due to the heat of the battery.”
Conclusion: “Water can evaporate into steam.”
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Experience No. 9
Subject. “How do you get colored pieces of ice?”
Purpose: To identify the property of water to freeze in the cold. Develop the ability to establish simple connections between objects and distinguish primary colors. Arouse interest in making colored ice floes and inanimate objects.
Equipment. Water, small molds, paints, threads.
Progress: Brownie Kuzya brings a piece of ice to the group : “I took this piece of ice from a frozen puddle. Look how handsome he is!”
Teacher questions: “What color is the piece of ice? (Transparent)
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What does it feel like? (Cold, smooth, slippery, hard)
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What happens to a piece of ice when we touch it with our hands (Melts)
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Why is she melting? (From the warmth of our hands)
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Why did ice form on the puddle? (The water froze in cold weather)
.”
Explanation: “The frost made such a piece of ice. And you and I can make colored pieces of ice. To do this, you need to choose any mold. Paint the water the color you like. Pour this water into the mold and insert the thread"
Question: “What needs to be done to make water freeze? (Take the molds outside)
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What weather should it be outside? (Frosty)
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Where else can you freeze water (In the refrigerator)
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At the end of the walk, the children examine the resulting pieces of ice: “Why does a thread hold on to a piece of ice? (She's frozen)
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Why are the pieces of ice colored? (From colored water)
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When can the ice melt? (In warm weather)
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Conclusion: “Water freezes in the cold and turns into ice”
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Experience No. 10
Subject. “Is it possible to drink melt water?”
Goal: Show children that snow is dirtier than tap water . Develop the ability to compare, analyze, generalize, draw conclusions and conclusions. Support the desire to care for indoor plants.
Equipment: Saucers with snow and water , gauze, watering can.
Preliminary work. In the morning, the teacher suggests pouring water from the tap into one saucer and putting snow in another saucer. Place both saucers on the table.
Move: Brownie Kuzya brings a watering can to the group : “Guys, I brought a new watering can for your indoor plants. Pour water into it and water the plants. That’s just the water poured into the saucers.”
Educator: “Let’s tell Kuza what was in the saucers this morning. What changed? Why did the water appear in both saucers? Why did the snow melt? (Indoors the snow melts and turns into water)
". Comparison of water in saucers: "How was the water formed in each saucer? Is it possible to drink water from saucers? Why? Let's pass the water from each saucer through cheesecloth? Which water is dirtier? What remains on the gauze? What kind of water leaves dirt particles on the gauze?
Educator: “ Tap water must be boiled or passed through a filter. Snow is melted, dirty water, not suitable for drinking. But such water can be used to water indoor plants. It will be useful for them."
Conclusion: “Snow is dirtier than tap water ”
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Experience No. 11
Subject. “Why is there more ice than water?”
Purpose: Show children that water expands when it freezes. Develop the ability to compare the properties of water and ice, activate your vocabulary. Stimulate interest in experimental activities.
Equipment: A glass of water , a felt-tip pen, ice cubes.
Preliminary work. Pour water into a glass, mark the water level in the glass with a felt-tip pen and take the glass out into the cold.
Move: Brownie Kuzya addresses the children: “Guys, what do you like to play with more: water or ice ? Tell me why?
Educator: “It’s interesting to play with both water and ice , because they have many features. Let's compare water and ice. What do they have in common, how are they similar? (Transparent color, can change color, takes the shape of the container they are in, odorless). What is the difference? (Water is liquid, flows, can be cold, warm and hot; ice is smooth, hard, does not flow, is lighter than water, melts).”
Examining a glass of ice: “Ice also has one secret. Do you want to know him? You and I poured water into a glass; noted the water level in the glass. Look at the glass. What happened to the water ? (She froze in the cold)
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What's in the glass now? (Ice)
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How much ice is in the glass? (Higher, more mark)
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Why is there more ice than water? When water freezes, it expands; There is not enough space for the ice in the glass and it is pushed to the top. Let's leave a glass of water in the room , and tomorrow we'll see how much water there is again (Water will be at the level of the mark)
."
Conclusion: “Water expands when it freezes”
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Experience No. 12
Subject. "What is steam?"
Target. To form children’s ideas about the state of water as steam; show how steam is formed. Develop the ability to establish cause-and-effect relationships and draw simple conclusions. Promote interest in the natural world.
Equipment. Thermos, glass or mirror, ball.
Move. Brownie Kuzya comes to the guys with a ball and invites them to play the game “What do I know about water?”
. “I throw you a ball, and you have to catch the ball and say something interesting about water” (Water is transparent, but can change color, without its own smell and taste, but can have the taste and smell of substances soluble in it, turns into ice , is important for plant life, takes the shape of the vessel into which it is poured, etc.”
The teacher puts a thermos on the table: “Water is a magician, it has another secret. I brought a thermos. This is an item that helps the water always stay hot. Let's open the thermos. What did you notice? Steam comes out of the thermos. What is steam like? Why is he hot? Steam is the same as water. Water vapor is transparent and colorless. Now let's place a mirror above the steam. See what forms on the mirror? These are droplets of water. The steam turns into droplets and falls down.
Conclusion. "Steam is also water"
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Experimenting with water in the middle groupexperiences and experiments (middle group) on the topic
Experiments with water and its properties with children in the middle group.
A Chinese proverb says:
“Tell me and I’ll forget, show me and I’ll remember,
let me try and I’ll understand.”
Goal: Expanding ideas about water and its properties. Objectives: To give children an idea about water, its properties (smell, taste, color). Develop the ability to compare and analyze. Develop logical thinking. Activate children's vocabulary.
Preliminary work: Making riddles about water, looking at illustrations depicting water, talking about water.
Equipment: Two disposable cups for each child, gouache, brushes, granulated sugar, salt, buckwheat, sand for each participant in the experiment.
For the teacher: a spoon, a three-liter jar, cling film, a picture.
1. Experience “Transparent water”
The teacher shows the children clean water in a transparent glass.
Educator: Guys, what kind of water do we have in our glass? (children's answers) Experience: Place an object in a glass of water. Is he visible? Yes. Conclusion - the water is transparent. Educator: Let's take a closer look at what kind of water it is? What color is it? What colors do you know? (children's answers) Water is not like any other color, water has no color, which means it is colorless. Let's repeat the word “colorless” in unison.
2. Experience “Water changes its color”
Educator: But we told you that water is a magician, it turns out that it can change its color. Experience: Each of you has a brush and gouache. I suggest you wet the brush, dip it in the gouache and stir the clear water in your glasses with the brush. What happened to the water? (answers) The water changed its color: for some it became yellow, for others green, red, blue. We learned that water can change its color.
3. Experience “Water has no smell”
Children are given new glasses with clear, clean water. Educator: Let's smell the water. What does she smell like? (answers) Clean water, guys, doesn’t smell like anything. The water is odorless. What do you think, does water have a smell? (answers) What do you think the water will smell like if I put currant jam in it? (answers) The teacher puts jam in his glass of water, stirs it and gives it to each child to smell. What does the water smell like? (answers)
4. Experience “Water has no taste”
The children have cups of clean water on their tables. Educator: Guys, do you think water has a taste? (answers) Let's remember what tastes we know? Candy, what does it taste like? (answers) What does lemon taste like? (answers) Now try some water. What does it taste like? (answers) Pure water has no taste, it is tasteless. Let's repeat the word "tasteless" in unison.
5. Experiment “Some substances dissolve in water, others do not dissolve”
Educator:
Take two glasses of water. 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? What if there was granulated sugar at the bottom of the river (carry out a similar experiment with salt, cocoa, buckwheat)?
6. Experiment 3. “Ice is solid water”
The children have cups with pieces of ice on their tables.
Educator:
Guys, let's monitor the condition of the ice cubes in a warm room. What do you think will happen to the ice? (children's answers).
Notice how the ice cubes gradually become smaller. What's happening to them? (children's answers).
It is important that children pay attention to the fact that pieces of ice that differ in size will melt over different periods of time. Conclusion: ice is also water.
7. “Natural Magnifying Glass” experiment
On the table there is a three-liter jar, cling film, a glass of clean water, and a picture.
Educator:
Guys, do you know a way to enlarge a picture so you can look at it without a magnifying glass?
(children's answers)
Use glass objects carefully.
Children, under the guidance of a teacher, put the picture in a three-liter jar.
The neck of the jar is tightened from above (but not pulled with cling film, but pressed down so that a small container is formed). The film is tied with a rope and an elastic band, and water is poured into the recess. The result is a puddle through which you can see the smallest details of the image.
The same effect can be achieved if you look at an object through a jar of water, securing it to the back wall of the jar with transparent tape.
Recording the results of the experiment.
Conclusion. Water has the property of magnification.
Educator: Guys, water really is magic! Let's remember, what is clean water like? (answers) 1. Odorless; 2. Without color (colorless); 3. Without taste (tasteless);
4. Ice – hard water;
5. Some substances dissolve in water, others do not;
6. Water has the property of magnification. But we have found out that water has the ability to change its color, smell and taste - therefore water can be called magical. Did you like doing magic? (answers) Next time we will come to the laboratory again and find out what else the water sorceress can do.
Experiments with water with middle group children
Card No. 1. Experience “How to push water out?” Target . 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, stones Move. “How much water did I put in the jar? Is the jar completely filled with water? How to make the water reach the edges of the jar? The teacher suggests putting pebbles of different sizes into the jar. Questions: “What happens to the water?” Why does the water rise? Conclusion. “Water in a container rises when objects are immersed in it.”
Card No. 2. Experiment “How to color water?” Target . To form children's ideas about the dependence of the color intensity of water on the amount of dye. Develop the ability to distinguish between dark and light shades and establish cause-and-effect relationships. Equipment. gouache, transparent cups, measuring spoons, container with water Procedure: Guys, how can you get different shades using water. Water takes on the color of the paint dissolved in it. Today we will color water and obtain color shades using gouache. “In one glass of water I will put half a spoon of gouache, in another glass of water I will put two spoons of gouache. What happened to the dye in the water? What happened to the water? What color is the water in both cups? Are the colors of water in the glasses the same or 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.” Conclusion. “Water can be colored with dyes. The more dye, the brighter the color of the water.”
Card number 3. Experiment “Determining the temperature of water.” Target. Identify with children ways to change water temperature, develop curiosity and thinking. Equipment. cups: empty, with hot and cold water, pieces of ice. Move. 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. Guys, how can you find out which glass has cold water and which one has hot water? How to get warm water? Let's mix hot and cold water. What did the water become? . 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? Conclusion. “Water can be warm, cold and hot. When you pour different water, its temperature changes.”
Card No. 4. Experiment “What are the characteristics of warm and cold water?” Target . 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, spoons for stirring. Move . Let us find out today what features warm and cold water have. There are two glasses of water in front of you: how do you know which glass has cold water and which one has warm water? I will put a spoonful of sugar in both glasses. What happens to sugar in water? 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 glasses with warm and cold water. What happens to the ice? Does ice melt the same way? In which glass does 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? Why did the warm water disappear? Conclusion. “Substances dissolve faster in warm water.”
