GCD experimental activity “Snow.Ice.” experiments and experiments on the surrounding world (senior group) on the topic

Snow, ice. Experiments with ice and snow

Contained in sections:
Experimental activity “Artificial snow”

Our first
experiment “Artificial
Snow ”
experiments from Simple Science on sale I bought it for the kids to try and everyone liked doing experiments . In this review I’ll tell you how to get white, crumbly and warm snow .
Summary of the experimentation lesson “Experiments with snow and ice” in the first junior group Summary of the experimentation lesson “Experiments with snow and ice” “Little wizards” in the first junior group Educational area: “Cognitive development” Type of activity: Cognitive and research. Goal: Involving children in elementary research.

Experimental activity “Snow and Ice” Snow is not only winter fun, it is a subject of research that contains so many interesting, curious and attractive things. And most importantly, you don’t have to go far, here it is – the subject of research, under your feet! Amazing is nearby! Children often ask questions: why.

Article “A preschool child is a natural explorer. Experimenting with. »

A preschool child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has learned, the more elements.

Summary of a lesson on experimental activities in the middle group “Properties of Snow”

Goal: To familiarize children with the properties of water and snow through experimental activities. Objectives: 1. Systematize ideas about snow and its properties: sticky, cold, wet, melts in heat, turning into water, through examination of the object and experimental activities.

Kids experimenting with ice and snow

Photo report “Kids experimenting with ice and snow” Experience with snow in the second junior group For the experiment, we needed a container, a snow mold (for an aesthetic look, you can take any mold for snow. Paints (gouache) of any color, brushes, snow. Purpose: to teach.

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Summary of GCD in the middle group for experimentation. Properties of snow

Summary of direct educational activities with children 4-5 years old on the implementation of the educational area “Cognitive Development” on the topic “Snow Cake”.
Author: Natalya Lvovna Stan, teacher of the MKDOU “Kindergarten No. 4”, Usolye, Perm Territory.

This material will be useful for educators when introducing children to the properties of snow and teaching them the ability to simulate experience.
Goal: To familiarize children with the properties of snow through experimental activities. Objectives: Educational: 1. Systematize ideas about snow and its properties: sticky, cold, wet, melts in heat, turning into water, through examination of the object and experimental activities. 2. Train children in the ability to model the sequence of an experiment through a sign system. 3.Teach children to experiment in the form of trying actions. 4. Activate children’s speech through cognitive questions. Developmental: 1. Promote the development of logical thinking through identifying cause-and-effect relationships and practical activities. (Develop in children the ability to observe, draw conclusions, put forward simple hypotheses with the help of the teacher, test them with the help of the teacher.) Educational: 1. Cultivate interest in the world around them through research activities. 2. Foster mutual assistance during experiments. Materials: Luntik toy, sensation box, bowl with snow, mold, spoon, spatula, tray, napkin. Scheme cards (modeling of experience). Musical accompaniment. Snowflakes. Preliminary work: Observing the snow on a walk, looking at snowflakes. Getting to know the properties of snow, playing snowballs. Progress: Introduction to the game situation: /2min./ Luntik comes to the group unnoticed by the children and begins to cry. /children are playing at this time/. The teacher asks, children, which of you is crying, what is wrong, what happened. The children begin to look at each other and report that none of them are crying, but the crying continues. Then the children and the teacher begin to walk around the group and look (search) who is crying. And they find Luntik crying. The children and the teacher ask Luntik: What happened? Why are you crying? Luntik: I prepared a treat for my friends Kuzi, Mila, and Bee: pies, cake, and put it on the table. And I went to invite friends to visit me, when we came to my house, the cake was no longer on the table. My friends thought that I had deceived them, were offended by me and left. And I’m so offended, I tried so hard, I prepared pies, a cake, but it disappeared somewhere! So I don’t know what to do! Difficulties in a game situation: /2min./ ? What happened to Luntik, why is he crying? (children say that the cake is missing)? Children, where do you think the cake went? (children make assumptions)? Children, what do we need to know to find the cake that Luntik prepared? (answers of children's assumptions) Educator: Children, let's ask Luntik what he made the cake from? (children ask) Discovery of new knowledge or methods of action: /4min/ Luntik: But this is my riddle for you! (a box of sensations is brought in) Children take turns lowering their hands and examining the “object” by touch, expressing an opinion about what might be there. The teacher asks : what did you feel, what object does it feel to the touch (cold, wet, maybe one of the children suggests that there is snow there) How to find out what exactly is there (look) The teacher opens the sensation box and takes out the snow. ? What is this? (snow) ? What does he look like? (children list) ? So what did Luntik make the cake from? (from snow) ? Children, can any of you guess why the cake disappeared? (answers of children's assumptions) Inclusion of new knowledge or method of action: ? Luntik: Why did it melt? (children say that the room is warm, that’s why the snow melted). Educator: How can we check whether the cake that Luntik made really melted? /make a cake yourself/ If the children do not make suggestions, the teacher offers to make a cake out of snow themselves. ? What items do we need to make a snow cake? /use a hand model/ - a bowl with snow, - a mold, - a spoon-shovel, - a tray, - a napkin. /Children independently prepare their own workplace/ The teacher offers the children reference cards-schemes for modeling the experiment: 1 card - take snow, put it in a mold 2 card - turn the mold over to make a cake 3 card - put it in a warm place (schematic representation of all cards) Children conduct an experiment , help each other as needed. While the children are performing the experiment: a winter melody sounds. Physical education /1 min./ 1,2,3 turn around and turn into a snowflake Snowflakes are falling from the sky, like in a fairy-tale picture. We'll catch them with our hands and show them at home to mom. And there are snowdrifts all around, the roads are covered with snow. Don’t get stuck in the field so that we raise our legs higher. Finger gymnastics “Snowball”. /1 min./ Let's show Luntik how we make snowballs out of snow. One, two, three, four bend the fingers, starting with the thumb
You and I made a snowball
, “sculpt” it, changing the position of the palms
Round, strong,
show a circle, squeeze the palms
Very smooth
together, stroke the other with one palm)

they threaten
not at all sweet finger. Let's throw them
up, look up, and throw an imaginary snowball.
Two, let's
catch them, squat down and catch an imaginary snowball.
Three-drops
get up and drop an imaginary snowball.
And... let's break
the stomp.
Luntik offers to see what happened to the pies. The children notice that the snow pies have melted and the conclusion is drawn: the snow melts in the warmth and water is obtained.
The prepared child reads P. Voronko’s poem “Pie.” Snow was falling on the threshold, the cat made a pie for himself. And while I was sculpting and baking, the pie flowed away like a stream. Bake your own pies, not from snow - from flour! Result: /3 min./ Tell me guys, did we help Luntik understand where his cake disappeared to? (yes) What happened to the pies and cakes that Luntik prepared? (melted) Why? (the room is warm) So what conclusion can we draw? (snow melts in the warmth and turns into water) Educator: Well, Luntik, now you know where your cake is, it has melted. Children, is it possible to eat snow? (no, why? (children's answers) Luntik thanks the children for their help in finding a snow cake and gives the children snowflakes of kindness Luntik : These are snowflakes of kindness, they will never melt for you, I give them to you so that you can play with them. Now I know where my cakes and pies went - they melted, I won’t make treats out of snow anymore. Thank you! It’s time for me to go see my friends, they’ve been waiting for me. Goodbye!

We recommend watching:

Experimental activities in kindergarten. Junior group Direct educational activity on experimentation in the middle group Integrated cognitive cycle lesson in the older group on the topic: Winter Summary of GCD in the middle group on the topic “Air” (with elements of entertainment)

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Experiments with snow in the senior group

Natalya Medetskaya
Experiments with snow in the senior group

Already at preschool age, children actively explore the world around them and ask their parents many different questions. Winter is an excellent period for conducting experiments with snow . Thanks to them, children will learn to understand how and why many natural phenomena occur.

Goal: developing research and educational interest through experimentation with ice and snow .

— expand children’s knowledge about winter;

- during experimentation, determine the properties of snow (white, opaque, loose, melts in heat, odorless)

;

— develop children’s ability to answer search questions;

— teach children to put forward hypotheses and test them experimentally ;

- enrich children's vocabulary;

- cultivate interest in experimental activities and the desire to engage in them.

Preliminary work: observing winter phenomena while walking; looking at snowflakes; reading poems, fairy tales, riddles about winter.

Materials for the lesson: snow , a container of water at room temperature, a spoon, 2 glasses, cotton wool, paints.

Card index of experiments “Snow and Ice”

Target:

Development of creative and cognitive activity of preschool children in the process

research activities.

Tasks:

• Teach children to acquire new information through experimentation.
• To develop children’s ability to observe, draw conclusions and inferences, and then

based on accumulated experience, implement them in independent creative

activities.

• Enrich children's vocabulary.
• Develop cognitive processes (memory, attention, imagination, horizons).
• Develop fine motor skills while implementing creative ideas.
• Develop children’s work and independent skills, sense of teamwork and

responsibility for the work performed.

• Foster activity and a desire to participate in research activities.
• Cultivate an interest in the world around you and a desire to learn something new.
• Cultivate curiosity, love of nature and respect for your health.

Task:

clarify ideas about snow and ice.

Contents of the experience:

Prepare 2 glasses. In one - put snow,

in the other - ice. Find out what color the snow is? Ice?

If children name: white, blue, gray, then show them these colors and compare them with ice.

Result:

The color of snow and ice was determined and compared.

Conclusion:

Snow is white, ice is transparent.

Task:

bring children to the concept of “transparent”.

Contents of the experience:

Prepare a piece of ice and a lump of snow. Place a colored picture under a piece of ice and under a lump of snow. Place a colored picture under a piece of ice and under a lump of snow. Compare where the picture is visible and where it is not. Result:

Under the ice the color picture is visible, but under the snow – not.

Conclusion:

Ice is transparent, and snow is opaque.

Task:

lead children to understand the connection between air temperature and water condition.

Contents of the experience:

Pour clear water into the molds. Add gouache to them. Each mold contains a different gouache. Mix. Take the molds with colored water out into the cold.

Result:

You get beautiful colored pieces of ice (slippery, cold, hard.) Warm the mold in your hands so that the piece of ice pops out more easily.

Conclusion:

Water turns into ice at low temperatures.

Task:

bring children to the understanding that snow melts from any heat source.

Contents of the experience:

Bring snow indoors in a bucket. Watch it melt. Take a little snow on your palm. Also observe the melting process.

Result:

Over time, the snow melts and turns into water.

Conclusion:

From any source of heat, snow melts and turns into water.

Task:

bring children to the understanding that the icicle melts from any heat source (warm room, bright rays of the sun, palm.)

Contents of the experience:

Bring the icicle into a warm room. Place on a tray or palm. Watch her melt.

Result:

Over time, the icicle melts more and more, turning into water.

Conclusion:

The icicle melts from any heat source, gradually turning into water.

Task:

lead children to understand the dependence of the properties of snow on air temperature.

Contents of the experience:

Invite children to make snowballs on a frosty day.

Result:

The snow crumbles easily and sculpting fails.

Conclusion:

In frosty weather, nothing can be molded from snow, because it is light, fluffy, dry, and crumbly.

Task:

clarify the properties of wet snow.

Contents of the experience:

During the thaw, invite children to make snowballs out of snow.

Result:

The snow is molded, beautiful round snowballs are obtained.

Conclusion:

The snow is sticky, heavy, wet, damp.

Task:

determine the properties of snow and ice.

Contents of the experience:

Take a handful of snow and pour it out. What can we call this property of snow? It is advisable to accidentally drop an icicle on a hard surface or knock on it. What happened to her?

Result:

The snow crumbled and the ice cracked.

Conclusion:

The snow is loose and loose. Ice is fragile.

Internet resource used: https://vostochnsad.ucoz.ru/index/0-25

Progress of the lesson:

The snowstorms are swirling, the blizzard is singing songs.

Until the spring drops, all nature will fall asleep.

Cold, snowstorm songs and the road is empty...

And the rivers are encased in a strong shell of ice.

- What time of year is this poem about?

D/i "Snowball"

.
Choose the words to define “What kind of winter is it?”
-how many months in winter? name the winter months; what month is it now? which one will it be? which one was it?

Today we will continue to talk about winter.

It lies quietly all winter, and then runs away ( snow )

What else do you think we will talk about today? (about snow )

Like real scientists, we will engage in research work. Thanks to this work, we will learn a lot of interesting things. Research scientists conduct experiments and make scientific discoveries.

So today we will conduct several experiments and determine the properties of snow .

1. What is snow ?

Snow is a type of precipitation that falls on the ground. It consists of tiny ice crystals. Snow , like rain, falls from clouds. Water vapor rises very high above the ground. The crystal grows all the time and finally becomes a beautiful star. While observing the snow , we note that the shape of snowflakes changes depending on the weather.

Experience 1 . "What does it feel like"

.

snow on our table in a glass . First, look at your palms, how dry are they? Take the snow in your hand and tell me what it is like.

Answers: cold, white, light.

Experiment 2 “ Snow ”

Now let's see what happens to the snow in our hands .

Answer: It melted and turned into water.

Experiment 3 “Identification of smell.”

Now let's check if ice and snow

Experience No. 4 . “Is it possible to color snow ?”

.

the snow with ordinary food dyes or paints and observe exactly how it will be colored and at what speed the paint will penetrate into the snow layer.

Experiment 5 “Filtering melt water”

We pass the water obtained from the snow through a filter (cotton wool)

. There is dirt left on the cotton wool.

Conclusion: Snow contains dirt . Therefore, snow and snow water should not be eaten as they are very dirty.

Well done! We did a very good job today.

- Guys, did you like being scientists and researchers?

Entertaining experiments with air and water in the senior group. Entertaining experiments with air and water. Goal and objectives: To create conditions for the development of children's interest in experimental activities; Photo report of a walk in the senior group “Observing the first snow” Purpose: Consolidating knowledge about snow as a seasonal phenomenon. Instilling love for the nature of the native land, caring for it. It is snowing,. Photo report “Experimental activities in the senior group. Experiments with water and snow" Experimentation teaches children to observe and draw conclusions, develops thinking and attention. Simple experiments arouse genuine interest in children. Summary of a walk in the senior group “Observing snow and ice” Purpose: • to introduce children to a seasonal phenomenon - snowfall; • consolidate the names and sequence of the winter months • form an idea. Summary of a walk in the senior group “Observing snow in February” Objectives: To form ideas about changes in nature; learn to distinguish the characteristic signs of the end of winter (the first drop); consolidate the skill. Experiments with snow, ice and water (photo report) Hello, colleagues! While it's winter outside, I decided to show the children what happens to snow in a warm room and to water in the cold. Experience.

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Games and experiments with ice for children

We will devote the second lesson in our “winter school” to ice. You don’t need to do this lesson in one day; it’s better to stretch it out over a week, or even two. So let's get started!

What do we know about ice? Quite a bit of! First of all, ice is frozen water. Freeze a piece of ice, touch it, what is it like? Slippery, cold. Transparent, solid. Remember that snow did not sink in water? Now let's throw the ice into the water. Ice doesn't sink either ! Remember about icebergs, it is this property of ice that helps such blocks not to sink. You can even make these funny boats (it’s easy to do: stick a straw in when freezing an ice cube):

How ice freezes . Pour water into a deep container and check the freezing process after a while. Where will the water freeze first and where will it freeze last? An attentive observer will notice that the water will freeze at the top first. Moreover, when the water freezes, there will be a bulge in the middle of the container (reservoir). The fact is that in the middle the water will freeze last, and the water, cooling and changing its volume, will rise to the top. Try freezing other substances. For example, milk. It is known that when other substances freeze, they contract and only water expands.

But we carried out this experiment when it was minus 30 outside. We take a cup of hot water and throw it out, snow is already falling.

Now that we have frozen a piece of ice, it's time to sprinkle it with salt. It’s very good to combine this process...with drawing. Try two types of painting - gouache and watercolor, the effect will be different. Sprinkle salt on the ice and it will begin to melt. Now think with your child how a person learned to use this.

Water expands when it freezes . We have already talked about this, but you can check it again. Take a plastic cup, pour water into it and mark the water level with a felt-tip pen. Place in the freezer. When you take out the ice, mark where the ice level is. He will be taller.

By the way, the transformation of water into ice is a colossal force that even breaks a stone. What can we say about bottles carelessly forgotten in the cold. Think about what else water can break. For example, pipes (why are water pipes buried in the ground).

Now let's move on from the freezing process to the process of melting ice. If you have already frozen a piece of ice, then let's take a closer look at it. It is transparent, but not everywhere. There will probably be a cloudy area in the middle of your ice block.

The fact is that water freezes unevenly. First, clean water will freeze (and as we know, it will freeze from the edges, the middle will freeze last), and all the impurities, all the dirt will then freeze in the middle. That is, all clean water is our transparent ice. Let's try to separate it from impurities. How to make a hole in a piece of ice? Think about it. The easiest way is to place a piece of ice under a water tap; a stream of hot water will make a hole in the right place, washing away all the impurities. All that remains is to defrost the remaining clear ice to get delicious melt water.

When the ice melts more slowly. Now imagine the situation - your refrigerator is broken. What to do? How to preserve frozen food? Let's conduct an experiment. Let's take two pieces of ice, each of which we put in a plate. Cover the first plate with a cup and cover it with something warm, leave the second one as is. Let's wait and compare the results. It's easy to guess where the ice melts faster. Continuing the theme, I suggest making amazing ice lanterns. How to make this beauty:

To make ice lanterns, you need to place a smaller container in a large container of water. And voila!

You can download a couple of printable assignments on the topic “Ice” using this link.

Books on the topic: “Hot facts about ice”, “Fascinating physics” Kachur E.

Entertaining experiments with snow

Natalya Vdovina
Entertaining experiments with snow

Where did the snow ?

Collect some snow , bring it into a warm room and put it in a deep plate. Leave for a while until it melts. Draw the child's attention to how much snow there was initially and how little water was left after. Where did the snow ? The children assume that it evaporates. But it's not that. There are the same number of water molecules left. Only the state of aggregation changes. Snow is 95% air. Snowflakes cannot fit too tightly to each other, and therefore take up more space . But in water there are no such gaps between the molecules; accordingly, it occupies a much smaller volume . This can be clearly shown using toys as an example. If you fold them neatly, they will take up less space than if thrown randomly. The experiment with snow is quite simple , but causes a lot of surprise in children. At the end of the experiment, you can examine the sediment that remains in the water. Newly fallen snow taken from the forest will turn out to be more or less clean. But if you took it from the road, then dirt at the bottom cannot be avoided. Perhaps the sight of such water will discourage a child from tasting snow .

Which snow will melt faster : dense or loose?

For this experiment snow of equal volume . Leave one loose and squeeze the other into a ball. Place in two different plates. Which piece will melt faster? If a child carefully observes the process, he will see that loose snow turns into water faster. What is this connected with? It's all about the distance between the snowflakes. Where the snow is loose , there are more gaps, which means warm air penetrates inside. The second, dense piece is warmed only from the outside, so it melts more slowly.

Such an experiment can be carried out on a windless day when it is snowing . You will need dark fabric or colored paper, a magnifying glass, and a camera. Catch a few snowflakes on paper and examine them with a magnifying glass. Mittens will not work, as the snow will quickly melt from the warmth of your hands. Then turn on the macro mode on your camera and take a few shots of snowflakes. Please note that they are all different from each other. This was discovered by the scientist Kenneth Libbrecht, who studied the structure of crystals and created the largest collection of photographs of snowflakes in the world. None of them were repeated. Until now, no one has been able to refute his theory. I wonder if you can find twin snowflakes?

How many degrees is there under the snow ?

The effect of salt on snow

Freezing soap bubble

Explore the world around you using these simple and exciting experiments. The child can carry out many of them independently. Experience is the best way to develop an interest in learning.

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Photo report “Entertaining Finance” In preschool age, financial education classes play a significant role. Future taxpayers, savers and borrowers. They learn to differentiate. Entertaining developmental tasks in classes with a speech therapist The main task of a speech therapist in elementary school is to provide assistance to students who have disorders in the development of oral and written speech.

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Experiments with snow and ice. experiences and experiments on the surrounding world (middle group) on the topic

Experiments with snow and ice.

What is snow (ice)

With your child, collect snow (or ice) in a bucket from the street and bring it home.

Leave in a warm room for some time.

Then pay attention to the fact that the snow was gone, and water appeared in the bucket.

Conclusion: snow (ice) is water in a solid state.

Where does snow form?

Take a three-liter jar and add about 3 cm of hot water. Place a plate with snow on the jar. And the child will see an interesting natural phenomenon. The water that rises in the jar is cooled. And over time it will turn into a cloud.

But when there is a lot of water in the cloud, and it cannot remain in the air under its weight, it falls to the ground. And since the air is cold in winter, water droplets freeze and snowflakes form.

Conclusion: clouds are water. In winter, water falls to the ground in the form of snowflakes.

What is frost?

Take a metal rod and start blowing on it. Over time, the rod will become covered with frost. Invite your child to run his hand over the frost. The frost will fall off. Ask your child what fell: snow or frost?

Conclusion: snow and frost are the same thing. The only difference is that snow is formed from water in the clouds, and frost is water that has frozen on trees, on metal, on glass.

Properties of snow

Invite your child to take the snow in his hands and tell him what it feels like?

Conclusion: the snow is cold.

Place snow on a white sheet and compare them by color.

Put snow on a black sheet and ask if the paper is visible?

Conclusion: snow is white and opaque.

Invite the child to take a small amount of fallen snow in his hand and blow on it. He's falling apart.

Conclusion: the snow is loose.

Comparison of snow and ice?

Bring snow and ice into a warm room.

General: it is water, in a solid state.

Place snow and ice on a black sheet of paper.

Difference: snow is white, and ice is transparent.

The snow is blown away from the palm, and the ice breaks.

Difference: snow is loose, and ice is fragile.

What benefits does snow bring to plants?

As an experiment, we take two bottles of equally warm water for a walk. We leave one bottle in the open air, and bury the second in the snow. After some time, we compare the temperature of the water in the bottles.

Conclusion: bottled water is warmer. This means that snow protects plants from the cold.

Why is snow lighter than sand?

Take sand into one bucket and snow into the other. Compare them by weight.

Examine the “flakes” of snow on black paper. Please note that snow “flakes” are several snowflakes linked together.

Conclusion: snow is lighter than sand because it is fluffy.

What is in the snow between the snowflakes?

Invite the children to collect snow in a bucket, trying not to crush it. Then offer to trample him. What happened to the snow? It has decreased in volume.

Conclusion: there is air in the snow between the snowflakes.

What benefits does snow bring to people?

Draw the children's attention that it is easier to breathe after the snow has passed. Because snow, like a broom, collects all the dust and germs from the air. And the air becomes cleaner, it’s easier to breathe, and less dust gets into the body.

Conclusion: snow cleans the air.

Why do Santa Claus and Snow Maiden need fur coats?

Make Santa Claus and Snow Maiden out of snow with your child. And bring them into a warm room. Wrap the Snow Maiden in fur clothes, and leave Santa Claus standing there. See who melts first. Santa Claus will melt first.

Conclusion: Santa Claus and Snow Maiden need fur coats so as not to melt. Snow melts faster if there is access to warm air, and clothing protects not only from cold, but also from heat.

I'm sure if you do similar experiments with children. You will not only develop your child mentally. But your relationship with him will be much warmer and closer from the time spent together.

Experiment “Why does snow crunch?”

Let's take coarse salt. Its crystals are very reminiscent of snowflakes. Pour salt into a plate.

Take a tablespoon (iron) and press it onto the salt (several times).

A creaking or crunching sound is heard (salt crystals breaking). The same sound is heard when we walk through the snow on a frosty day.

Conclusion: Snow consists of snowflakes. Although these crystals are very small, when they break, a cracking sound is heard. Of course, when one snowflake breaks, it is impossible to hear the sound, but when you walk along a snowy street on a frosty day, hundreds of thousands of snowflakes break under your feet. That's when you notice that the snow is creaking.

Experience

If we put snow and ice in a container of water, what will we see? (snow and ice do not sink, but remain on the surface of the water.

Conclusion: snow and ice are light (snow and ice are made of water and they are light, lighter than water)

Experience “Where does frost come from?”

Take a thermos with hot water out for a walk. When children open it, they will see steam. You need to hold a cold plate (lid) over the steam. Children see how steam turns into water droplets. This steamed plate is then left for the rest of the walk. At the end of the walk, children can easily see frost forming on it. The experience should be supplemented with a story about how precipitation is formed on earth.

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

Experiment “Why does snow warm?”

Invite children to remember how their parents protect plants from frost in the garden or at the dacha. (Cover them with snow). Ask the children whether it is necessary to compact and pat down the snow near the trees? (No). And why? (Loose snow has a lot of air and retains heat better).

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

Conclusion. In a bottle under the snow, the water has cooled less, which means that the snow retains heat and warms the ground from freezing.

Experiment “Why is snow white?”

First, outside, examine the snowflakes through a microscope and see that the snowflakes consist of thin transparent ice crystals.

- And if every snowflake is transparent, then how do the white color of the snow come from such barely noticeable ice stars? If the snowflakes look like small pieces of ice, then we need thin ice. But we cannot use it in a warm room (it will melt). Then we’ll replace it with film (it’s also thin, transparent, smooth).

Now let’s try to fold our “ice” into several layers.

- Look, has anything changed? (it became not entirely transparent). But still, the color of the paper can be seen through it.

- If the snowflakes are very small, then our “ice” needs to be divided into many small ice snowflakes. (cut into small pieces)

- Now let's put the resulting pieces together (pour into a pile).

- Look what happened? (white color appeared)

Take one piece of film with tweezers. He's white? (no) What is he like? (transparent)

- Yes, it is as transparent as a large leaf at the beginning of the experiment, and when we put it together with others in a pile, it appears white.

-How do you think our “snow” got its white color?

Conclusion: A transparent thin piece of ice transmits many rays of light, but reflects little, and when small “crystals” (snowflakes) were folded in disarray, in several layers, they began to transmit light poorly, the color of the paper is no longer visible under them, but they became better reflect light in different directions.

Snow Flowers Experience

In severe frost, leave the house and blow a soap bubble. “Snow flowers” ​​will collect in a thin film of water and grow before your eyes.

Experience "Pure Ice"

Freeze cubes with regular, salty and sweet water in advance, split each ice cube into halves. Ask your child whether it seems to him that if you freeze sweet or salty water, will the ice also be salty or sweet? Surely the child will say “yes.” And he will be wrong. Freezing and turning into ice, water seems to expel all impurities and foreign molecules from the growing crystal. To be convincing, let your baby lick the resulting ice cubes.

Conclusion: Freezing purifies water

Where did the snow go?

Collect some snow, bring it into a warm room and put it in a deep plate. Leave for a while until it melts. Draw the child's attention to how much snow there was initially and how little water was left after.

Where did the snow go? The children assume that it evaporates. But it's not that. There are the same number of water molecules left. Only the state of aggregation changes. Snow is 95% air. Snowflakes cannot fit too tightly together, and therefore take up more space. But in water there are no such gaps between the molecules; accordingly, it occupies a much smaller volume.

This can be clearly shown using toys as an example. If you fold them neatly, they will take up less space than if thrown randomly.

The experience with snow is quite simple, but causes a lot of surprise in children. At the end of the experiment, you can examine the sediment that remains in the water.

Newly fallen snow taken from the forest will turn out to be more or less clean. But if you took it from the road, then dirt at the bottom cannot be avoided. Perhaps the sight of such water will discourage a child from tasting snow.

And fire, and water, and ice - be careful!

Then we begin to heat the upper part of the test tube on the flame of an alcohol burner - just its upper part. After a very short period of time, the water boils and steam is released from the test tube. But why doesn’t the ice lying at the bottom melt, what a miracle of nature?

The trick is that boiling water is only in the upper part of the test tube, and at the bottom it remains cold, that is, our ice is not “in boiling water”, but “under boiling water”. As you know, under the influence of heat, water tends to expand and become lighter, so boiling water does not even think of sinking to the bottom and mixing with cold water. There is no interaction between the upper hot and lower cold layers; the lower part of the test tube can heat up only by thermal conductivity, but, as is known, this indicator for water is not too high.

By the way, the simplest experiments with ice and snow, understandable even to a tiny child, are watching flying snowflakes on the street. If you take a sheet of black velvet paper and go out into the yard in the snow, the falling snowflakes on the sheet will demonstrate their impeccable crystalline structure. After standing a little longer, we will get a clear idea of ​​how the snow pattern is formed.

Which snow will melt faster: dense or loose?

For this experiment you will need two pieces of snow of equal volume. Leave one loose and squeeze the other into a ball. Place in two different plates. Which piece will melt faster?

If a child carefully observes the process, he will see that loose snow turns into water faster. What is this connected with? It's all about the distance between the snowflakes. Where the snow is loose, there are more gaps, which means warm air penetrates inside. The second, dense piece is warmed only from the outside, so it melts more slowly.

Studying snowflakes

This experiment can be carried out on a windless day when it is snowing. You will need dark fabric or colored paper, a magnifying glass, and a camera. Catch a few snowflakes on paper and examine them with a magnifying glass. Mittens will not work because... the snow will quickly melt from the warmth of your hands. Then turn on the macro mode on your camera and take a few shots of snowflakes. Please note that they are all different from each other.

This was discovered by the scientist Kenneth Libbrecht, who studied the structure of crystals and created the largest collection of photographs of snowflakes in the world. None of them were repeated. Until now, no one has been able to refute his theory. I wonder if you can find twin snowflakes?

MAGAZINE Preschooler.RF

Cognitive and research activities in middle group No. 12 (children 4-5 years old) MBDOU TsRR kindergarten No. 56

Teacher Alexandrova Elena Olegovna

Goal: acquaintance with snow and ice as natural phenomena and their properties.

Tasks:

• to form in preschoolers basic ideas about the properties of snow;
• teach to examine, highlighting qualities and properties;
• develop mental operations, the ability to draw conclusions, activate children’s vocabulary;
• promote the development of independence and cooperation skills;

cultivate accuracy when conducting experiments.

“Tell me and I’ll forget, Show me and I’ll remember, Let me try and I’ll understand . Chinese proverb

Relevance:

All children love winter, winter activities and fun. Children are invited to think about the question of what snow is, what ice is, and how they are formed.

During the lesson, children are given the opportunity to get answers to their questions in the process of independent experimentation; in the process of working with snow, water, and paints, the result of the work is clearly visible to the children. Any experience is an active process, a system of certain actions with the help of which the child receives answers to the questions facing him.

It is in preschool age that search and research activities take a leading place and help in meeting children’s needs for knowledge of the world around them. Research activities help children expand their horizons and develop productive forms of thinking.

Materials for conducting experiments with snow:

various containers for snow - cups, a basin, shovels, molds, oilcloth, magnifying glass, paints, brushes, water.

EXPERIENCE 1. The snow is white, fluffy, cold.

EXPERIENCE 2. Snow consists of many snowflakes.

EXPERIENCE 3. You can make lumps out of snow.

EXPERIENCE 4. You can draw on the snow.

EXPERIENCE 5. Snow can take shape.

EXPERIMENT 6. Snow melts in warmth.

EXPERIENCE 7. Footprints in the snow: the snow takes shape. From the footprints we can determine who passed.

EXPERIENCE 8. Ice is frozen water. 1) We make colored pieces of ice. Independent work of children. Individual assistance for children.

2) Freeze the ice cubes. We take them to our site, on the street our water turns into ice.

3) The next day we check the result. The water in the molds froze and became ice.

4) Decorate our site. We admire the colorful ice floes.

Conclusion: This was a fascinating and interesting experiment, as a result of which the children learned about such a natural phenomenon as snow, learned that it consists of many snowflakes, that when the temperature changes, it changes its properties and state, that you can leave traces on the snow that retain their shape feet. Children learned to make multi-colored pieces of ice from water and paints on their own, learned how and where water freezes and becomes ice.

How many degrees is there under the snow?

And checking this is not so difficult. Take a thermometer and go outside. Outside, measuring the snow will not be difficult. You just need to stick a thermometer into it and wait a little. The temperature will be almost the same as outside.

But how can you find out how many degrees there are under a large snowdrift? You need to try to lower the thermometer as low to the ground as possible. And so that it doesn’t get lost and you don’t have to dig up the entire snowdrift, tie a thread to it, preferably bright and tight, and leave it at the top.

The effect of salt on snow

Tell your child that you can sprinkle salt on it to help the snow melt faster. This is exactly what workers do when cleaning highways. Of course, they use industrial salt, but ordinary salt is also suitable for the experiment: table salt or sea salt.

Collect and place snow in two containers. Leave one aside, sprinkle the other with salt. Observe where the snow melts faster. For clarity, record the start and end times of the experiment.

Precautionary measures

The ice is so cold that it can cause minor burns . Fresh dry ice from the freezer should not touch the skin as it can stick and damage children's delicate skin.

To avoid this, you need to wet the ice or leave it out of the freezer for a few minutes until the ice block begins to melt. This will create a layer of moisture that will allow children to touch the ice without any problems.

What games and experiments with ice for children did you decide to repeat?