Card index of experiments with water with children in the preparatory group for school.

Card file of experiments with children in a pre-school group

Water

Experiment No. 1
“Properties of water”
Purpose. 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.

Experiment No. 2 “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.

Experiment No. 3 “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.

Experiment No. 4 “Color of Water”

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.

Experiment No. 5 “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.

Experiment No. 6 “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.

Experiment No. 7 “Aggregative states of water”

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

Procedure: 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.

Experiment No. 8 “Water expands when it freezes”

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

Procedure: Take two bottles (cans) of water of the same temperature 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 where water has turned into ice bursts, then we can conclude that water expands when it freezes. Experience No. 9

"
Ice is lighter than water."
Place a piece of ice in a glass filled to the brim with water. The ice will melt, but the water will not overflow.

Conclusion: The water that ice has turned into takes up less space than ice, meaning it is heavier.

Experiment No. 10 “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.

Procedure: 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.

Card index of games, experiences and experiments with water for preschool children

CARD FILE OF GAMES, EXPERIMENTS AND EXPERIMENTS WITH WATER

FOR PRESCHOOL CHILDREN

Tasks:

1. Help children get to know the world around them better.

2. Create favorable conditions for sensory perception, improving such vital mental processes as sensations, which are the first steps in understanding the world around us.

3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to determine the physical properties of water.

6. Teach children to make independent conclusions based on the results of the examination.

7. Nurture the moral and spiritual qualities of a child during his communication with nature.

WATER GAMES

"Drowning - not drowning"

Goal: to help children see that some toys float in the water,

and others are drowning. Create a positive emotional

children's mood from playing with water. Equipment: basin with water; plastic, wooden, rubber, metal toys. Age: 3–4 years. Progress of the game. The game involves 6 - 7 children. The teacher brings a basket of toys to the group and examines them with the children. Invites the children to take one toy at a time and put it in a bowl of water. Then say which toys drowned and which ones floated. Players take toys out of the water, exchange them and continue playing.

"Funny Fishermen"

Goal: To teach children to distinguish between left and right hands, to catch objects from water with a tablespoon, without helping with the other hand. Cultivate neatness and promote the development of positive emotions from playing with water. Equipment: plastic container with water, plastic fish,

4 tablespoons, 4 trays. Age: 3-4 years. Progress of the game. The game involves 2-4 children. A plastic transparent container with water (aquarium) is placed on the table. Children lower plastic fish into a vessel, taking them with three fingers of their left and right hands (thumb, index and middle). After the “aquarium” is filled, the children take a tablespoon and “catch” the fish without helping with the other hand. The game is repeated several times.

“Catching objects from the water”

Goal: to train children in the ability to get objects out of water using various devices, to give them pleasure from playing with water. Equipment: a bowl of water with various items in it, a net,

ladle, tablespoon, 3 trays. Age: 3-4 years. Progress of the game. 3 children participate in the game. The teacher places a bowl of water in front of the children with various objects in it. Players name which items sank and which did not. Then, at the teacher’s signal, they catch objects from the water with a net, ladle, or tablespoon. At the end of the game, the children change devices, throw objects into the water, and the game is repeated.

"Hot, warm, cold"

Goal: to teach children to determine the temperature of water by touch. Develop the ability to follow verbal instructions. Be careful when using hot water. Equipment: 3 plastic bottles (0.5 l) of different colors: red with hot water, yellow with warm water, blue with cold. Age: 3-4 years. Progress of the game. 3-5 children participate in the game. The teacher places three bottles of different colors on the table in front of the children and informs them that the bottles are filled with water. The water is different: hot, warm, cold. To find out which bottle contains which water, you need to touch and compare them. At the same time, the teacher reminds that one must be careful with hot water and hot objects, and do not rush to touch the object with your fingers. The teacher invites the children to touch the bottles with their fingers and say which bottle contains which water. Then the children arrange bottles of water from cold to hot, accompanying their actions with words.

"Fountains"

Goal: to create a joyful, cheerful mood in children from playing with water. Teach children to coordinate their play actions with their play partners, to act on a signal. Equipment: oilcloth, 4 basins with water (5 l), 4 plastic bottles with

holes on the sides near the bottom, napkins. Age: 4-5 years. Progress of the game. 4 children participate in the game. The teacher invites the children, at a signal, to place bottles with holes in basins of water and wait until they fill with water. Then, at the signal, take them out

out of the water and watch the trickles of water. Complication. Invite the children to tightly close the neck of the bottle with their palm and lower it into the water.

"Swims or Sinks"

Purpose: to give children the idea that not all objects sink in water, many objects float - this depends on the material from which the object is made. Fix the name of the materials from which the objects are made. Create a joyful mood in children from playing with water. Equipment: for each player: plastic cups (0.5 l) with water, sets of items made of different materials

(coins, rings, corks, construction parts, etc.). Age: 4-5 years. Progress of the game. 5 children participate in the game. The teacher places a plastic glass of water on the table in front of each child and distributes sets of various items. Children name objects and the material from which they are made. They make assumptions about which objects will sink and which will not. Then they throw them into the water and name which objects sank and which floated, explaining the reason. Players take objects out of the water, exchange them and continue the game.

“Pour and pour”

Goal: to bring children to the understanding that liquid water can pour out of different vessels in different ways. Develop mental activity and interest in playing with water. Equipment: A bowl of water, 2 watering cans with different attachments, a bucket, a plastic glass, a plastic bottle, a sprinkler. Age: 4-5 years. Progress of the game. 5-6 children participate in the game. The teacher invites the children to look at various vessels, name them and draw water from the basin into them. Then pour the water back into the basin and watch how the water flows from a watering can with a wide spout, from a watering can with a strainer, from a bucket, glass, bottle, or sprinkler. At the end of the game, the children change vessels, and the game is repeated.

"Fun competition"

Goal: to arouse children’s interest in playing with water, to promote the development of the respiratory system. Equipment: rectangular bathtub with water, floats on a fishing line (caps from felt-tip pens), 2 straws, 2 Kinder Surprise containers (swimmers). Age: 4-5 years. Progress of the game. 2 children participate in the game. The teacher places a bathtub of water on the table, with floats stretched in the middle. There are “swimmers” in the water at opposite ends of the bathtub. Players stand from different ends of the bath, take a straw and blow on their “swimmer”. The first “swimmer” to reach the opposite territory wins. The game repeats itself.

"Storm in a Teacup"

Goal: to create a positive emotional mood in children from playing with water, to develop the organs of the respiratory system. Learn to exhale air through a straw. Equipment: 2 plastic glasses (500 ml) with boiled water, 2 cocktail straws, 2 trays. Age: 4-5 years. Progress of the game. 2 children participate in the game. The teacher pours boiled water into 2 glasses (250 ml) and says that today we will make a storm in a glass. Clarifies how waves are formed on the river (a strong wind blows). The players sit down at the table and place a glass of water on a tray in front of them. They lower the tubes into the water and start blowing on command. At the same time, the teacher reminds that the air needs to be exhaled through a straw. The one with the strongest storm in his glass wins.

"Ice Sailboats"

Goal: to develop in children the knowledge that ice is lighter than water and can float. Promote the development of the respiratory system. Create a joyful mood from playing with water. Equipment: rectangular bath, ice of various shapes with a sail on toothpicks. Age: 5-6 years. Progress of the game. 3 children participate in the game. Bring ice pieces with installed sails into the room. Place them in a bath of water. Players position themselves on one side of the bath and blow on the ice sailboats. The participant whose sailboat swims to the opposite edge of the bath the fastest wins. The game repeats itself.

"Guess - ka"

Goal: to train children to perform simple actions with water and a sponge. Develop your eye. Give children the pleasure of playing with water. Equipment: foam sponges, plates of water, disposable glasses (200 ml with divisions), trays, markers, cloth napkins (according to the number of players). Age: 5-6 years. Progress of the game. The game involves 4-6 children. The teacher pours some water into the plates and asks the children to guess how much water the sponge absorbs. Each player uses a felt-tip pen to mark the suggested water level on an empty plastic cup with divisions. Then the children put the sponge in a plate of water and wait for the sponge to absorb the water. Players then squeeze one from the sponge into a measuring cup. The one who most accurately indicated the expected water level wins.

"Who is faster"

Goal: to train children in the ability to squeeze water out of a sponge and act on a signal. Develop dexterity. Give children the pleasure of playing with water. Equipment: table, 8 deep plates, 4 plastic glasses with water, 4 sponges, napkins. Age: 5-6 years. Progress of the game. 4 children participate in the game. The teacher invites the children to pour water from cups into 4 plates. Then use foam sponges to pour water from one plate to another. At the teacher’s signal, the children begin to act. The one who completes the task faster wins.

"Where there is more water"

Goal: to develop children’s mental activity and interest in playing with water. Equipment: 0.5 l plastic bottle, water,

plastic glass 0.5 l. (by number of players). Age: 6-7 years. Progress of the game. The game involves 2-4 children. The teacher invites the children to look at the bottle and glass. Say which container, in their opinion, has more water. Children pour water from the tap into a bottle up to the neck. Then pour it into a plastic glass. The winner is the one whose guess was correct, the amount of water in the vessels is the same.

“The faster?”

Goal: develop logical thinking. Practice the ability to pour water with various objects. Create a joyful mood from playing with water. Equipment: a tablespoon, a teaspoon, a disposable syringe without a needle (5 ml), a glass made from doll glassware, 4 deep bowls with water 200 ml, 4 empty bowls. Age: 6-7 years. Progress of the game. 4 children participate in the game. The teacher invites the children to name the properties of water known to them and to pour water from one bowl to another with different objects. Children examine objects and express their guesses about which object can pour water faster. The players sort out the items by agreement. At the teacher’s signal, the children begin to pour water from one bowl to another. The one who pours the water faster wins. Players exchange objects, the game is repeated.

"We carry water"

Goal: develop the spirit of competition. To consolidate knowledge about the properties of water: it pours, flows, spills. Create a positive emotional mood in children from playful activities with water. Equipment: 3 enamel mugs (200 ml), 3 transparent empty vessels (5 l), 3 buckets of water.

Age: 6-7 years. Progress of the game. 12-15 children participate in the game. Participants are divided into 3 teams. Near each team there is a bucket of water. On the contrary, at a distance of 5 meters there is a transparent vessel. At the leader’s signal, the players of each team take turns transferring water from the bucket into an empty vessel with an enamel mug. The competition lasts 5 minutes. The team that carries the most water wins.

"Hit the target"

Goal: to create a positive emotional mood in children from playing with water, to consolidate the knowledge that water washes away images drawn with shaving cream. Practice accuracy, develop your eye. Equipment: 5 water pistols, water, shaving cream. Age: 6-7 years. Progress of the game. 3-5 children participate in the game. The teacher, together with the children, draws various targets on the mirror (veranda wall) with shaving cream: a ball, a fungus, a bunny. First, the teacher suggests aiming at a target with a water pistol without water, then filling the pistol with water and washing off the selected target with a stream of water. The one who erases the image the fastest wins.

"Frozen water moves stones"

Equipment: cocktail straw, water, plasticine.

How to play: Place the straw in the water. Fill a straw with water. Covering the top hole of the straw with your tongue to prevent water from spilling out of it, remove it from the water and cover the hole at the bottom with plasticine. After removing the straw from your mouth, cover the second hole with plasticine. Place the straw in the freezer for 3 hours. When you take the straw out of the freezer, you will see that it has popped out of the plasticine plugs and ice is visible from the straw. Unlike many other substances, water expands when it freezes. When water gets into cracks in stones, when it freezes, it moves the stone out of place and even breaks it. Expanding water primarily destroys the least durable stones. This can cause potholes to form on the roads.

EXPERIMENTS WITH WATER

Experiment No. 1. “Water coloring”

Purpose: Identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.

Materials: containers with water (cold and warm), paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water and find out why they are clearly visible (the water is clear). Next, find out how to color the water (add paint). An adult offers to color the water themselves (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass of warm water). How will the water color if there is more dye? (The water will become more colored).

Experiment No. 2. “Water has no color, but it can be colored”

Open the tap and offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be colored by adding paint to it. (Children observe the coloring of the water). What color did the water become? (Red, blue, yellow, red). The color of the water depends on what color of dye was added to the water.

Conclusion: water can easily be colored in any color.

Experiment No. 3. “Playing with colors”

Purpose: To introduce the process of dissolving paint in water (at random and with stirring); develop observation and intelligence.

Materials: Two jars of clean water, paints, a spatula, a cloth napkin.

Colors like a rainbow

Children are delighted with their beauty

Orange, yellow, red,

Blue, green - different!

Add some red paint to a jar of water, what happens? (the paint will dissolve slowly and unevenly).

Add a little blue paint to another jar of water and stir. What's happening? (the paint will dissolve evenly).

Children mix water from two jars. What's happening? (when blue and red paint were combined, the water in the jar turned brown).

Conclusion: A drop of paint, if not stirred, dissolves in water slowly and unevenly, but when stirred, it dissolves evenly.

Experiment No. 4. “Everyone needs water”

Purpose: To give children an idea of the role of water in plant life.

Progress: The teacher asks the children what will happen to the plant if it is not watered (it dries out). Plants need water. Look. Let's take 2 peas. Place one on a saucer in a wet cotton pad, and the second on another saucer in a dry cotton pad. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, but the other did not. Children are clearly convinced of the role of water in the development and growth of plants.

Experiment No. 5. “A droplet walks in a circle”

Goal: To give children basic knowledge about the water cycle in nature.

Procedure: Let's take two bowls of water - a large and a small one, put them on the windowsill and watch from which bowl the water disappears faster. When there is no water in one of the bowls, discuss with the children where the water went? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; they water plants, under the rays of the sun they return home again - to the clouds from which they once came to earth in the form of rain.)

Experiment No. 6. “Warm and cold water”

Purpose: To clarify children’s understanding that water comes in different temperatures - cold and hot; You can find out if you touch the water with your hands; soap lathers in any water: water and soap wash away dirt.

Material: Soap, water: cold, hot in basins, rag.

Procedure: The teacher invites the children to wash their hands with dry soap and without water. Then he offers to wet your hands and soap in a basin of cold water. He clarifies: the water is cold, transparent, soap is washed in it, after washing hands the water becomes opaque and dirty.

Then he suggests rinsing your hands in a basin of hot water.

Conclusion: Water is a good helper for humans.

Experiment No. 7. “When does it pour, when does it drip?”

Goal: Continue to introduce the properties of water; develop observation skills; consolidate knowledge of safety rules when handling glass objects.

Material: Pipette, two beakers, plastic bag, sponge, socket.

Procedure: The teacher invites the children to play with water and makes a hole in the bag of water. Children lift it above the socket. What's happening? (water drips, hitting the surface of the water, the droplets make sounds). Add a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?

Children pour water from one beaker to another. Do they observe when the water fills faster - when it drips or when it pours?

Children immerse a sponge in a beaker of water and take it out. What's happening? (water first flows out, then drips).

Experiment No. 8. “Which bottle will the water be poured into faster?”

Goal: Continue to introduce the properties of water, objects of different sizes, develop ingenuity, and teach how to follow safety rules when handling glass objects.

Material: A bath of water, two bottles of different sizes - with a narrow and a wide neck, a cloth napkin.

Progress: What song does the water sing? (Glug, glug, glug).

Let's listen to two songs at once: which one is better?

Children compare bottles by size: look at the shape of the neck of each of them; immerse a wide-necked bottle in water, looking at the clock to note how long it will take for it to fill with water; immerse a bottle with a narrow neck in water and note how many minutes it will take to fill it.

Find out from which bottle the water will pour out faster: a large one or a small one? Why?

Children immerse two bottles in water at once. What's happening? (Water does not fill the bottles evenly).

Experiment No. 9. “What happens to steam when it cools?”

Purpose: Show children that steam in a room, cooling, turns into droplets of water; outside (in the cold) it becomes frost on the branches of trees and bushes.

Procedure: The teacher offers to touch the window glass to make sure that it is cold, then invites three children to breathe on the glass at one point. Observe how the glass fogs up and then a drop of water forms.

Conclusion: The vapor from breathing on cold glass turns into water.

During the walk, the teacher takes out a freshly boiled kettle, places it under the branches of a tree or bush, opens the lid and everyone watches how the branches are “overgrown” with frost.

Experiment No. 10. “Friends”

Purpose: To introduce the composition of water (oxygen); develop ingenuity and curiosity.

Material: Glass and bottle of water, closed with a cork, cloth napkin.

Procedure: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).

Shake the water bottle as hard as you can. What's happening? (a large number of bubbles have formed)

Conclusion: Water contains oxygen; it “appears” in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.

Experiment No. 11. “Where did the water go?”

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).

Experiment No. 12. “Where does water come from?”

Purpose: To introduce the condensation process.

Material: hot water container, cooled metal lid.

An adult covers a container of water with a cold lid. After some time, children are invited to examine the inside of the lid and touch it with their hands. They find out where the water comes from (water particles rose from the surface, they could not evaporate from the jar and settled on the lid). The adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher they conclude: the process of turning steam into water occurs when the steam cools.

Experiment No. 13. “Which puddle will dry up faster?”

Guys, do you remember what remains after the rain? (Puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain the puddles are: (small). Offers to see which puddle will dry faster - large or small. (The teacher spills water on the asphalt, creating puddles of different sizes). Why did the small puddle dry up faster? (There is less water there). And large puddles sometimes take a whole day to dry up.

Experiment No. 14. “Game of Hide and Seek”

Goal: Continue to introduce the properties of water; develop observation, ingenuity, perseverance.

Material: Two plexiglass plates, a pipette, cups with clear and colored water.

Progress:

One two three four five!

We'll look for a little bit

Appeared from a pipette

Dissolved on the glass...

Apply a drop of water from a pipette onto dry glass. Why doesn't it spread? (the dry surface of the plate interferes)

Children tilt the plate. What's happening? (drop flows slowly)

Moisten the surface of the plate and drop clear water onto it from a pipette. What's happening? (it will “dissolve” on a damp surface and become invisible)

Apply a drop of colored water to the damp surface of the plate using a pipette. What will happen? (colored water will dissolve in clear water)

Conclusion: When a transparent drop falls into water, it disappears; a drop of colored water on wet glass is visible.

Experiment No. 15. “How to push water out?”

Purpose: To form the idea that the water level rises if objects are placed in the water.

Material: Measuring container with water, pebbles, object in the container.

The children are given the task: to get an object from the container without putting their hands in the water and without using various assistant objects (for example, a net). If the children find it difficult to decide, the teacher suggests placing pebbles in the vessel until the water level reaches the brim.

Conclusion: Pebbles, filling the container, push out water.

Experiment No. 16. “Where does frost come from?”

Equipment: Thermos with hot water, plate.

Take a thermos with hot water for a walk. When children open it, they will see steam. You need to hold a cold plate 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, water into frost.

Experiment No. 17. “Melting Ice”

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolor paints, strings, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why is the string holding on? (Frozen to the ice.)

How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.

Experiment No. 18. “Frozen water”

Equipment: Pieces of ice, cold water, plates, a picture of an iceberg.

In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid. Can water be solid? What happens to water if it is cooled too much? (The water will turn into ice.)

Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.

• Does ice float? The teacher puts a piece of ice in a bowl and the children watch. How much ice floats? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?

Experiment No. 19. “Steam is also water”

Equipment: Mug with boiling water, glass.

Take a mug of boiling water so the children can see the steam. Place glass over the steam; water droplets form on it.

Conclusion: Water turns into steam, and steam then turns into water.

Experiment No. 20. “Transparency of ice”

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle and listen to the ice crunch. (Where there is a lot of water, the ice is hard, durable, and does not break underfoot.) Reinforces the idea that ice is transparent. To do this, place small objects in a transparent container, fill it with water and place it outside the window overnight. In the morning, they examine frozen objects through the ice.

Conclusion: Objects are visible through ice because it is transparent.

Experiment No. 21. “Why is the snow soft?”

Equipment: Spatulas, buckets, magnifying glass, black velvet paper.

Invite the children to watch the snow spin and fall. Let the children scoop up the snow and then use buckets to carry it into a pile for the slide. Children note that buckets of snow are very light, but in the summer they carried sand in them, and it was heavy. Then the children look at the snow flakes that fall on the black velvet paper through a magnifying glass. They see that these are separate snowflakes linked together. And between the snowflakes there is air, which is why the snow is fluffy and so easy to lift.

Conclusion: Snow is lighter than sand, since it consists of snowflakes with a lot of air between them. Children add from personal experience and name what is heavier than snow: water, earth, sand and much more.

Please pay attention to the fact that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall out in the shape of hard, large stars; in mild frost they resemble white hard balls, which are called cereals; When there is a strong wind, very small snowflakes fly because their rays are broken off. If you walk through the snow in the cold, you can hear it creaking. Read K. Balmont’s poem “Snowflake” to the children.

Experiment No. 22. “Why does snow warm?”

Equipment: Spatulas, two bottles of warm water.

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? (In loose snow, there is a lot of air and it 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 site, 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: The water in the bottle under the snow has cooled less, which means the snow retains heat.

Pay attention to the children how easy it is to breathe on a frosty day. Ask the children to say why? This is because falling snow picks up tiny particles of dust from the air, which is present even in winter. And the air becomes clean and fresh.

Experiment No. 23. “How to get drinking water from salt water”

Pour water into a basin, add two tablespoons of salt, stir. Place washed pebbles at the bottom of an empty plastic glass and lower the glass into a basin so that it does not float up, but its edges are above the water level. Pull the film over the top and tie it around the pelvis. Press the film in the center above the cup and place another pebble in the recess. Place the basin in the sun. After a few hours, unsalted, clean water will accumulate in the glass.

Conclusion: water evaporates in the sun, condensation remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experiment No. 24. “Snow melting”

Goal: To bring to the understanding that snow melts from any heat source.

Procedure: Watch the snow melt on a warm hand, mitten, radiator, heating pad, etc.

Conclusion: Snow melts from heavy air coming from any system.

Experiment No. 25. “Is it possible to drink melt water”

Goal: To show that even the most seemingly clean snow is dirtier than tap water.

Procedure: Take two light plates, put snow in one, pour regular tap water into the other. After the snow has melted, examine the water in the plates, compare it and find out which of them contained snow (identify by the debris at the bottom). Make sure that the snow is dirty melt water and not suitable for people to drink. But, melt water can be used to water plants, and it can also be given to animals.

Experiment No. 26. “Is it possible to glue paper with water”

Let's take two sheets of paper. We move one in one direction, the other in the other. We moisten it with water, squeeze it slightly, try to move it - unsuccessfully. Conclusion: water has a gluing effect.

Experiment No. 27. “The ability of water to reflect surrounding objects”

Purpose: To show that water reflects surrounding objects.

Procedure: Bring a bowl of water into the group. Invite the children to look at what is reflected in the water. Ask the children to find their reflection, to remember where else they saw their reflection.

Conclusion: Water reflects surrounding objects, it can be used as a mirror.

Experiment No. 28. “Water can pour, or it can splash”

Pour water into the watering can. The teacher demonstrates watering indoor plants (1-2). What happens to the water when I tilt the watering can? (Water is pouring). Where does the water come from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Please note that the droplets are very similar to dust because they are very small. Offer to place your palms and spray them. What are your palms like? (Wet). Why? (Water was splashed on them.) Today we watered the plants and sprinkled water on them.

Experiment No. 29. “Plants breathe easier if the soil is watered and loosened”

Offer to look at the soil in the flowerbed and touch it. What does it feel like? (Dry, hard). Can I loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried it out). In such soil, plants have trouble breathing. Now we will water the plants in the flowerbed. After watering: feel the soil in the flowerbed. What is she like now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

Experiment No. 30. “Helper Water”

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were still dirty. It’s not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and a cloth). Or maybe you can do without water? Let's try wiping the tables with a dry cloth. I managed to collect the crumbs, but the stains remained. What to do? (Wet the napkin with water and rub well). The teacher shows the process of washing tables and invites the children to wash the tables themselves. Emphasizes the role of water during washing. Are the tables now clean?

Conclusion: What did we learn today? When do tables become very clean after eating? (If you wash them with water and a cloth).

Experiment No. 31. “Water can turn into ice, and ice turns into water”

Pour water into a glass. What do we know about water? What kind of water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into the molds and put it in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The refrigerator is very cold). Leave the molds with ice in a warm place for a while. What will happen to the ice? Why? (The room is warm.) Water turns into ice, and ice into water.

Conclusion: What did we learn today? When does water turn to ice? (When it is very cold). When does ice turn into water? (When it is very warm).

Experiment No. 32. “Fluidity of water”

Purpose: To show that water has no shape, spills, flows.

Procedure: Take 2 glasses filled with water, as well as 2-3 objects made of hard material (cube, ruler, wooden spoon, etc.) and determine the shape of these objects. Ask the question: “Does water have a form?” Invite children to find the answer on their own by pouring water from one vessel to another (cup, saucer, bottle, etc.). Remember where and how puddles spill.

Conclusion: Water has no shape, it takes the shape of the vessel into which it is poured, that is, it can easily change shape.

Experiment No. 33. “Life-giving properties of water”

Purpose: To show the important property of water - to give life to living things.

Progress: Observation of cut tree branches placed in water, they come to life and give roots. Observation of the germination of identical seeds in two saucers: empty and with damp cotton wool. Observing the germination of a bulb in a dry jar and a jar with water.

Conclusion: Water gives life to living things.

Experiment No. 34. “Ice melting in water”

Purpose: Show the relationship between quantity and quality from size.

Procedure: Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experiment No. 35. “What does water smell like?”

Three glasses (sugar, salt, clean water). Add a solution of valerian to one of them. There is a smell. The water begins to smell of the substances that are added to it.

Get text

Bringing to a boil

Take a glass of water and place it in the microwave until the water almost boils.

Attention! You should only remove it using an oven mitt; the glass will be hot.

Immediately place a pencil into a glass of boiling water, and you will see how amazingly the water boils until air bubbles form upon contact with a foreign object. In addition to a pencil, you can place anything in the water: it can be a toy dinosaur or an ordinary spoon.

The fact is that in a microwave oven, steam bubbles cannot form in a transparent glass of water; there is simply no room for them. Why? The temperature of a glass container, in this case a glass, which is transparent to microwave microwaves, is much lower than the temperature of the water in it. Therefore, if there are no bubbles in the water, then it can neither cool nor heat up.

But if you place an object there, it heats up to the temperature of the water, while allowing it to cool, due to the thermal conductivity of the water, so it begins to boil. Steam is released.

Such experiments for preschoolers should be carried out with special caution.

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.

Ice Formation

In this experiment you will need a 0.5 liter plastic bottle with a cap containing distilled still water.

The bottle should be placed in the freezer at -25 degrees for 2 hours.
After this, take out the bottle and hit the bottom on the table - the water will begin to freeze right before your eyes.

The whole process can be explained by the fact that there are no crystallization centers in distilled water, and moreover, it is at rest in the freezer. But as soon as you shake it sharply, air bubbles appear in the water, which provoke the crystallization process, and the water begins to harden and turn into ice.

We suggest you conduct these simple but interesting experiments for preschoolers at home or in kindergarten. We are sure that they will interest not only children, but also adults.

Experiments for children of the preparatory group in kindergarten

Interesting experiments for children

In the preparatory group, conducting experiments should become the norm; they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way to develop thought processes.
Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to understand the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, and create a creative personality. Some important tips: 1. It is better to conduct experiments in the morning, when the child is full of strength and energy; 2. It is important for us not only to teach, but also to interest the child, to make him want to gain knowledge and do new experiments himself. 3. Explain to your child that you cannot taste unknown substances, no matter how beautiful and appetizing they look; 4. Don’t just show your child an interesting experience, but also explain in a language he understands why this happens; 5. Do not ignore your child’s questions - look for answers to them in books, reference books, and the Internet; 6. Where there is no danger, give the child more independence; 7. Invite your child to show his favorite experiments to his friends; 8. And most importantly: rejoice in your child’s successes, praise him and encourage his desire to learn. Only positive emotions can instill a love for new knowledge. Experience No. 1. "Vanishing Chalk"

For a spectacular experience, we will need a small piece of chalk. Dip chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely. Chalk is limestone; when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles. Experience No. 2. "Erupting Volcano"

Necessary equipment: Volcano: - Make a cone from plasticine (you can take plasticine that has already been used once) - Soda, 2 tbsp. spoons Lava: 1. Vinegar 1/3 cup 2. Red paint, a drop 3. A drop of liquid detergent to make the volcano foam better; Experience No. 3. "Lava - lamp"

Needed: Salt, water, a glass of vegetable oil, several food colors, a large transparent glass. Experience: Fill a glass 2/3 full with water, pour vegetable oil into the water. Oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt. Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil and salt begin to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular. Experience No. 4. "Rain Clouds"

Children will be delighted with this simple fun that explains to them how rain falls (schematically, of course): first the water accumulates in the clouds and then spills onto the ground. This “experience” can be carried out in a natural history lesson, in a kindergarten, in an older group, and at home with children of all ages - it fascinates everyone, and the children ask to repeat it again and again. So, stock up on shaving foam. Fill the jar with water about 2/3 full. Squeeze the foam directly on top of the water until it looks like a cumulus cloud. Now use a pipette to drop colored water onto the foam (or better yet, trust your child to do this). And now all that remains is to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar. Experience No. 5. "Red Head Chemistry"

Place finely chopped cabbage in a glass and pour boiling water over it for 5 minutes. Strain the cabbage infusion through a cloth. Pour cold water into the other three glasses. Add a little vinegar to one glass, a little soda to the other. Add the cabbage solution to a glass with vinegar - the water will turn red, add it to a glass of soda - the water will turn blue. Add the solution to a glass of clean water - the water will remain dark blue. Experience No. 6. "Blow up the balloon"

Pour water into a bottle and dissolve a teaspoon of baking soda in it. 2. In a separate glass, mix lemon juice with vinegar and pour into a bottle. 3. Quickly place the balloon on the neck of the bottle, securing it with electrical tape. The ball will inflate. Baking soda and lemon juice mixed with vinegar react to release carbon dioxide, which inflates the balloon. Experience No. 7. "Colored milk"

Needed: Whole milk, food coloring, liquid detergent, cotton swabs, plate. Experience: Pour milk into a plate, add a few drops of different food colors. Then you need to take a cotton swab, dip it in the detergent and touch the swab to the very center of the plate with milk. The milk will begin to move and the colors will begin to mix. Explanation: The detergent reacts with the fat molecules in the milk and causes them to move. This is why skim milk is not suitable for the experiment.

We recommend watching:

Experiments for children aged 2-3 years Experimental activities in kindergarten. Junior group Direct educational activities on experimentation in the middle group Integrated cognitive cycle lesson in the senior group on the topic: Winter

Rainbow water

To make experiments with water more entertaining for preschoolers, it is better to paint the water in different colors using ordinary watercolor paints. For the next experiment you need paints, granulated sugar, a glass glass, water, a syringe, and four small glass cups.

There is no need to pour sugar into the first glass, half a teaspoon of sugar should be thrown into the second, a full teaspoon of sugar into the third, and one and a half teaspoons into the fourth.
Now you need to add water to each glass and stir the sugar.
For the first, take red and mix it, for the second - green, add black to the third, and add yellow to the fourth.
Then you need to take a syringe and draw water from the first glass of red water without sugar. Pour the contents of the syringe into an empty prepared glass.
Next, using a syringe, draw green water from the second glass, in which half a teaspoon of sugar is dissolved; the syringe must be lowered to the bottom of the glass with the red water collected and slowly release the water with green paint.
Now the same procedure should be carried out with the third glass, where the water is black and contains one spoonful of sugar. You need to release it from the syringe in the same way as the previous step.
And there was a fourth glass left. Everything is the same - water is drawn from it using a syringe and released to the bottom of the glass.

At the end of the experiment, you can notice how the glass turned out to be “rainbow water”; all the colored layers of water did not mix, but were located one after the other, having clear boundaries. The more sugar added, the greater the density of the water, which explains the lack of mixing. The more colors you use, the more colorful and visual the experience will be.

Matches experiment

For the first experiment with water for preschoolers, you will need a glass glass, watercolor paints, a deep plate, and plasticine. An experiment using water will clearly show how air pressure changes during combustion.

You need to pour water into a glass, add any color of paint to it with a brush and stir, this is necessary for the clarity of the experiment.
Next, put a piece of plasticine at the bottom of an empty plate, into which insert two matches.
Pour colored water from a glass into a plate.
Under adult supervision, you need to light these matches and cover them with an empty, dry glass.

As a result of a simple experiment, the matches go out, and the colored water begins to rise up. This happens because during combustion the air pressure in the glass becomes less than outside.

Experiment with water of different temperatures

For the next experiment you will need four glass beakers and paints. This water experiment for preschoolers shows the properties of water at different temperatures.

You need to pour cold water into two glasses, warm water into the other two.
You can add yellow to cold water, and black to warm water.
Place one of the glasses with yellow cold water on a plate. Cover the glass with warm water with a plastic card and turn it upside down and place it in this form on a glass with cool water, that is, the glasses with different water will be mirrored, with a plastic card between them.
Then you need to very carefully pull out the card, while making sure that the glasses do not move, and hold them in their original position.

Here you can see that cold and hot water have not mixed, this happens because heat tends upward and cold tends downward.

There are still two glasses left, you can try to do this experiment in reverse - put hot water down and cold water up. In this case, the water will mix.