Svetlana Domozhirova
Card file of experiments and games-experiments in the preparatory group

preparatory group

1. Why does everything sound?

Target: to bring children to an understanding of the causes of occurrence sound: object wobble.

materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel.

Description.

The game "What does it sound like?"- the educator offers the children for

cover his eyes, and he himself makes sounds with the help of known to them

items. Children guess what sounds. Why do we hear these sounds? What is sound? Children are asked to draw voice: how does a mosquito ring? (Z-z-z.) How does a fly buzz? (W-w-w.) How does a bumblebee buzz? (Woo.)

Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.

Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line? (trembling, hesitating) How to stop sound? (Stop the ruler from shaking with your hand)

We extract sound from a glass cup with a stick, stop. When does sound occur? The sound is produced when there is a very rapid back and forth movement of air. This is called oscillation. Why does everything sound? What else can you name the items that will sound?

1. Clear water

Target: reveal the properties of water (transparent, odorless pours, has weight).

materials: two opaque jars (one filled with water, a glass jar with a wide mouth, spoons, small dippers, a basin of water, a tray, object images

Description.

Drop came to visit. Who is Droplet? What is she with

likes to play?

On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open banks: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is she? What does water smell like?

An adult invites children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing? (Pour, pour water.) What does the vodka do? (It pours.) Let's hear how she pours. What sound do we hear?

When the jar is filled with water, children are invited to play a game "Recognize and name" (consideration pictures through the jar) . What did you see? Why is it so clear picture

What kind of water? (Transparent.) What have we learned about water?

3. We make soap bubbles.

Target: to introduce children to the method of making soap bubbles, to the property of liquid soap: can be stretched, forms a film.

materials: liquid soap, soap bars, loop with wire handle, cups, water, spoons, trays.

Description. Bear cub Misha brings picture"Girl playing with soap bubbles". Children are considering picture. What is the girl doing? How are soap bubbles made? Can we make them? What is needed for this?

Children try to make soap bubbles by mixing a bar of soap and water. They observe that going on: lower the loop into the liquid, take it out, blow into the loop.

Take another glass, mix liquid soap with water (1 spoon of water and 3 spoons of liquid soap). Dip a loop into the mixture. What do we see when we take out the loop? Slowly we blow into the loop. What's happening? How did the soap bubble come about? Why is a soap bubble made only from liquid soap? Liquid soap can be stretched into a very thin film. She stays in the loop. We blow out the air, the film envelops it, and a bubble is obtained.

The game, “What shape are the bubbles, which one flies further, higher?” Children blow bubbles and tell what the resulting bubble looks like, what shape it is, what colors can be seen on its surface.

4. Air is everywhere

Tasks: to detect air in the surrounding space and reveal its property - invisibility.

materials: balloons, a basin of water, an empty plastic bulk bottle, sheets of paper.

Description. Curious Little Gal makes a riddle to the children about the air.

Passes through the nose to the chest

And it's on its way back.

He's invisible and yet

We cannot live without it.

(Air)

What do we breathe in through our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?

game exercise "Feel the Air"- children wave a sheet of paper near their faces. What do we feel? We do not see air, but it surrounds us everywhere.

Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.

Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with? Air fills any space, so nothing is empty.

5. Light is everywhere

tasks: show the meaning of light, explain that light sources can be natural (sun, moon, fire, artificial - made by people (lamp, flashlight, candle).

materials: illustrations of events occurring at different times of the day; images with images of light sources; several objects that do not give light; a flashlight, a candle, a table lamp, a chest with a slot.

Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in "magic box" (inside flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light will fall and illuminate everything inside it.) Opens the chest, hit the light, and everyone sees a flashlight.

L if we do not open the chest, how to make it light? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.

The game "Light is different"- grandfather Know offers children to decompose pictures in two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these items, compare, decompose in the same sequence images with pictures of these items. What shines brighter - the sun, the moon, the fire? Compare by pictures and arrange them according to the degree of brightness of light (from brightest).

6. Light and shadow

Tasks: introduce the formation of shadows from objects, establish the similarity of the shadow and the object, create images using shadows.

materials: shadow theater equipment, lantern.

Description. Bear cub Misha comes with a flashlight. The teacher asks his: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines?

Misha puts his paw in front of the flashlight. What do we see on the wall? (Shadow.) He encourages the children to do the same. Why is there a shadow? (The hand interferes with the light and does not allow it to reach the wall.) The teacher offers to show the shadow of a bunny, a dog with the help of his hand. Children repeat. Misha gives the children a gift.

The game "Shadow Theater". The teacher takes out a shadow theater from the box. Children are considering equipment for the shadow theater. What is special about this theatre? Why are all the figurines black? What is a flashlight for? Why is this theater called shadow? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.

Showing a familiar fairy tale, for example "Kolobok", or any other.

7. Frozen water

Task: reveal that ice is a solid, floats, melts, consists of water.

materials: ice cubes, cold water, plates, picture with the image of an iceberg.

Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid.

Can water be hard? What happens to water if it is very cold? (The water will turn to ice.)

Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is the ice? Ice keeps 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

children are watching. What part of the ice is floating? (Upper.)

Huge blocks of ice float in the cold seas. They are called icebergs (display images) . above the surface

only the tip of the iceberg is visible. 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 attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice become? What is ice made of?

"Playing with ice cubes"- free activity children:

they choose plates, examine and observe that

happens with ice.

8. Multi-colored balls

Task: get new by mixing primary colors shades: orange, green, purple, blue.

materials: palette, gouache paints: blue, red, white, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child, flannelgraph, models - colored circles and halves of circles (corresponding to the colors of the paints, worksheets.

Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we do not have blue, orange, green and purple colors? How can we make them?

Children together with a bunny mix two paints. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children paint the ball with the resulting paint. So children experiment until they get all the necessary colors.

Conclusion: mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. results experience recorded on the worksheet. (Fig. 5).

9. Sand country

Tasks: highlight properties sand: flowability, friability, wet can be molded; Learn how to make a sand painting.

materials: sand, water, magnifiers, sheets of thick colored paper, glue sticks.

Description. Grandfather Know invites children to consider sand: what color, try by touch (loose, dry). What is sand made of? What do sand grains look like? How can we see grains of sand? (Using a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Can you sculpt with sand? Why can't we mold anything out of dry sand? We try to blind from the wet. How can you play with dry sand? Can you paint with dry sand?

On thick paper with a glue stick, children are invited to draw something (or circle the finished drawing,

and then pour sand on the glue. Shake off excess sand

and see what happened.

Everyone looks at the children's drawings together.

10. Ringing water

Task: Show the children that the amount of water in a glass affects the sound they make.

materials: a tray on which there are various glasses, water in a bowl, ladles, sticks - "rods" with a thread, at the end of which a plastic ball is fixed.

Description. There are two glasses filled with water in front of the children. How to make glasses sound? All variants of children are checked (tap with a finger, objects that the children will offer). How to make sound louder?

A stick with a ball on the end is offered. Everyone listens to the clink of glasses of water. Do we hear the same sounds? Then grandfather Know pours and adds water to the glasses. What affects ringing? (The amount of water affects the ringing, the sounds are different.)

Children try to compose a melody.

Games and experiments

Card file

Group: Preparatory group

Autumn

Water filtration.

Target: Familiarize yourself with the processes of water purification in different ways.

Game material:Blotting paper, funnel, rag, river sand, starch, containers.

Game progress: An adult invites children to stir up water with starch, and then purify it. Together with the children, he finds out how to make different cleaning devices - filters according to the algorithm (from sand, rags, blotting paper). Children make filters and check their action; find out which filter purifies water better (blotting paper).

Reactive ball.

Target: Reveal that air has elasticity. Understand how air power (movement) can be used.

Game material: Balloons.

Game progress: Children, with the help of an adult, inflate the balloon, release it and pay attention to the trajectory and duration of its flight. They find out that in order for the ball to fly longer, it is necessary to inflate it more: air, escaping from the "neck", makes the ball move in the opposite direction. An adult tells the children that the same principle is used in jet engines.

Transmission of the sun "bunny".

Target: Understand how you can repeatedly reflect light and the image of an object, i.e. see it where it shouldn't be seen.

Game material:Mirrors, multiple reflection scheme.

Game progress: Children consider the movement of the sun "bunny". Discuss how it is obtained (reflecting light from a mirror). They find out what will happen if another mirror is placed in the place on the wall where the sun "beam" hit (it will be reflected one more time). An adult talks about a sick girl, whom her friends helped to see a ray of sunshine, which he himself could not get to (the sun did not shine through her window). Then the children in a pair “transmit” solar “bunnies” to each other, sketch the process of double reflection of the light beam using two mirrors in the form of a diagram

How to see "lightning"?

Target: Find out that a thunderstorm is a manifestation of electricity in nature.

Game material:Pieces of woolen cloth, balloon, horn

Game progress: Children rub pieces of cloth stacked on top of each other with a balloon (or a plastic object). Bring a horn to them (to amplify the sound) andslowly sever the tissue. They find out what happened to the fabric during rubbing (it became electrified, a crack appeared - a manifestation of electricity).

How faster?

Target: To reveal the features of sound transmission over a distance (sound propagates faster through solid and liquid bodies).

Game material:Twine, duct tape, cotton swab.

Game progress: With the help of an adult, children measure a long string (at least 60 cm), attach one end to the table, and then pull the string and release it at the other. Children watch her tremble, oscillate, making a soft sound that reaches her ears through the air. A string is wound around a finger, one ear is covered with a cotton swab, and a finger with a wound string is inserted into the other. The string is pulled again and released. They find out that the sound from the vibration of the twine becomes louder, falls immediately into the ear.

World of Metals.

Target: Name the variety of metals (aluminum, steel; tin, copper, bronze, silver), compare their properties; understand that the characteristics of metals determine the ways they are used in everyday life and at work.

Game material:Pieces of aluminum, steel, copper wire, tin strips, pieces of bronze and silver, a spirit lamp, matches, scissors.

Game progress: Children examine the proposed material, determine what it is made of, remember the basic, general properties of metals (metallic luster, malleability, thermal conductivity, hardness). An adult suggests that before conducting the experiment, determine how the metals presented differ. Children confirm or refute their assumptions, acting according to the algorithm, assess the degree of manifestation of metallic luster -> evaluate the degree of thermal conductivity -> determine the hardness of metals -> malleability (the ability of metals to acquire a given shape under the influence of: high temperature and without it) -> draw conclusions about the similarity and differences in metals. Discuss what kind of metal can be made.

Winter

Freezing liquids.

Target: Familiarize yourself with various liquids. To identify differences in the processes of freezing of various liquids.

Game material:Containers with the same amount of regular and saltedwater, milk, juice, vegetable oil, activity algorithm.

Game progress: Children examine liquids, determine the differences and common properties of liquids (fluidity, ability to take the form of vessels). Then they prepare a solution of salt water according to the algorithm, pour the salt solution and ordinary water into molds, put it in the cold for a long time. Then they bring in the molds, examine them, determine which liquids are frozen and which are not. Children: conclude: some liquids freeze faster, others slower; determine the dependence of the freezing point of a liquid on its density.

Fluid volume change.

Target: Determine the change in the volume of a liquid when it freezes.

Game material:Bottles with corks.

Game progress: Children fill the bottles with water: one to the top, the other not, close them with lids, mark the water level and take them out into the cold. After complete freezing, they bring the bottles into the room and find out how both bottles have changed, why the bottom of one of them has become convex.

Polar Lights .

Target: Understand that the aurora is a manifestation of the magnetic forces of the Earth.

Game material:Magnet, metal filings, two sheets of paper, a straw for a cocktail, a balloon, small pieces of paper.

Game progress: Children put a magnet under a sheet of paper. From another sheet at a distance of 15 cm, metal filings are blown through a tube onto paper. Find out what is happening (the filings are arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the Earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with particles of air and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction against hair (pieces of paper are particles of the solar wind, the ball is the Earth).

Choose.

Target:

Game material:Items: the same size from different materials; different sizes, but close in weight; containers with water and sand, thin rubber band, spring scales.

Game progress: Children look at things. An adult invites children to find out if they are attracted to the Earth. With the help of an adult, children perform actions: tie threads to objects, weigh them; released over water, over sand, hung on an elastic band (heavy objects stretch the elastic band more). Consider spring scales. Weigh objects of different weights, noting the readings of the scales.

Why is it easier? (one)

Target:

Game material:An object on a string, a container of water, spring scales.

Game progress: Children examine the object, weigh it, noting the readings on the scales. Slowly immerse it in water without removing it from the scales. Find out what is happening (the scales show less weight - the object has become lighter). They conclude: water supports the object, pushes it up.

Why is it easier? (2)

Target: To identify cases of manifestation of weightlessness (partial weight loss) on Earth.

Game material:A container with water, spring scales, a clamp made of a narrow strip of tin.

Game progress: Children under the guidance of an adult are suspended fromweigh the load, fix the readings with a clamp. Then the scales are sharply lowered together with the load into the water (simulating a fall). It is determined that the readings of the scales have recovered. Find out why the clamp was at zero (because the readings of the scales changed when they fell). An adult asks the children when the object became "weightless" (when falling), when a person can feel weightlessness (in an elevator, when jumping, on a swing).

Sounds in the water.

Target: Identify the features of sound transmission over a distance (sound travels faster through solid are liquid bodies).

Game material:Large container with water, pebbles.

Game progress: An adult invites children to answer whether sounds are transmitted through water. Together with the children, he draws up an algorithm of actions: throw a pebble and listen to the sound of it hitting the bottom of the container. Then put your ear to the container and throw a stone; if the sound is transmitted through the water, then it can be heard. Children perform both versions of the experiment and compare the results. They conclude: in the second version, the sound was louder; This means that sound travels better through water than through air.

World of fabric.

Target: Name fabrics (chintz, satin, wool, capron, drape, knitwear); compare fabrics by their properties; understand that these characteristics determine the way the fabric is used for tailoring.

Game material:Samples of fabrics (chintz, satin, wool, nylon, drape, knitwear), water containers, scissors.

Game progress: Children consider the proposed types of fabric, note their most striking differences (color, surface structure). They describe the properties of the fabric, I determine: according to the algorithm, the sequence of actions: wrinkle the fabric and compare the degree of wrinkling -> cut each piece of fabric in half and compare how easy it is to work with scissors -> try to break the piece into two parts and compare the degree of effort required -> lower into containers with water and determine the rate of absorption of moisture. Make a general conclusion about the similarities and differences between types of tissue. An adult draws the attention of children to the dependence of the use of material on its properties and qualities.

Spring

The water cycle .

Target: Get to know the water cycle in nature.

Game material:Transparent measuring container with a transparent lid.

Game progress: Children put a piece of ice (or snow) into the container, cover it with cellophane and fix it hermetically with a rubber band, put it in heat. For a long time, melting and condensation of water are observed.

Large - small.

Target: Reveal that air contracts when cooled, and expands when heated (takes up more space)

Game material:Plastic bottles with corks, balloon, coin.

Game progress: Children take out into the street (in frosty weather) an empty bottle closed with a cork. After some time, they bring it into the room, determine the temperature of the container (cold), pay attention to the shape (as if rumpled). Explain the change in shape (air insidethe bottles cooled down and began to take up less space, and the air from the outside still presses, so the walls of the bottle are pressed inward). Then they rub the bottle with warm hands, observe the change in its shape. They explain why the bottle took its former shape (the air inside warmed up and began to put pressure on the walls of the bottle, straightening them). Children bring a chilled bottle without a cap into a warm room, tightly closing the hole with their hand. A coin is placed on the hole (it bounces). Explain why this happens (the air in the bottle becomes warm, takes up more space, and exits the bottle, pushing the coin). Children take out a bottle without a cap into the cold; after a while they are brought into the room; quickly put a balloon on the neck; lower the bottle into hot water (or warm it with your hands). Checks what is happening with the balloon (it inflates as the air in the bottle heats up, increases in volume, no longer fits in the bottle and goes into the balloon, inflating it).

How to see attraction?

Target: Understand the relationship between gravity and the weight of an object.

Game material:Objects from different materials, suspended on threads; scales.

Game progress: Children examine objects, find out if they are attracted to the Earth (yes), why they don’t fall (they are held by a thread). An adult offers to find out, without throwing an object, which of them is attracted more strongly (by the force of tension). Children, in turn, weigh objects on the scales, notice the readings.

Far close

Target: To acquaint children with how distance from the sun affects air temperature.

Game material:Two thermometers, table lamp, long ruler (meter).

Game progress: Children light a lamp, imagine that it is the sunplace two thermometers at a distance of 10 and 100 cm (along a meter) from the lamp. They determine where the temperature will be higher (beams of light come from the lamp - heat, and the thermometer located closer will receive more energy and heat up more). Children conclude: whatfarther from the lamp, the more the rays diverge to the sides and the less they hit the second thermometer, therefore, they will not be able to heat it up much. Consider with children a model of the solar system; determine the distance of different planets from the Sun; note which of the planets is warmest (on the planet closest to the Sun - Mercury). This is explained using the experience described above (the closer to the Sun the planet, the more solar energy it receives; the atmosphere of more distant planets is colder

colorful lights

Target: Find out what colors the sun consists of

Game material:baking sheet, flat mirror, sheet of white paper,drawing showing the location of the equipment.

Game progress: Children conduct the experiment on a clear sunny day. Fill a baking sheet with water. They put it on the table near the window so that the morning light of the sun falls on it. Place the mirror inside the baking sheet, with the top side on the edge of the baking sheet and the bottom side in the water at such an angle that it catches the sunlight. With one hand and the base, they hold a sheet of paper in front of the mirror, with the other they slightly bring the mirror closer. Adjust the position of the mirror and paper until a colorful rainbow appears on it. Produce light vibrating movements with a mirror. Children watch how sparkling multi-colored lights appear on white paper. Discuss the results. Water from the top layer to the surface of the mirror acts as a prism.(Prism - this is a triangular glass that refracts the rays of light passing through it so that the light is broken into different colors - the spectrum. A prism can divide sunlight into seven colors, which are arranged in this order: red, orange, yellow, green, blue, indigo and violet.) An adult suggests memorizing the colors of the rainbow by learning the phrase: "Every hunter wants to know where the pheasant is sitting." The children figure out that each word starts with the same letter as the corresponding color of the rainbow and they are in the same order. Children clarify that water splashes and changes the direction of light, which makes the colors resemble fire.

Earth is a magnet.

Target: Reveal the effects of the earth's magnetic forces.

Game material:A plasticine ball with a magnetized safety pin attached to it, a magnet, a glass of water, ordinary needles, vegetable oil.

■;.

Game progress: An adult asks the children what will happen to the roll if you bring a magnet to it (it will be attracted, since it is metal). They check the action of the pin magnet, bringing it with different poles, explain what they saw.

Children find out how the needle will behave near the magnet, performing the experiment according to the algorithm: grease the needle with vegetable oil, carefully lower it to the surface of the water. From a distance, slowly at the level of the surface of the water, a magnet is brought up: the needle turns with its end to the magnet. Children lubricate the magnetized needle with fat, gently lower it to the surface of the water. Notice the direction, gently rotate the glass (the needle returns to its original position). Children explain what is happening by the action of the magnetic forces of the Earth. Then they consider the compass, its device, compare the direction of the compass needle and the needle in the glass.

How not to get burned? (one)

Target:

Game material:Tanks of the same size made of different materials: ceramics, wood, plastic, metal.

Game progress: Children consider containers filled with water; determine the temperature of the water in them (the water is hot, since steam comes out of the containers, it is clearly visible). The adult invites the children to answer what the containers should be if steam comes out of them (they should be hot to the touch, warm from the water). Children test their guesses by gently touching each container. It is noted that the hottest is an aluminum container, then ceramic, plastic, wooden.

How not to get burned? (2)

Target: Find out that objects made of different materials heat up differently (thermal conductivity of materials).

Game material:Aluminum spoon, container with hot water.

Game progress: Children in a container of hot water 1 / 3 its heights place a metal spoon (preferably aluminum); after 2-3 minutes they are offered to take the spoon out of the water. Find out that the top of the spoon is hot. They explain that the part of the spoon that was in the water heated up, and the heat spread throughout the spoon.

How not to get burned (3)

Target: Find out that objects made of different materials heat up differently (thermal conductivity of materials).

Game material:Spoons are plastic, wooden, aluminum, stainless steel, paper clips, pieces of paraffin or plasticine.

Game progress: Children place spoons of different materials in hot water so that half of the top of the spoon is in the water. Paper clips are fixed at the top of the spoon with paraffin wax. Children note that the spoons heat up, the paraffin flows, the paper clips fall. It is found out that the paper clip falls faster from the top of the aluminum spoon (the aluminum spoon heats up faster, transfers heat to the paper clip and paraffin). An adult invites children to play "funny little men": children are divided into two teams, they agree in secret from an adult about the material that they will represent. They become spoons from different materials - they “transfer heat” in different ways, at different speeds. An adult guesses the material by observing the rate of "heat transfer" by children; specifies which material the cookware does not heat up quickly (plastic and wood). On the example of the experiment with spoons, the children note that in plastic and wooden dishes, only those parts that are dipped in hot water are heated.

The closer, the faster.

Target: Find out how the distance to the Sun affects the time it takes the planet to orbit around it.

Game material:Plasticine, ruler, meter-long rail.

Game progress: An adult invites children to determine whether on all planets, as on Earth, a year lasts 365 days (during this time the Earth makes a revolution around the Sun). Children, under the guidance of an adult, perform the following actions: they mold two balls the size of a walnut from plasticine; place one of them at the end of the ruler, and the other at the end of a longer rail; put the ruler and rail vertically on the floor side by side so that the plasticine balls are on top. Then the rail and the ruler are lowered at the same time. Note that the ball attached to the ruler fell faster. An adult, using a model of the solar system, explains that these actions are reminiscent of the movement of the planets, which continuously revolve around the Sun (Mercury - in 88 Earth days, Pluto - for 250.6 Earth years). Children conclude: the closer the planet is to the Sun, the shorter the year on it, as it revolves around it faster.

Daria Tolstukhina
Card file of experiments of the preparatory group.

Experience air and water -"What does the water smell like?"

Target: Find out if the water has an odor.

Before the beginning experience ask a question: "What does the water smell like?" Give the children three glasses from the previous experiments(pure, with salt, with sugar). Offer to sniff. Then drop into one of them (children should not see this - let them close their eyes, for example, a solution of valerian. Let them smell it. What does this mean? Tell the child that the water begins to smell of the substances that are put in it, for example, an apple or a currant in compote, meat in broth.

Experience with waterWhat shape will the water take?

Target: To fix the properties of water in children (takes shape, has no smell, taste, color).

Water has no form and takes the form of the vessel in which it is poured. Have the children pour it into a container of different shapes and sizes. Recall with the children where and how the puddles spill.

Experience with sand. "Hourglass".

Target: to fix the properties of sand with children.

Take two identical plastic bottles. Tape the lids flat with tape. Punch the middle of both plugs with a thin nail to make a small through hole. I'm doing it So: I take a nail with pliers, heat it up and melt the desired hole quickly and evenly.

Then pour dry, preferably sifted sand into a bottle. Connect the bottles with corks. The clock is ready. It remains only to determine by the wrist hours how long the sand will pour from one bottle to another. Add or pour sand in such an amount that the clock shows what is convenient for you. time: 5 minutes or 15. This watch can be very helpful when you "bargaining" with his child: how much time to read at night or how many minutes you can still play.

Experience with sand"Vaults and Tunnels".

Glue a thin paper tube slightly larger in diameter than a pencil. Insert a pencil into it. Then carefully fill the tube with the pencil so that the ends of the tube come out. Pull out the pencil - and you will see that the tube is not crumpled. Sand grains form protective vaults. Insects caught in the sand come out from under the thick layer unharmed.

Experience with water and paper"Is it possible to glue paper with water".

Target: To fix the properties of water in children.

Take two sheets of paper, put them one on top of the other and try to move them So: one in one direction, and the other in the other direction.

Now moisten the sheets with water, attach them to each other and press lightly to squeeze out excess water.

Try to move the sheets relative to each other, as in the previous experience.

Explain to your grandson that water has "gluing" action. Wet sand has the same effect, unlike dry sand.

Experience with water. "Frozen Water".

Target: reveal that ice is a solid, floats, melts, consists of water. materials: ice cubes, cold water, plates, picture with the image of an iceberg. Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be hard? What happens to water if it is very cold? (The water will turn to ice.) Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is the ice? Ice keeps 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. What part of the ice is floating? (Upper.)

Huge blocks of ice float in the cold seas. They are called icebergs (display images) . 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 attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice become? What is ice made of?

Experience with clay and sand. Why is there little water in the desert?. Target: Explain some features of the natural and climatic zones of the Earth.

Materials and equipment: Layout "Sun - Earth", two funnels, transparent containers, measuring containers, sand, clay.

move: An adult invites children to answer what kind of soils exist in the desert (sandy and clay). Children examine the landscapes of sandy and clay soils of the desert. They find out what happens to moisture in the desert (it quickly goes down through the sand; on clay soils, without having time to penetrate inside, it evaporates). prove experience, choosing the appropriate algorithm action: fill the funnels with sand and wet clay, compact, pour water, place in a warm place. They make a conclusion in the form of a model of the interdependence of factors of inanimate nature.

Experience with air. "Can You Catch Air".

Target: Continue to acquaint children with the properties of air.

Invite the children "catch" air with a gas handkerchief. Take the scarf by the four ends (this is convenient to do together, simultaneously lift it up and lower the ends down: you get a dome filled with air.

Experience with air. "Air compresses".

Target. Continue to acquaint children with the properties of air. Materials. Plastic bottle, non-inflated balloon, refrigerator, hot water bowl.

Process. Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend, as the air contracts when it cools.

Outcome. When heated, air expands, and when cooled, it contracts.

Experience with a magnet. "Which magnet is stronger?"

Target: Compare the strengths of magnets made in different ways.

Material: Three magnets of different shapes and sizes, steel paper clips and other metals.

Have the children compare the properties of three magnets (using "merok" to measure the strength of magnets paper clips or other steel objects):

The magnet resulting from this experience;

A magnet made by rubbing a steel strip;

Factory made magnet.

Experience with water. "Like the jungle".

Target: Identify the causes of high humidity in the jungle. Materials and equipment: Layout "Earth - Sun", climate zone map, globe, baking sheet, sponge, pipette, transparent container, device for monitoring changes in humidity.

move: Children discuss the temperature features of the jungle, using the layout of the annual rotation of the Earth around the Sun. Trying to find out the cause of frequent rains by looking at the globe and climate zone map(abundance of seas and oceans). They put experience by air saturation moisture: dropping water from a pipette onto a sponge (water stays in the sponge); put the sponge into the water, turning it several times in the water; lift the sponge, watch the water flow. Children use their activities to figure out why it can rain without clouds in the jungle (air, like a sponge, is saturated with moisture and can no longer hold it).

Children check the appearance of rain without clouds: water is poured into a transparent container, covered with a lid, put in a hot place, the appearance of "fog", dripping on the lid (water evaporates, moisture accumulates in the air, when it becomes too much, it rains).

Experiments with objects. "How does a thermometer work".

Target. See how the thermometer works.

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

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

Results. When you hold the balloon with your fingers, the thermometer starts to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers heats up the liquid in the thermometer. As the liquid heats up, it expands and rises from the balloon up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and descends down the tube. Outdoor thermometers usually measure air temperature. Any change in its temperature leads to the fact that the column of liquid either rises or falls, thereby showing the temperature of the air.

Experience with bread. "Moldy Bread".

Target: Establish that for the growth of the smallest living organisms (fungi) certain conditions are required.

Materials and equipment: Plastic bag, slices of bread, pipette, magnifier.

move: Children know that bread can spoil - the smallest organisms begin to grow on it (molds). Make up an algorithm experience, place the bread in different conditions: a) in a warm dark place, in a plastic bag; b) in a cold place; c) in a warm, dry place, without a plastic bag. Conduct observations for several days, consider the results through a magnifying glass, sketch (in humid, warm conditions - the first option - mold appeared; in dry or cold conditions, mold does not form).

Children tell how people have learned to preserve bread products at home (they store them in the refrigerator, dry crackers from bread).

Experiments with plantsDo plants have respiratory organs?

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

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

Process. An adult offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes, immerse the stem in water (observe the release of bubbles from the stem). An adult with children spends experience"Through the Leaf" next sequences: a) pour into a bottle of water, leaving it 2-3 cm unfilled; b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the submerged end of the stem.

Results. Air passes through the leaf into the stem, as the release of air bubbles into the water is visible.

Experiments with light"How a shadow is formed".

Target: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position.

move: 1) Show children the shadow theater. Find out if all objects cast a shadow. Transparent objects do not give a shadow, as they pass light through themselves, dark objects give a shadow, since light rays are less reflected.

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

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

Experiments with air"How to Detect Air".

Target: Find out if there is air around us and how to detect it. Determine the air flow in the room.

move A: 1) Suggest to fill the polyethylene pouches A: one with small items, the other with air. Compare bags. The pouch with objects is heavier, objects are felt to the touch. The air sac is light, convex, smooth.

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

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

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

Experiments with objects. "Compass".

Target: To introduce the device, operation of the compass and its functions. Material: Compass.

1. Each child puts the compass in the palm of their hand and "opening" him (how to do this, an adult shows, watches the movement of the arrow. As a result, the children once again find out where the north is, where the south (this time with a compass).

The game "Teams".

Children stand up, put the compasses in their palms, open them and follow the commands. for instance: take two steps north, then two steps south, three more steps north, one step south, etc.

Teach children to find east and west with a compass. To do this, find out what the letters mean - C, Yu, Z, B - which are written inside the compass.

Then let the children turn the compass in their palm so that the blue end of its arrow “looks” at the letter C, that is, north. Then the arrow (or match, which (mentally) connects the letters Z and B, will show the direction "West East" (actions with cardboard arrow or match). Thus the children

find west and east. game in "Teams" With "using" all sides of the horizon.

Experiments with objects. "When a magnet is harmful".

Target: Introduce how a magnet acts on the environment.

Material: Compass, magnet.

Let the children make their guesses about what will happen if you put a magnet near the compass? What will happen to the arrow? Will she change her position? Test the children's assumptions experimentally. By bringing the magnet to the compass, the children will see that the compass needle moves with the magnet.

Explain the observed: a magnet that has approached a magnetic needle affects it more than terrestrial magnetism; the arrow-magnet is attracted to the magnet, which has a stronger effect on it compared to the Earth. Remove the magnet and compare the readings of the compass with which all these experiments were carried out with the readings others: it began to show the sides of the horizon incorrectly.

Find out with the children what "tricks" with a magnet are harmful to the compass - its readings "go astray" (therefore it is better to take only one compass for this experiment).

Tell the kids (you can do it on behalf of Pochemuchki) that a magnet is also harmful to many devices, the iron or steel of which can become magnetized and begin to attract various iron objects. Because of this, the readings of such devices become incorrect.

The magnet is harmful to audio and video cassette: both the sound and the image on them may deteriorate, be distorted. It turns out that a very strong magnet is also harmful to humans, since both humans and animals have iron in their blood, which the magnet acts on, although this is not felt.

Find out with your children if a magnet is harmful to the TV. If you bring a strong magnet to the screen of a TV that is on, the image will be distorted, and the color may disappear. after the magnet is removed, both should be restored.

Please note that such experiments are dangerous for "health" TV also because a magnet can inadvertently scratch the screen or even break it.

Let the children remember and tell Pochemuchka about how "defend" from a magnet (using steel screen, magnetic anchor).

Experiments with plants. What is needed to feed a plant?

Target. Set how the plant seeks light.

Materials. Indoor plants with hard leaves (ficus, sansevera, adhesive tape.

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

Results. Without light, plant nutrition is not formed.

Experiments with plants. "How does the sun affect the plant"

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

move: 1) Plant the onion in a container. Put in the sun, under a cap and in the shade. What will happen to the plants?

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

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

Conclusion: Plants need sunlight to grow, keep their green color, since sunlight accumulates chlorophytum, which gives green color to plants and for the formation of nutrition.

Experiments with objects. "Electric Comb"

Target: introduce children to the manifestation of one type of electricity.

Material: hairbrush.

Holding experience. A child comes to visit from another groups and show the kids focus: takes a comb out of his pocket, rubs it on his woolen shirt, touches his hair. Hair "come alive", become "on end".

Question for children: "Why is this happening?" Hair "come alive" by static electricity due to friction

combs with wool fabric shirts.

Experience with water. "Rain Clouds" .

Kids will love this simple game that teaches them how it rains. (schematic, of course): At first, water accumulates in the clouds, and then spills onto the ground. This " experience"can be carried out both in the lesson of natural history, and in kindergarten in the senior group and at home with children of all ages - it enchants everyone, and the children ask to repeat it again and again. So stock up on shaving foam.

Fill the jar about 2/3 full of water. Squeeze the foam right on top of the water to make it look like a cumulus cloud. Now pipette onto the foam (better entrust it to the child) colored water. And now it remains only to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.

Experience with chalk. "Disappearing Chalk".

Target: to introduce children to the properties of chalk - this 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.

For the spectacular experience we need a small piece of chalk. Dip the 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, in contact with acetic acid it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.

"Polar Lights"

Target: Understand that the aurora is a manifestation of the magnetic forces of the Earth.

Material: Magnet, metal filings, two sheets of paper, cocktail straw, balloon, small pieces of paper.

Holding experience. Children put a magnet under a sheet of paper. Metal filings are blown from another sheet at a distance of 15 cm through a tube onto paper. Figure out what's going on (sawdust are arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with particles of air and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction against the hair. (pieces of paper are particles of the solar wind, the ball is the Earth).

"Unusual painting»

Target: Explain the action of magnetic forces, use knowledge to create paintings.

Material: Magnets of various shapes, metal filings, paraffin, strainer, candle, two glass plates.

Holding experience. Children are considering picture made using magnets and metal filings on a paraffin plate. An adult invites children to find out how it was created. They check the effect of magnets of various shapes on sawdust, pouring them out onto paper, under which a magnet is placed. Consider an algorithm for making an unusual paintings, perform sequentially all actions: cover a glass plate with paraffin, install it on magnets, pour sawdust through a sieve; lifting, heat the plate over the candle, cover with a second plate, make a frame.

"A magnet draws the Milky Way"

Target: to introduce children to the property of a magnet to attract metal, to develop interest in experimental activities.

Material: magnet, metal filings, a sheet of paper with the image of the night sky.

Holding experience. Observation with adults of the night sky, where the Milky Way is clearly visible. On the map the sky with a wide strip we pour out sawdust imitating the Milky Way. On the reverse side we bring the magnet and slowly move it. The sawdust depicting the constellations begin to move across the starry sky. Where the magnet has a positive pole, the filings are attracted to each other, creating unusual planets. Where the magnet has a negative pole, the sawdust repel each other, depicting separate night luminaries.

Experiments with liquids. "Colored milk" .

materials: Whole milk, food coloring, liquid detergent, cotton buds, 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 detergent and touch the wand to the very center of the plate with milk. The milk will move and the colors will mix.

Explanation: Detergent reacts with fat molecules in milk and sets them in motion. That is why for experience Skimmed milk is not suitable.

Experiments with liquids. "Erupting Volcano"

Required inventory:

Volcano:

Blind 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, drop

3. A drop of liquid detergent to make the volcano foam better;

Experience held on a tray. Children can do it themselves, under the guidance of a teacher. First, soda is poured into the cone, and then lava is poured, only very carefully.

Experiments with light.

Multicolored lights.

Target: Find out what colors the sun is made of

game material: Baking tray, flat mirror, sheet of white paper, drawing showing the location of the equipment.

Game progress: Children spend experience on a clear sunny day. Fill a baking sheet with water. They put it on the table near the window so that the morning light of the sun falls on it. Place the mirror inside the baking sheet, with the top side on the edge of the baking sheet and the bottom side in the water at such an angle that it catches the sunlight. With one hand and the base, they hold a sheet of paper in front of the mirror, with the other they slightly bring the mirror closer. Adjust the position of the mirror and paper until a colorful rainbow appears on it. Produce light vibrating movements with a mirror. Children watch how sparkling multi-colored lights appear on white paper. Discuss the results. Water from the top layer to the surface of the mirror acts as a prism. (A prism is a triangular glass that refracts the rays of light passing through it so that the light is broken into different colors - the spectrum. The prism can divide sunlight into seven colors, which are located in such okay: red, orange, yellow, green, blue, indigo and violet.) An adult suggests memorizing the colors of the rainbow by learning phrase: "Every hunter wants to know where the pheasant sits". The children figure out that each word starts with the same letter as the corresponding color of the rainbow and they are in the same order. Children clarify that water splashes and changes the direction of light, which makes the colors resemble fire.

Medinskaya Tatyana Nikolaevna
Educational institution: SBEI LPR "Preschool educational institution "Zhuravushka"
Brief job description:
Publication date: 2018-12-01 Card file of experiences and experiments in the group preparatory to school Medinskaya Tatyana Nikolaevna SBEI LPR "Preschool educational institution "Zhuravushka" This work includes 64 experiments that are aimed at studying the properties of water, sand, clay, air, soil. Each experience is accompanied by a purpose, equipment, and the effectiveness of this experience.

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Card file of experiences and experiments in the group preparatory to school

Card file of experiments and experiments

(preparatory group for school)

EXPERIENCE #1

"Rostock"

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

Materials. A tray of any shape, sand, clay, rotted leaves.

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

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

EXPERIENCE #2

"Sand"

Target. Consider the shape of the grains.

Materials. Clean sand, tray, magnifier.

Process. Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It may be different; tell the children that in the desert it is shaped like a diamond. Let each child pick up the sand and feel how loose it is.

Outcome. Loose sand and its grains of sand come in different shapes.

EXPERIENCE #3

"Sand Cone"

Target. Set the properties of the sand.

Materials. Dry sand.

Process. Take a handful of dry sand and release it in a trickle so that it falls in one place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then in one place, then in another there are slips; the movement of sand is like a current.

Outcome. The sand can move.

EXPERIENCE #4

"Scattered Sand"

Target. Set the scattered sand property.

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

Process. Level the area with dry sand. Pour the sand evenly over the entire surface through a sieve. Dip the pencil into the sand without pressure. Place a heavy object (such as a key) on the surface of the sand. Pay attention to the depth of the trace left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink about twice as deep into scattered sand as it does into scattered sand. The imprint of a heavy object will be noticeably more distinct on thrown sand than on scattered sand.

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

EXPERIENCE #5

"Vaults and Tunnels"

Target. Find out why insects that have fallen into the sand are not crushed by it, but are selected safe and sound.

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

Process. Insert a pencil into the tube. Then we fill the tube with a pencil with sand so that the ends of the tube protrude outward. We take out the pencil and see that the tube is not crumpled.

Outcome. The grains of sand form protective vaults, so insects caught in the sand remain unharmed.

EXPERIENCE #6

"Wet Sand"

Target. Introduce children to the properties of wet sand.

Materials. Wet sand, sand molds.

Process. Take wet sand in the palm of your hand and try to pour it in a trickle, but it will fall in pieces from the palm of your hand. Fill molds for sand with wet sand and turn it over. The sand will keep the shape of the mold.

Outcome. Wet sand cannot be poured in a trickle from the palm of your hand; the backwater can take any desired shape until it dries. When the sand gets wet, the air between the edges of the sand grains disappears, the wet edges stick together.

EXPERIENCE #7

"Properties of Water"

Target. To acquaint children with the properties of water (takes shape, has no smell, taste, color).

Materials. Several transparent vessels of various shapes, water.

Process. Pour water into transparent vessels of various shapes and show the children that the water takes the form of vessels.

Outcome. Water has no form and takes the form of the vessel in which it is poured.

The taste of water.

Target. Find out if the water has a taste.

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

Process. Ask before experimenting what the water tastes like. After that, let the children try plain boiled water. Then put salt in one glass. In another sugar, stir and let the children try. What is the taste of the water now?

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

The smell of water.

Target. Find out if the water has an odor.

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

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

Outcome. Water has no smell, it smells of the substance that is added to it.

Water color.

Target. Find out if the water has a color.

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

Process. Have the children put crystals of different colors in glasses of water and stir to dissolve. What color is the water now?

Outcome. Water is colorless, takes on the color of the substance that is added to it.

EXPERIENCE #8

"Living Water"

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

Materials. Freshly cut branches of rapidly blossoming trees, a vessel with water, the label "Living Water".

Process. Take a vessel, stick the label "Living Water" on it. Look at the branches with the children. After that, put the branches in the water, and remove the vessel in a prominent place. Time will pass and they will come to life. If these are poplar branches, they will take root.

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

EXPERIENCE #9

"Evaporation"

Target. To acquaint children with 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.

Outcome. When heated, water changes from liquid to gaseous, and when cooled, from gaseous to liquid.

EXPERIENCE #10

"Aggregate states of water"

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

Stroke: 1) If it is warm outside, then the water is in a liquid state. If the temperature is below zero outside, then the water passes from a liquid to a solid state (ice in puddles, instead of rain it snows).

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

EXPERIENCE #11

"Properties of Air"

Target. Introduce children to the properties of air.

Material. Scented wipes, orange peels, etc.

Process. Take scented napkins, orange peels, etc. and invite the children to smell the smells in the room in succession.

Outcome. Air is invisible, has no definite shape, circulates in all directions, and has no odor of its own.

EXPERIENCE #12

"Air compresses"

Target. Continue to acquaint children with the properties of air.

Materials. Plastic bottle, non-inflated balloon, refrigerator, hot water bowl.

Process. Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend, as the air contracts when it cools.

Outcome. When heated, air expands, and when cooled, it contracts.

EXPERIENCE #13

"The Air Expands"

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

Stroke: Consider the "thermometer", how it works, its device (bottle, tube and cork). Make a model of a thermometer with the help of an adult. Make a hole in the cork with an awl, insert it into the bottle. Then draw a drop of tinted water into a tube and stick the tube into the cork so that a drop of water does not pop out. Then heat the bottle in your hands, a drop of water will rise up.

EXPERIENCE #14

"Water expands when it freezes"

Target: Find out how snow keeps you warm. Protective properties of snow. Prove that water expands when it freezes.

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

Conclusion: In the snow, water does not freeze, because the snow retains heat, on the surface it turned into ice. If the jar or bottle where the water has turned into ice bursts, then conclude that the water expands when it freezes.

EXPERIENCE #15

"The life cycle of flies"

Target. Observe the life cycle of flies.

Materials. Banana, liter jar, nylon stocking, pharmaceutical gum (ringlet).

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

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

EXPERIENCE No. 16

"Why do the stars seem to move in circles"

Target .Find why the stars move in a circle.

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

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

Results. Rings of light appear on the rotating paper circle. Our vision retains the image of white dots for a while. Due to the rotation of the circle, their individual images merge into rings of light. This is what happens when astronomers take pictures of the stars, taking many hours of exposure. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are stationary relative to it. Although it seems to us that the stars are moving, the photographic plate is moving along with the Earth rotating around its axis.

EXPERIENCE No. 17

"Dependence of snow melting on temperature"

Target. To bring children to an understanding of the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow melts.

Stroke: 1) On a frosty day, invite the children to make snowballs. Why don't you get snowballs? Snow crumbly, dry. What can be done? Bring snow into the group, after a few minutes we are trying to make a snowball. The snow has become plastic. Snowballs are blind. Why is the snow sticky?

2) Put saucers with snow in a group on the window and under the battery. Where does the snow melt faster? Why?

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

EXPERIENCE #18

"How does a thermometer work"

Target. See how the thermometer works.

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

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

Results. When you hold the balloon with your fingers, the thermometer starts to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers heats up the liquid in the thermometer. As the liquid heats up, it expands and rises from the balloon up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and descends down the tube. Outdoor thermometers usually measure air temperature. Any change in its temperature leads to the fact that the column of liquid either rises or falls, thereby showing the temperature of the air.

EXPERIENCE #19

"Can a plant breathe?"

Target. Reveal the plant's need for air, respiration. Understand how the process of respiration occurs in plants.

Materials. Houseplant, cocktail tubes, vaseline, magnifying glass.

Process. An adult asks if plants breathe, how to prove that they breathe. Children determine, based on knowledge about the process of breathing in humans, when breathing, air must enter the plant and leave it. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that Vaseline does not let air through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week.

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

EXPERIENCE #20

Do plants have respiratory organs?

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

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

Process. An adult offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult with children conducts the experiment “Through the leaf” in the following sequence: a) pour water into a bottle, leaving it 2-3 cm unfilled;

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

Results. Air passes through the leaf into the stem, as the release of air bubbles into the water is visible.

EXPERIENCE No. 21

"Do roots need air?"

Target. Identifies the cause of the plant's need for loosening; prove that the plant breathes by all parts.

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

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

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

EXPERIENCE No. 22

What does the plant secrete?

Target. Establish that the plant releases oxygen. Understand the need for respiration for plants.

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

Process. An adult invites children to find out why it is so pleasant to breathe in the forest. Children assume that plants release oxygen for human respiration. The assumption is proved by experience: a pot with a plant (or a cutting) is placed inside a high transparent container with a sealed lid. Put in a warm, bright place (if the plant gives oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out if oxygen has accumulated in the jar (oxygen burns). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid.

Results. Plants release oxygen.

EXPERIENCE No. 23

"Do all leaves have food?"

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

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

Process. An adult suggests finding out if there is nutrition in leaves that are not painted green (in begonias, the reverse side of the leaf is painted burgundy). Children assume that there is no food in this sheet. An adult offers children to place a sheet in boiling water, after 5 - 7 minutes to examine it, draw the result.

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

EXPERIENCE No. 24

"In the Light and in the Dark"

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

Materials. Onions, a box made of durable cardboard, two containers with earth.

Process. An adult offers to find out by growing onions whether light is needed for plant life. Close part of the bow with a cap made of thick dark cardboard. Sketch the result of the experiment after 7 - 10 days (the onion under the cap has become light). Remove the cap.

Results. After 7 - 10 days, the result is again sketched (the onion turned green in the light - which means food has formed in it).

EXPERIENCE #25

"Who's better?"

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

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

Process . An adult suggests determining whether plants can live long without soil (they cannot); where they grow best - in water or in soil. Children place geranium cuttings in different containers - with water, earth. Watch them until the first new leaf appears. The results of the experiment are recorded in the diary of observations and in the form of a model of the dependence of plants on the soil.

Results. In a plant in the soil, the first leaf appeared faster, the plant is gaining strength better; in water the plant is weaker.

EXPERIENCE No. 26

"Where is the best place to grow?"

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

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

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

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

EXPERIENCE No. 27

"Labyrinth"

Target. Set how the plant seeks light.

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

Process. A tuber is placed in a box, closed it, put in a warm, but not hot place, with a hole towards the light source. Open the box after the emergence of potato sprouts from the hole. Consider, noting their directions, color (sprouts are pale, white, twisted in search of light in one direction). Leaving the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).

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

EXPERIENCE No. 28

"How a shadow is formed"

Target: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position.

Stroke: 1) Show children the shadow theater. Find out if all objects cast a shadow. Transparent objects do not give a shadow, as they pass light through themselves, dark objects give a shadow, since light rays are less reflected.

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

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

EXPERIENCE No. 29

What is needed to feed a plant?

Target . Set how the plant seeks light.

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

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

Results. Without light, plant nutrition is not formed.

EXPERIENCE No. 30

"What then?"

Target. To systematize knowledge about the development cycles of all plants.

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

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

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

EXPERIENCE No. 31

"How to Detect Air"

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

Stroke: 1) Offer to fill plastic bags: one with small items, the other with air. Compare bags. The pouch with objects is heavier, objects are felt to the touch. The air sac is light, convex, smooth.

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

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

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

EXPERIENCE No. 32

"What are the roots for?"

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

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

Process. Children look at cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plants in the ground), whether they take water. An experiment is carried out: the plant is placed in a transparent container, the water level is noted, the container is tightly closed with a lid with a slot for the cutting. Determine what happened to the water after a few days.

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

EXPERIENCE No. 33

"How to see the movement of water through the roots?"

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

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

Process . Children examine geranium or balsam cuttings with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can roots take from the ground? Children's ideas are discussed. Consider food dry dye - "nutrition", add it to the water, stir. Find out what should happen if the roots can take not only water (the spine should turn a different color). After a few days, the children draw the results of the experiment in the form of a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

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

EXPERIENCE No. 34

"How does the sun affect the plant"

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

Stroke: 1) Plant onions in a container. Put in the sun, under a cap and in the shade. What will happen to the plants?

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

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

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

EXPERIENCE No. 35

How are bird feathers arranged?

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

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

Process . Children examine the fly feather of a bird, paying attention to the rod and the fan attached to it. They find out why it falls slowly, smoothly circling (the feather is light, since there is emptiness inside the rod). An adult offers to wave the feather, to observe what happens to it when the bird flaps its wings (the feather springs elastically, without unhooking the hairs, preserving the surface). The fan is examined through a strong magnifying glass (there are protrusions and hooks on the grooves of the feather, which can be firmly and easily combined with each other, as if fastening the surface of the feather). Considering the downy feather of a bird, they find out how it differs from the fly feather (the downy feather is soft, the hairs are not interlocked with each other, the rod is thin, the feather is much smaller in size), the children reason why birds have such feathers (they serve to keep warm).

sand and clay

Experience No. 36"Sand Cone"

Target: To acquaint with the property of sand - flowability.

Stroke: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasing area at the base. If you pour sand for a long time in one place, then in another, slips occur; the movement of sand is like a current. Is it possible to lay a permanent road in the sands

Conclusion: Sand is a loose material.

Experiment 37 What are sand and clay made of?

Examining grains of sand and clay with a magnifying glass.

What is sand made of? /Sand consists of very fine grains - grains of sand.

- How do they look? / They are very small, round /.

What is clay made of? Are the same particles visible in the clay?

In the sand, each grain of sand lies separately, it does not stick to its “neighbors”, and clay consists of very small particles stuck together. Dust particles from clay are much smaller than grains of sand.

Conclusion: sand consists of grains of sand that do not stick to each other, and clay consists of small particles that seem to firmly hold hands and press against each other. Therefore, sand figures crumble so easily, while clay figures do not crumble.

Experience 38 Does water pass through sand and clay?

Sand and clay are placed in glasses. They pour water on them and see which of them passes water well. Why do you think water passes through sand, but not through clay?

Conclusion:sand passes water well, because the grains of sand are not fastened together, they crumble, there is free space between them. Clay does not let water through.

Substance. stones

Experience number 39. What are the stones.
Determine the color of the stone (gray, brown, white, red, blue, etc.).
Conclusion: stones vary in color and shape

Experience Sizing.
Are your stones the same size?

Conclusion: stones come in different sizes.

Experience Determining the nature of the surface.
We will now stroke each stone in turn. Are the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest.
Conclusion: the stone can be smooth and rough.

The teacher invites everyone to take a stone in one hand and plasticine in the other. Squeeze both palms. What happened to the stone, and what happened to plasticine? Why?
Conclusion: stones are hard.

Experience. Examining stones through a magnifying glass.
Educator: What interesting things did you guys see? (Speckles, paths, depressions, dimples, patterns, etc.).

Experience. Determination of weight.
Children take turns holding stones in their palms and determine the heaviest and lightest stone.
Conclusion: stones are different in weight: light, heavy.

Experience Determination of temperature.
Among your stones, you need to find the warmest and coldest stone. Guys, how and what will you do? (The teacher asks to show a warm, then a cold stone and offers to warm a cold stone.)
Conclusion: stones can be warm and cold.

Experience 40. Do stones sink in water?
Children take a jar of water and carefully place one stone in the water. They are watching. Share the experience. The teacher draws attention to additional phenomena - circles went through the water, the color of the stone changed, became brighter.
Conclusion: stones sink in water because they are heavy and dense.

Experience. Take a wooden cube and try to lower it into the water. What will happen to him? ( The tree floats.) Now put the stone in the water. What happened to him? ( The stone is sinking.) Why? ( It is heavier than water.) Why is the tree floating? ( It is lighter than water.)

Conclusion:Wood is lighter than water and stone is heavier.

Experience. Carefully pour some water into a glass of sand. Let's touch the sand. What has he become? ( Damp, wet ). Where did the water go? (Hidden in the sand, sand quickly absorbs water). Now let's pour water into the glass where the stones lie. Do rocks absorb water? (Not) Why? (Because the stone is hard and does not absorb water, it does not let water through.)

Conclusion:The sand is soft, light, consists of individual grains of sand, absorbs moisture well. The stone is heavy, hard, waterproof.

Experience 41

Target:To acquaint with stones, the origin of which is associated with living organisms, with ancient fossils.

Material:Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.

Check what happens if you squeeze lemon juice on a stone. Place the pebble in the buzzing glass, listen. Tell us about the result.

Conclusion:Some stones "hiss" (chalk - limestone).

Scientific experience “Growing stalactites”

- Refine knowledge based on experience.

To evoke the joy of discoveries gained from experience. (soda, hot water, food coloring, two glass jars, thick woolen thread).

First of all, we prepare a supersaturated soda solution. So, we have prepared a solution in two identical jars. We put the jars in a quiet, warm place, because growing stalactites and stalagmites requires peace and quiet. We move the banks apart, and put a plate between them. We release the ends of the woolen thread into the jars so that the thread sags over the plate. The ends of the thread should fall to the middle of the cans. It will turn out such a suspension bridge made of woolen thread, the road from can to can. At first, nothing interesting will happen. The thread should be saturated with water. But after a few days, the solution will gradually begin to drip from the thread onto the plate. Drop by drop, slowly, just like in mysterious caves. First, a small bump will appear. It will grow into a small icicle, then the icicle will become bigger and bigger. And below, a tubercle will appear on the plate, which will grow upwards. If you have ever built sand castles, you will understand how it happens. Stalactites will grow from top to bottom, and stalagmites will grow from bottom to top.

Experience 42. Can stones change color?

Put one stone in the water and pay attention to it. Get the rock out of the water. What is he? (Wet.) Compare with a stone that lies on a napkin. What is the difference? (Color.)

Conclusion: Wet stone is darker.

Experience. Submerge the stone in water and see how many circles went. Then add the second, third, fourth stone and observe how many circles went from each stone, and write down the results. Compare results. See how these waves interact.

Conclusion: From a large stone, the circles are wider than from a small one.

Substance. Air and its properties

Experience No. 43 "Introduction to the properties of air"

Air, guys, is a gas. Children are invited to look at the group room. What do you see? (toys, tables, etc.) And there is also a lot of air in the room, it is not visible on it, because it is transparent, colorless. To see the air, you need to catch it. The teacher offers to look in a plastic bag. What's there? (it's empty). It can be folded several times. Look how thin he is. Now we draw air into the bag, tie it. Our bag is full of air and is like a pillow. Now let's untie the bag, let the air out of it. The package became thin again. Why? (There is no air in it). Again we will draw air into the bag and let it out again (2-3 times)

Air, guys, is a gas. It is invisible, transparent, colorless and odorless.

Take a rubber toy and squeeze it. What will you hear? (Whistling). This is the air coming out of the toy. Close the hole with your finger and try to squeeze the toy again. She doesn't shrink. What's stopping her? We conclude: The air in the toy prevents it from being compressed.

See what happens when I put a glass in a jar of water. What are you observing? (Water is not poured into the glass). Now I will gently tilt the glass. What happened? (Water poured into the glass). The air came out of the glass and the water filled the glass. Doing conclusion: Air takes up space.

Take a straw and dip it into a glass of water. Slightly blow into it. What are you observing? (Bubbles are coming) yes, that proves that you are exhaling air.

Put your hand on your chest, inhale. What's happening? (chest rises). What happens to the lungs at this time? (They fill with air.) And when you exhale, what happens to the chest? (She goes down.) What happens to our lungs? (Air comes out of them.)

We conclude:when you inhale, the lungs expand, filling with air, and when you exhale, they contract. Can we not breathe at all? Without breath there is no life.

Experience No. 44 "Dry out of water"

Children are invited to turn the glass upside down and slowly lower it into the jar. To draw the children's attention to the fact that the glass must be held evenly. What happens? Does water get into the glass? Why not?

Conclusion:there is air in the glass, it does not let water into it.

The children are invited to lower the glass into the jar of water again, but now they are invited to hold the glass not straight, but slightly tilted. What appears in the water? (visible air bubbles). Where did they come from? Air leaves the glass and water takes its place.

Conclusion:the air is transparent, invisible.

Experience No. 45 "How much does air weigh?"

Let's try to weigh the air. Take a stick about 60 cm long. Fasten a rope in its middle, to both ends of which we will tie two identical balloons. Hang the stick by the string in a horizontal position. Invite the children to think about what would happen if you pierced one of the balloons with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the balloon, and the end of the stick to which it is tied will rise up. Why? The balloon without air became lighter. What happens when we pierce the second ball too? Check it out in practice. You will regain your balance. Balloons without air weigh the same as inflated ones.

Experience No. 46. Air is always in motion

Goal: Prove that air is always in motion.

Equipment:

1. Strips of light paper (1.0 x 10.0 cm) in an amount corresponding to the number of children.

2. Illustrations: windmill, sailboat, hurricane, etc.

3. Hermetically sealed jar with fresh orange or lemon peels (you can use a perfume bottle).

Experience: Gently take a strip of paper by the edge and blow on it. She deviated. Why? We exhale air, it moves and moves the paper strip. Let's blow on the palms. You can blow harder or weaker. We feel strong or weak movement of air. In nature, this tangible movement of air is called wind. People have learned to use it (illustration), but sometimes it is too strong and brings a lot of trouble (illustration). But the wind is not always there. Sometimes there is windless weather. If we feel the movement of air in the room, this is called a draft, and then we know that a window or window is probably open. Now in our group the windows are closed, we do not feel the movement of air. Interestingly, if there is no wind and no draft, then the air is still? Consider a hermetically sealed jar. It has orange peels. Let's sniff the jar. We do not smell because the jar is closed and we cannot inhale air from it (air does not move from the closed space). Will we be able to inhale the smell if the jar is open, but far from us? The teacher takes the jar away from the children (approximately 5 meters) and opens the lid. There is no smell! But after a while, everyone smells oranges. Why? The air from the can moved around the room.

Conclusion: The air is always in motion, even if we do not feel the wind or draft.

Substance Water and its properties

Experience No. 47. "Transformations of a droplet"

Experience "Melting ice".

Cover the glass with a piece of gauze, securing it with a rubber band around the edges. Put a piece of icicle on the gauze. Place bowl with ice in a warm place. The icicle decreases, the water in the glass is added. After the icicle has completely melted, emphasize that the water was in a solid state, but turned into a liquid.

Experience "Evaporation of water".

We collect some water in a plate, measure its level on the wall of the plate with a marker and leave it on the windowsill for several days. Looking into the plate every day, we can observe the miraculous disappearance of water. Where does the water go? It turns into water vapor - evaporates.

Experience "Turning steam into water."

Take a thermos with boiling water. Open it so that the children can see the steam. But we still need to prove that steam is also water. Place a mirror over the steam. Droplets of water will appear on it, show them to the children.

Experience No. 48 "Where did the water disappear?"

Target: Identify the process of water evaporation, the dependence of the evaporation rate on the conditions (open and closed water surface).

Material: Two dimensional identical containers.

Children pour an equal amount of water into a container; together with the teacher make a mark of the level; one jar is closed tightly with a lid, the other is left open; both banks put on the windowsill.

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

Experience No. 49 "Different water"

Educator: Guys, let's take a glass and pour sand into it. What happened? Can this water be drunk?

Children: No. She is dirty and ugly looking.

Educator: Yes, indeed, such water is not suitable for drinking. What needs to be done to make it clean?

Children: It needs to be cleaned of dirt.

Educator: And you know, this can be done, but only with the help of a filter.

We can make the simplest filter for water purification with you using gauze. Watch how I do it (showing how to make a filter, then how to install it in a jar). Now try to make your own filter.

Independent work of children.

Educator: Everyone did everything right, what a great fellow you are! Let's try how our filters work. We will very carefully, little by little, pour dirty water into a glass with a filter.

The children are working on their own.

Educator: Carefully remove the filter and look at the water. What has she become?

Children: The water became clear.

Educator: Where did the oil go?

Children: All the oil is on the filter.

Educator: We have learned the easiest way to purify water. But even after filtration, water cannot be drunk immediately, it must be boiled.

Experience No. 50. The water cycle in nature.

Target: Teach children about the water cycle in nature. Show the dependence of the state of water on temperature.

Equipment:

1. Ice and snow in a small saucepan with a lid.

2. Electric stove.

3. Refrigerator (in kindergarten, you can arrange with the kitchen or the medical office to place the experimental saucepan in the freezer for a while).

Experience 1: We will bring solid ice and snow home from the street, put them in a saucepan. If you leave them for a while in a warm room, they will soon melt and you will get water. What was the snow and ice like? Snow and ice are hard, very cold. What kind of water? She is liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.

Conclusion 1: When heated (increase in temperature), solid snow and ice turn into liquid water.

Experience 2: We put the saucepan with the resulting water on the electric stove and boil. Water boils, steam rises above it, there is less and less water, why? Where does she disappear to? She turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What has become? Gaseous! Why? We increased the temperature again, heated the water!

Conclusion 2: When heated (increase in temperature), liquid water turns into a gaseous state - steam.

Experience 3: We continue to boil water, cover the saucepan with a lid, put a little ice on top of the lid and after a few seconds we show that the bottom of the lid is covered with drops of water. What was the couple like? Gaseous! What was the water like? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid drops of water.

Conclusion 3: When cooled (reducing the temperature), the gaseous vapor turns back into liquid water.

Experience 4: Let's cool our saucepan a little, and then put it in the freezer. What will happen to her? She will turn to ice again. What was the water like? Liquid! What did she become, freezing in the refrigerator? Solid! Why? We froze it, that is, reduced the temperature.

Conclusion 3: When cooled (decrease in temperature), liquid water turns back into solid snow and ice.

General conclusion: In winter it often snows, it lies everywhere on the street. You can also see ice in winter. What is it: snow and ice? This is frozen water, its solid state. The water is frozen because it is very cold outside. But then spring comes, the sun warms, it gets warmer outside, the temperature rises, the ice and snow heat up and begin to melt. When heated (increase in temperature), solid snow and ice turn into liquid water. Puddles appear on the ground, streams flow. The sun is getting hotter. When heated, liquid water turns into a gaseous state - steam. The puddles dry up, the gaseous vapor rises higher and higher into the sky. And there, high up, cold clouds meet him. When cooled, the gaseous vapor turns back into liquid water. Droplets of water fall to the ground, as from a cold saucepan lid. What is it that turns out? It's rain! It rains in spring, summer and autumn. But most of all it rains in autumn. Rain pours on the ground, puddles on the ground, a lot of water. It's cold at night, the water freezes. When cooled (reducing the temperature), liquid water turns back into solid ice. People say: “There were frosts at night, it was slippery outside.” Time passes, and after autumn comes winter again. Why is it now snowing instead of raining? And these, it turns out, are droplets of water, while falling, managed to freeze and turn into snow. But now spring comes again, snow and ice melt again, and all the wonderful transformations of water repeat again. This story repeats itself with solid snow and ice, liquid water and gaseous vapor every year. These transformations are called the water cycle in nature.

Magnet

Experience No. 51 "Attracts - does not attract"

You have objects mixed up on the table, disassemble the objects in this way: on a black tray, put all the objects that the magnet attracts. On a green tray, put those that do not react to the magnet.

V: How do we check it?

D: With a magnet.

V: To check this, you need to hold a magnet over objects.

— Let's get started! Tell me what did you do? And what happened?

D: I passed the magnet over the objects, and all the iron objects were attracted to it. This means that the magnet attracts iron objects.

V: What objects are not attracted by a magnet?

D: The magnet did not attract: a plastic button, a piece of cloth, paper, a wooden pencil, an eraser.

Experience No. 52 "Does a magnet act through other materials?"

Fishing game

Will magnetic forces pass through water? Now we will check it. We will catch fish without a rod, only with the help of our magnet. Swipe the magnet over the water. Get started.
Children hold a magnet over the water, iron fish at the bottom are attracted to the magnet.
-Tell us what you did and what worked for you.
-I held a magnet over a glass of water, and the fish lying in the water was attracted, magnetized.

Conclusion - Magnetic forces pass through water.

Game-experience "Butterfly flies"

-Guys, what do you think, can a paper butterfly fly?
-I will put a butterfly on a sheet of cardboard, a magnet under the cardboard. I will move the butterfly along the drawn paths. Start experimenting.
- Tell us what you did and what you got.
- The butterfly is flying.
-And why?
-The bottom of the butterfly also has a magnet. A magnet attracts a magnet.
-What moves a butterfly? (magnetic force).
-That's right, magnetic forces have their magical effect.
-What can we conclude?
-Magnetic force passes through the cardboard.
-Magnets can act through paper, so they are used, for example, to attach notes to the metal door of the refrigerator.
-What conclusion can be drawn? Through what materials and substances does the magnetic force pass?

Conclusion - Magnetic force passes through the cardboard.
-That's right, the magnetic force passes through different materials and substances.

Game-experiment No. 53 "Without getting your hands wet"

Does a magnet work through other materials?
Now let's go to the wizard's lab.
- Listen to the next question. How do you get a paperclip out of a glass of water without getting your hands wet?
-Children try. (Showing how to do it).
- We need to take a magnet. And then you need to lead the magnet along the outer wall of the glass.
- Tell us what you did and what you got. (The paperclip follows the upward movement of the magnet.)
-What moved the paperclip? (Magnetic force)
-What conclusion can be drawn: do magnetic forces pass through glass?

Conclusion - Magnetic forces pass through glass

Material properties.

Experience No. 54 Relatives of glass

Target: Learn objects made of glass, earthenware, porcelain. Compare their qualitative characteristics and properties.

Game material: Glass cups, earthenware goblets, porcelain cups, water, paints, wooden sticks, activity algorithm.

Game progress: Children remember the properties of glass, list the quality characteristics (transparency, hardness, brittleness, water resistance, thermal conductivity). An adult talks about how glass glasses, faience goblets, and china cups are "close relatives". He proposes to compare the qualities and properties of these materials, determining the algorithm for conducting the experiment: pour tinted water into three containers (transparency degree), put them in a sunny place (thermal conductivity), tap the cups with wooden sticks (“ringing porcelain”). Summarize the identified similarities and differences.

Experience No. 55 The world of paper

Target: Learn different types of paper (napkin, writing, wrapping, drawing), compare their quality characteristics and properties. Understand that the properties of a material determine the way it is used.

Game material: Squares cut from different types of paper, water containers, scissors.

Game progress: Children look at different types of paper. Reveal common qualities and properties: burns, gets wet, wrinkled, torn, cut. An adult finds out from children how then the properties of different types of paper will differ. The children make their guesses. Together they determine the activity algorithm: crumple four different pieces of paper -> tear in half -> cut into two parts -> lower into a container of water. It is revealed which type of paper is wrinkled faster, gets wet, etc., and which one is slower.

Experience No. 56 World of fabric

Target: Learn different types of fabrics, compare their qualities and properties; understand that the properties of the material determine the way it is used.

Game material: Small pieces of fabric (velveteen, velvet, faux fur), scissors, water containers, activity algorithm:

Game progress: Children examine things sewn from different types of fabrics, pay attention to the general characteristics of the material (wrinkles, tears, cuts, gets wet, burns). They determine the algorithm for conducting a comparative analysis of different types of fabric: crumple -> cut each piece into two parts -> try to break it in half - “lower it in a container with water and determine the wetting rate” - draw a general conclusion about the similarities and differences in properties. An adult focuses the attention of children on the dependence of the use of a particular type of fabric on its qualities.

Experience No. 57 The world of wood

1. "Light - Heavy"

Guys, lower the wooden and metal bars into the water.

Children lower the materials into a basin of water.

What happened? Why do you think the metal bar sank immediately? (children's thoughts)

What happened to the wooden block? Why didn't he drown, swim?

The teacher leads the children with questions to the idea that the tree is light, so it did not drown; metal is heavy, it sank.

Guys, let's mark these properties of materials in the table.

How do you think our material friends can get across the river? (reflections and answers of children)

The teacher leads the children to the idea that with the help of a tree, metal can be transported to the other side (put metal on a wooden block - the metal will not sink).

So friends moved to the other side. The wooden block was proud, because he rescued his friend. Friends go further, and on their way they have the next obstacle.

What obstacle did your friends encounter along the way? (the fire)

Do you think the material friends will be able to continue their journey? What happens to metal if it gets into a fire? With a tree? (reflections and answers of children)

Let's check.

2. "On - off"

The teacher lights the spirit lamp, alternately heats a piece of wood and metal. Children are watching.

What happened? (wood burns, metal heats up).

Let's reflect these properties of materials in the table.

Since Metal does not burn, he helped his friends get over the fire. He became proud and decided to tell about himself to his friends and you guys.

Guys, tell me, if the objects are made of metal, then what are they ... (metal), from wood - (wooden).

We decided to move on. They go and argue - which of them is the most sonorous.

Guys, what do you think, what material is the most sonorous? (reflections and answers of children)

Let's check.

3. "3 sounds - does not sound"

Guys, you have spoons on your tables. What are they made of? (wood, plastic, metal)

Let's take wooden spoons and knock them together. What sound do you hear: deaf or voiced?

Then the procedure is repeated with metal and plastic spoons.

The teacher leads the children to the conclusion : metal makes the most ringing sound, while wood and plastic make a deaf sound.

These properties are marked in the table.

Friends go further. They walked for a long time, tired. Friends saw the house and decided to rest in it.

Guys, what material is the house built from? (children's answers)

Is it possible to build a house from metal, plastic? (children's answers)

Why? (children's thoughts)

4. "Warm - cold"

Guys, I suggest you conduct an experiment. Let's check which material is the warmest.

Take a wooden plate in your hands. Gently place it on your cheek. What do you feel? (children's answers)

The procedure is repeated with metal and plastic plates. The teacher leads the children to the conclusion that wood is the warmest material.

So, it is better to build houses from .... (tree)

Let's mark it in our table.

Guys, our table is full, look at it. Let's remember once again what properties wood, metal and iron have.

Plants

Experience No. 58 Do roots need air?

Target : identify the cause of the plant's need for loosening; prove that the plant breathes with all organs.

Equipment : a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Experience progress : Students figure out why one plant grows better than another. Consider, determine that in one pot the soil is dense, in the other - loose. Why is dense soil worse? They prove it by immersing identical lumps in water (water passes worse, there is little air, since fewer air bubbles are released from dense earth). They clarify whether the roots need air: for this, three identical bean sprouts are placed in transparent containers with water. In one container, using a spray gun, air is injected to the roots, the second is left unchanged, in the third, a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. They observe the change in seedlings (it grows well in the first container, worse in the second, in the third - the plant dies), draw conclusions about the need for air for the roots, sketch the result. Plants need loose soil to grow, so that the roots have access to air.

Experience No. 59 Plants drink water

Target : prove that the root of the plant absorbs water and the stem conducts it; explain the experience using the knowledge gained.

Equipment : curved glass tube inserted into a rubber tube 3 cm long; adult plant, transparent container, tube holder.

Experience progress : Children are offered to use an adult balsam plant on cuttings, put them in water. Put the end of the rubber tube on the stump remaining from the stem. The tube is fixed, the free end is lowered into a transparent container. Water the soil, observing what is happening (after a while, water appears in the glass tube and begins to drain into the container). Find out why (water from the soil through the roots reaches the stem and goes further). Children explain using knowledge about the functions of stem roots. The result is drawn.

In that experience we invite the child to learn how plants they drink water. "Look what's in my hand? Yes, it's celery. And what color is it? That's right, green. This plant will help us to learn and see how plants drink! Remember, every plant has roots that are in the ground. The plant receives its nourishment from the roots. In the same way, plants drink water. Plant roots are made up of tiny, tiny cells.

At this stage of the experiment, it is desirable to additionally use the technique of commented drawing, that is, immediately draw arbitrarily what you are talking about. Cells inside a plant and water molecules can be drawn on whatman paper or chalk on a blackboard.

“Water also consists of very small cells, molecules. And since they are also constantly moving in a chaotic manner like this (show with the help of hand movements), they begin to penetrate each other, that is, to mix. Let's see how it goes now."

Practical part of experience:

Take a glass of water, let the child add food coloring and stir it thoroughly until completely dissolved. Remember: the more obvious you want to see the result, the more concentrated the dye solution should be. Then have the child place the celery in a bowl of colored water and let it sit for a few days. By the middle of the week, your baby's surprise will have no limits.

Make a rainbow at home

We will need:

glass container;

water;

mirror;

plasticine.

Practical part of experience:

On a sunny day, fill a large glass container with water.

Then dip the mirror into the water.

Move this mirror and find a position where a rainbow forms on the walls of the room. You can fix the position of the mirror with plasticine.

Let the water calm down so that the rainbow is more distinct, and then draw the rainbow as you see it.

Experience No. 60 "Establish how the distance from the sun affects the air temperature"

Material: two thermometers, table lamp, long ruler.
Take a ruler and place one thermometer at the 10 cm mark, and the second thermometer at the 100 cm mark. Place a table lamp at the zero mark of the ruler. Turn on the lamp. In 10 minutes. Compare the readings of both thermometers. The nearest thermometer shows a higher temperature.

The thermometer, which is closer to the lamp, receives more energy, therefore, heats up more. The farther the light from the lamp spreads, the more its rays diverge; they cannot heat the far thermometer much. The same thing happens with the planets.

You can also measure the air temperature on the sunny side and in the shade on the site.

The soil

Experience No. 61

Show what soil is made of.

We put a little soil on a sheet of paper, consider, determine the color, smell, rub the lumps of earth, find the remains of plants. We look at the microscope.

V. Microbes live in the soil (they turn humus into mineral salts, which are so necessary for plants to live).

Experience No. 62

Target. Show that there is air in the soil.

Equipment and materials. Soil samples (loose); water jars (for each child); a large jar of water from the teacher.

Conducting experience . Remind that in the Underground Kingdom - the soil - there are many residents (earthworms, moles, beetles, etc.). What do they breathe? Like all animals, air. Offer to check if there is air in the soil. Dip a sample of soil into a jar of water and offer to observe if air bubbles appear in the water. Then each child repeats the experience independently and draws the appropriate conclusions. Together they find out: who has more air bubbles in the water.

Experience No. 63

Target. Show how soil pollution occurs; discuss the possible implications of this.

Equipment and materials. Two glass jars with soil samples and two transparent containers with water; in one - clean water, in the other - dirty (a solution of washing powder or soap, so that the foam is clearly visible).

Conducting an experiment. Have the children look at the water in both containers. What is the difference? Say that one has pure rainwater; in the other dirty water, which remained after washing. At home, we pour such water into the sink, and outside the city we simply splash it on the ground. Invite the children to express their hypotheses: what will happen to the earth if it is poured with clean water? What if it's dirty? Pour the soil in one jar with clean water, in the other with dirty water. What changed? In the first jar, the soil became wet, but remained clean: it will be able to water a tree, a blade of grass. What about the other bank? The soil became not only wet, but also dirty: soap bubbles and streaks appeared. Place the jars side by side and offer to compare soil samples after watering. Ask the children the following questions.

If they were in the place of an earthworm or a mole, what kind of soil would you choose for your home?

How would they feel if they had to live in a dirty land?

What would they think of the people who polluted the soil? What would they ask for if they could speak?

Has anyone seen how dirty water gets into the soil?

Conclude: in life, as in fairy tales, there is “living water” (it falls into the ground along with rain, melted snow; it waters plants, animals), but there is also “dead” water - dirty (when it enters the soil, underground inhabitants things are bad: they can get sick and even die). Where does dead water come from? It flows down factory pipes, gets into the ground after washing cars (show the appropriate illustrations or look for such places in your immediate surroundings on a walk, of course, not forgetting about safety rules). In many places on our planet, the earth-soil is polluted, “sick” and can no longer feed and water the plants with clean water, and animals cannot live in such soil. What follows from this? We need to take care of the Underworld, try to make it always clean. In conclusion, discuss what the children (each of them), their parents, educators can do for this. Tell us about the fact that in some countries they have learned to “treat” the soil - to clean it of dirt.

Experience No. 64

Target. Show that as a result of trampling the soil (for example, on paths, playgrounds), the living conditions of underground inhabitants worsen, which means that there are fewer of them. Help children to independently come to the conclusion about the need to comply with the rules of behavior on vacation.

Equipment and materials. For the soil sample: the first is from a site that is rarely visited by people (loose soil); the second - from a path with densely packed earth. For each sample jar of water. Labels are glued on them (for example, on a jar into which you will lower a soil sample from a path, a silhouette of a human footprint cut out of paper, and on another a drawing of any plant).

Conducting an experiment. Remind the children where the soil samples were taken from (it is better to take them with the children in areas that are familiar to them). Offer to express your hypotheses (where there is more air in the soil - in places that people like to visit, or where a person’s foot rarely sets foot), justify them. Listen to everyone who wants to, generalize their statements, but do not evaluate them, because the children must be convinced of the correctness (or incorrectness) of their assumptions in the process of conducting the experiment.

At the same time, dip the soil samples into jars of water and observe which one has more air bubbles (loose soil sample). Ask the children where it is easier for underground dwellers to breathe? Why is there less air "under the path"? When we walk on the ground, we “press” on its particles, they seem to be compressed, there is less and less air between them.

Card file of experiments and experiments

(preparatory group for school)

SEPTEMBER

EXPERIENCE #1

"Rostock"

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

Materials. A tray of any shape, sand, clay, rotted leaves.

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

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

EXPERIENCE #2

"Sand"

Target. Consider the shape of the grains.

Materials. Clean sand, tray, magnifier.

Process. Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It may be different; tell the children that in the desert it is shaped like a diamond. Let each child pick up the sand and feel how loose it is.

Outcome. Loose sand and its grains of sand come in different shapes.

EXPERIENCE #3

"Sand Cone"

Target. Set the properties of the sand.

Materials. Dry sand.

Process. Take a handful of dry sand and release it in a trickle so that it falls in one place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then in one place, then in another there are slips; the movement of sand is like a current.

Outcome. The sand can move.

EXPERIENCE #4

"Scattered Sand"

Target. Set the scattered sand property.

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

Process. Level the area with dry sand. Pour the sand evenly over the entire surface through a sieve. Dip the pencil into the sand without pressure. Place a heavy object (such as a key) on the surface of the sand. Pay attention to the depth of the trace left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink about twice as deep into scattered sand as it does into scattered sand. The imprint of a heavy object will be noticeably more distinct on thrown sand than on scattered sand.

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

EXPERIENCE #5

"Vaults and Tunnels"

Target. Find out why insects that have fallen into the sand are not crushed by it, but are selected safe and sound.

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

Process. Insert a pencil into the tube. Then we fill the tube with a pencil with sand so that the ends of the tube protrude outward. We take out the pencil and see that the tube is not crumpled.

Outcome. The grains of sand form protective vaults, so insects caught in the sand remain unharmed.

EXPERIENCE #6

"Wet Sand"

Target. Introduce children to the properties of wet sand.

Materials. Wet sand, sand molds.

Process. Take wet sand in the palm of your hand and try to pour it in a trickle, but it will fall in pieces from the palm of your hand. Fill molds for sand with wet sand and turn it over. The sand will keep the shape of the mold.

Outcome. Wet sand cannot be poured in a trickle from the palm of your hand; the backwater can take any desired shape until it dries. When the sand gets wet, the air between the edges of the sand grains disappears, the wet edges stick together.

EXPERIENCE #7

"Properties of Water"

Target. To acquaint children with the properties of water (takes shape, has no smell, taste, color).

Materials. Several transparent vessels of various shapes, water.

Process. Pour water into transparent vessels of various shapes and show the children that the water takes the form of vessels.

Outcome. Water has no form and takes the form of the vessel in which it is poured.

The taste of water.

Target. Find out if the water has a taste.

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

Process. Ask before experimenting what the water tastes like. After that, let the children try plain boiled water. Then put salt in one glass. In another sugar, stir and let the children try. What is the taste of the water now?

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

The smell of water.

Target. Find out if the water has an odor.

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

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

Outcome. Water has no smell, it smells of the substance that is added to it.

Water color.

Target. Find out if the water has a color.

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

Process. Have the children put crystals of different colors in glasses of water and stir to dissolve. What color is the water now?

Outcome. Water is colorless, takes on the color of the substance that is added to it.

EXPERIENCE #8

"Living Water"

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

Materials. Freshly cut branches of rapidly blossoming trees, a vessel with water, the label "Living Water".

Process. Take a vessel, stick the label "Living Water" on it. Look at the branches with the children. After that, put the branches in the water, and remove the vessel in a prominent place. Time will pass and they will come to life. If these are poplar branches, they will take root.

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

EXPERIENCE #9

"Evaporation"

Target. To acquaint children with 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.

Outcome. When heated, water changes from liquid to gaseous, and when cooled, from gaseous to liquid.

EXPERIENCE #10

"Aggregate states of water"

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

Stroke: 1) If it is warm outside, then the water is in a liquid state. If the temperature is below zero outside, then the water passes from a liquid to a solid state (ice in puddles, instead of rain it snows).

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

EXPERIENCE #11

"Properties of Air"

Target. Introduce children to the properties of air.

Material. Scented wipes, orange peels, etc.

Process. Take scented napkins, orange peels, etc. and invite the children to smell the smells in the room in succession.

Outcome. Air is invisible, has no definite shape, circulates in all directions, and has no odor of its own.

EXPERIENCE #12

"Air compresses"

Target. Continue to acquaint children with the properties of air.

Materials. Plastic bottle, non-inflated balloon, refrigerator, hot water bowl.

Process. Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend, as the air contracts when it cools.

Outcome. When heated, air expands, and when cooled, it contracts.

EXPERIENCE #13

"The Air Expands"

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

Stroke: Consider the "thermometer", how it works, its device (bottle, tube and cork). Make a model of a thermometer with the help of an adult. Make a hole in the cork with an awl, insert it into the bottle. Then draw a drop of tinted water into a tube and stick the tube into the cork so that a drop of water does not pop out. Then heat the bottle in your hands, a drop of water will rise up.

EXPERIENCE #14

"Water expands when it freezes"

Target: Find out how snow keeps you warm. Protective properties of snow. Prove that water expands when it freezes.

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

Conclusion: In the snow, water does not freeze, because the snow retains heat, on the surface it turned into ice. If the jar or bottle where the water has turned into ice bursts, then conclude that the water expands when it freezes.

EXPERIENCE #15

"The life cycle of flies"

Target. Observe the life cycle of flies.

Materials. Banana, liter jar, nylon stocking, pharmaceutical gum (ringlet).

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

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

EXPERIENCE No. 16

"Why do the stars seem to move in circles"

Target .Find why the stars move in a circle.

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

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

Results. Rings of light appear on the rotating paper circle. Our vision retains the image of white dots for a while. Due to the rotation of the circle, their individual images merge into rings of light. This is what happens when astronomers take pictures of the stars, taking many hours of exposure. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are stationary relative to it. Although it seems to us that the stars are moving, the photographic plate is moving along with the Earth rotating around its axis.

EXPERIENCE No. 17

"Dependence of snow melting on temperature"

Target. To bring children to an understanding of the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow melts.

Stroke: 1) On a frosty day, invite the children to make snowballs. Why don't you get snowballs? Snow crumbly, dry. What can be done? Bring snow into the group, after a few minutes we are trying to make a snowball. The snow has become plastic. Snowballs are blind. Why is the snow sticky?

2) Put saucers with snow in a group on the window and under the battery. Where does the snow melt faster? Why?

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

EXPERIENCE #18

"How does a thermometer work"

Target. See how the thermometer works.

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

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

Results. When you hold the balloon with your fingers, the thermometer starts to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers heats up the liquid in the thermometer. As the liquid heats up, it expands and rises from the balloon up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and descends down the tube. Outdoor thermometers usually measure air temperature. Any change in its temperature leads to the fact that the column of liquid either rises or falls, thereby showing the temperature of the air.

EXPERIENCE #19

"Can a plant breathe?"

Target. Reveal the plant's need for air, respiration. Understand how the process of respiration occurs in plants.

Materials. Houseplant, cocktail tubes, vaseline, magnifying glass.

Process. An adult asks if plants breathe, how to prove that they breathe. Children determine, based on knowledge about the process of breathing in humans, when breathing, air must enter the plant and leave it. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that Vaseline does not let air through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week.

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

EXPERIENCE #20

Do plants have respiratory organs?

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

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

Process. An adult offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult with children conducts the experiment “Through the leaf” in the following sequence: a) pour water into a bottle, leaving it 2-3 cm unfilled;

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

Results. Air passes through the leaf into the stem, as the release of air bubbles into the water is visible.

EXPERIENCE No. 21

"Do roots need air?"

Target. Identifies the cause of the plant's need for loosening; prove that the plant breathes by all parts.

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

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

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

EXPERIENCE No. 22

What does the plant secrete?

Target. Establish that the plant releases oxygen. Understand the need for respiration for plants.

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

Process. An adult invites children to find out why it is so pleasant to breathe in the forest. Children assume that plants release oxygen for human respiration. The assumption is proved by experience: a pot with a plant (or a cutting) is placed inside a high transparent container with a sealed lid. Put in a warm, bright place (if the plant gives oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out if oxygen has accumulated in the jar (oxygen burns). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid.

Results. Plants release oxygen.

EXPERIENCE No. 23

"Do all leaves have food?"

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

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

Process. An adult suggests finding out if there is nutrition in leaves that are not painted green (in begonias, the reverse side of the leaf is painted burgundy). Children assume that there is no food in this sheet. An adult offers children to place a sheet in boiling water, after 5 - 7 minutes to examine it, draw the result.

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

EXPERIENCE No. 24

"In the Light and in the Dark"

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

Materials. Onions, a box made of durable cardboard, two containers with earth.

Process. An adult offers to find out by growing onions whether light is needed for plant life. Close part of the bow with a cap made of thick dark cardboard. Sketch the result of the experiment after 7 - 10 days (the onion under the cap has become light). Remove the cap.

Results. After 7 - 10 days, the result is again sketched (the onion turned green in the light - which means food has formed in it).

EXPERIENCE #25

"Who's better?"

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

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

Process . An adult suggests determining whether plants can live long without soil (they cannot); where they grow best - in water or in soil. Children place geranium cuttings in different containers - with water, earth. Watch them until the first new leaf appears. The results of the experiment are recorded in the diary of observations and in the form of a model of the dependence of plants on the soil.

Results. In a plant in the soil, the first leaf appeared faster, the plant is gaining strength better; in water the plant is weaker.

EXPERIENCE No. 26

"Where is the best place to grow?"

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

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

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

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

EXPERIENCE No. 27

"Labyrinth"

Target. Set how the plant seeks light.

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

Process. A tuber is placed in a box, closed it, put in a warm, but not hot place, with a hole towards the light source. Open the box after the emergence of potato sprouts from the hole. Consider, noting their directions, color (sprouts are pale, white, twisted in search of light in one direction). Leaving the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).

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

EXPERIENCE No. 28

"How a shadow is formed"

Target: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position.

Stroke: 1) Show children the shadow theater. Find out if all objects cast a shadow. Transparent objects do not give a shadow, as they pass light through themselves, dark objects give a shadow, since light rays are less reflected.

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

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

EXPERIENCE No. 29

What is needed to feed a plant?

Target . Set how the plant seeks light.

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

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

Results. Without light, plant nutrition is not formed.

EXPERIENCE No. 30

"What then?"

Target. To systematize knowledge about the development cycles of all plants.

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

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

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

EXPERIENCE No. 31

"How to Detect Air"

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

Stroke: 1) Offer to fill plastic bags: one with small items, the other with air. Compare bags. The pouch with objects is heavier, objects are felt to the touch. The air sac is light, convex, smooth.

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

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

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

EXPERIENCE No. 32

"What are the roots for?"

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

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

Process. Children look at cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plants in the ground), whether they take water. An experiment is carried out: the plant is placed in a transparent container, the water level is noted, the container is tightly closed with a lid with a slot for the cutting. Determine what happened to the water after a few days.

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

EXPERIENCE No. 33

"How to see the movement of water through the roots?"

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

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

Process . Children examine geranium or balsam cuttings with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can roots take from the ground? Children's ideas are discussed. Consider food dry dye - "nutrition", add it to the water, stir. Find out what should happen if the roots can take not only water (the spine should turn a different color). After a few days, the children draw the results of the experiment in the form of a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

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

EXPERIENCE No. 34

"How does the sun affect the plant"

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

Stroke: 1) Plant onions in a container. Put in the sun, under a cap and in the shade. What will happen to the plants?

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

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

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

EXPERIENCE No. 35

How are bird feathers arranged?

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

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

Process . Children examine the fly feather of a bird, paying attention to the rod and the fan attached to it. They find out why it falls slowly, smoothly circling (the feather is light, since there is emptiness inside the rod). An adult offers to wave the feather, to observe what happens to it when the bird flaps its wings (the feather springs elastically, without unhooking the hairs, preserving the surface). The fan is examined through a strong magnifying glass (there are protrusions and hooks on the grooves of the feather, which can be firmly and easily combined with each other, as if fastening the surface of the feather). Considering the downy feather of a bird, they find out how it differs from the fly feather (the downy feather is soft, the hairs are not interlocked with each other, the rod is thin, the feather is much smaller in size), the children reason why birds have such feathers (they serve to keep warm).