Experimental and experimental activities in the second junior group of the kindergarten. Card index of experiments and experiments in the second younger group experiments and experiments on the topic Experiments in the second younger group

September

Topic number 1 "Properties of sand"

Target:

To acquaint children with the properties of dry and wet sand (flowability, ability to pass water, traces remain on the sand), to show children that sand consists of very small particles - grains - grains of sand. To develop the ability to establish cause-and-effect relationships through experimental activity. Expand the vocabulary of children. Cultivate interest in the world around you

Preliminary work: playing with sand while walking, looking at photographs with views of sand buildings.

Equipment: sand (for group lessons), watering can, various molds, plastic bottles.

Course of the lesson

Educator: Guys, today we will put on various experiments with sand. But first, let's remember what kind of sand is and what can be built from it?

Children take turns sharing what they know about sand

Educator: Well done guys. You are very observant. Now let's do the first experiment.

Children sit in a semicircle around a large table. If the lesson is held outdoors, then around the table near the sandbox

Experience №1 "Why didn't the cake come out?"

Target: familiarization with the properties of sand: sand is dry, free-flowing; you cannot build Easter cakes from it. Wet sand: not free-flowing, you can build Easter cakes from it

Experience description

The teacher pours sand into the mold and tries to build a cake. The sand from the mold crumbles. The teacher invites 2-3 children so that they can build Easter cakes. Further, the teacher moistens the sand with water and tries to build a cake. Easter cake turns out. The teacher invites the children to build their own Easter cakes from wet sand.

Educator: well done guys. Now we will try to paint a picture with sand. What sand do you think the painting will be made of? (Children answer). Let's check your answers

Experience number 2 "Making paths and patterns out of sand"

Target: continue to familiarize yourself with the properties of sand: from dry, you can draw any pattern. Wet - no.

Experience description:

The teacher distributes plastic bottles filled with dry and wet sand to the children. First he shows, and then invites children to draw various patterns. Wet sand does not pour out of the bottle, while dry sand spills out freely from the bottle. Further, the teacher and the children paint a collective picture with sand.

In conclusion, the children summarize: dry sand is free-flowing, by filling a bottle with it, you can draw any pattern. Wet sand is heavy and does not fall out of the bottle.

Conclusion: guys, today we got acquainted with the properties of sand. Please tell us what we did today? What's new we learned.

During the walk, sand games are held, taking into account the experiments

Experience number 3. "Sand and earth"

Purpose: familiarization with properties of sand (loose) and earth (dry, hard).

Experience description:

Each child has a sand pot, a jar of earth and two "trees" (a tree branch) on the table. The teacher invites children to "plant" a tree in a glass filled with earth, and then in a glass filled with sand. Children compare what is easier to plant a tree in. Together with the teacher, they conclude that the earth is dry, solid, and the sand is crumbly.

Experience No. 4. "Determination of color".
Target: familiarization with the property of sand (color).

Stroke: Look closely, what color do you think the sand is? (Light yellow).
Educator: Now let's pour water on it. What color did the sand become? (Dark)
Output. Dry sand is light, while wet sand is dark.

Experience No. 5. "What is sand made of?"
Target: an introduction to the properties of sand.

Stroke: y you have plates of sand on the table. We will now look at sand. Will an unusual object help us with this? Magnifier. Consider what the sand is made of through a magnifying glass. What do you see?

The sand consists of small grains of sand, translucent, round, not sticking to each other.

Now attention! Pour water over the sand in a glass. Where did the water go? Well done right. This means that the sand allows water to pass through.

Physical minutes:

We are grains of sand, we are grains of sand

We are not averse to spinning around.

We are grains of sand, we are grains of sand

Used to dance day and night.

Let's all stand together in a circle

It turns out sand.

Experiment No. 6. "Sand movement".

Target: familiarization with the properties of sand .

Stroke: guys, do you think the sand can move? How can you check this?

Check it out for yourself. Take the straws and gently blow into the straw on dry sand. What's happening? Now blow on the wet sand? What's happening?

Conclusion: Dry sand moves, but wet sand does not.

Do you think you can draw on the sand? What sand can you paint on? What can you draw with? Children draw on wet sand with a toothpick, and on dry finger. Calm music sounds while drawing.

October

Topic №2 "The wind walks on the sea"

Experience number 1 "Sea"

Target: to acquaint children with one of the properties of air-movement; air movement is the wind, to distinguish its strength.

Experience description: Collect water in a deep container, start up paper ships. Children blow hard.

Educator: Do you guys want to listen to a fairy tale?

Children: Yes.

Educator: In a certain kingdom, in a certain state, lived - there were three brothers. The elder brother is Vetrishche, the middle one is Wind, and the youngest is Veterok. Once a dispute broke out between them: which of them is the most necessary and important. The elder brother came forward and began to prove.

I'm chasing flocks of clouds

I stir the blue sea

Everywhere I breathe in the open space.

Educator: Guys, a strong wind is bad, why do you think?

Children: Destroys houses, howls, overturns cars, uproots trees.

Educator: Strong wind is good, why do you think?

Children: Disperses clouds, drives big ships, the mill spins.

Educator: Guys, what other word can you call Vetrishche?

Children: Hurricane, storm, blizzard, blizzard, tornado, blizzard.

Educator: Okay, but now we will turn into a wind and prove that a strong wind is good and sometimes bad.

Output: Strong wind is a very strong movement of air, it is dangerous.

Experience number 2 "How the air works"

Target: see how air can support objects.

Material: two identical sheets of paper, a chair.

Experience progress:

1. Invite your baby to crumple one sheet of paper.
2. Then let him stand on a chair and, from the same height, throw at the same time a crumpled and even piece of paper.
3. Which leaf landed first?

Conclusion: the crumpled sheet fell to the floor earlier, as the flat sheet falls, whirling smoothly. It is supported by air.

Experience No. 3 "Air is everywhere" Purpose: determine if air really penetrates everywhere and is everywhere.

Material: plastic bottle, balloon.

Experience progress:

1. Invite your baby to look in the bottle and make sure it is empty.
2. Let him pull the ball around the neck of the bottle with your help.
3. Now - let him press the bottle.
4. What caused the balloon to inflate?
5. Let the kid sketch what he has done.

Conclusion: the balloon inflated the air in the bottle. When the bottle was pressed, air came out and inflated a balloon.

Experience number 3 "Children wave a fan"

Target: To acquaint children with such a natural phenomenon as wind, its properties and role in human life.

Experience description: guys, I suggest you wave your hands at yourself. How did you feel? Breeze.

And here are sheets of paper for you, and I suggest you wave these sheets at yourself. Are you comfortable? Pleasantly? What needs to be done ?

Place a sheet of paper in front of you vertically. Fold back the edge and smooth the fold. - Let us wave a fan at ourselves and what did you feel? Air movement, coolness, freshness, pleasant sensation. What is breeze? This is a weak movement of air.

It's good that the sun is shining!

It's good that the wind is blowing!

It's good that this forest grew right up to heaven

It's good that this river has very blue water

And we are always friendly.

EXPERIENCE # 4 "Sandy Desert Illustration"

Target:

Experience description: In front of each child is a glass jar of sand. The sand in the jar is the child's personal desert. Children blow into the jar through the tubes. What's going on with him? First, waves appear like in a bowl of water, and then the sand moves to another place, then a sand mound appears. Such hills can be found in the desert, they are called dunes, with the help of the wind the sand travels across the desert.

Experience No. 4 "Waves"

Topic number 4"Paper, its qualities and properties"

Target: to form the ability to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumpled, torn, cut, soaked).

Stroke: children sit at tables. All the material lies in front of each of them. The teacher reads an excerpt of the poem "Paper" by S. Mikhalkov:

Plain paper

Fresh leaf,

You are white as chalk.

Not crumpled and clean.

Bye to your surface

A draw did not touch the hand!

What will you become?

When, what

Will you be covered by your hand?

Experience number 1 "The paper is wrinkled"

Target: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency) and properties (crumpled, torn, cut, burned).

Experience description:

Children, what do you think we are going to talk about today? (children's answers) Right, about paper. Pay attention to the strips of paper in front of you. What color is the paper? Touch, iron the surface of the paper and tell me what it is? (smooth, rough, rough). Pick up the strip that you think is the smoothest, roughest. Now touch the strips again in turn and tell me if they are all the same in thickness? (children's answers). True, there are strips of thin paper, there are thicker ones. Try wrinkling the paper. Happened? (children's answers) Which strip is crumpled very much, which is not. Why? (children's answers). That's right guys, the thinnest paper wrinkles more than the thickest paper. But all the same, any paper wrinkles - thin, and thick, and white, and colored. MEANS, the paper IS RUNNING. Try to straighten the paper, smooth it out with your palm. Happened? Why? (children's answers). SO, THE PAPER IS EASILY TO WRAPPING AND DOESN'T SMOOTH AT ALL, DOESN'T BECOME THE OLDER. Now tear off a piece from each strip. Happened? MEANS THE PAPER IS STILL RAPING. CONCLUSION: PAPER IS RIPPING AND TORNING.

Experiment No. 2 "The paper gets wet"

Target:

Experience description:

Tear off a piece from each strip, place in a glass of water. What do you think will happen to the paper? (children's answers) - Take out the strips and put them on the trays, touch the paper. What has she become? (wet).

Pull a piece of wet paper in opposite directions with two fingers. Happened? Why? (the paper is soaked and crawled) CONCLUSION: THE PAPER WETS IN WATER AND CREEPES, IT'S NOT STRONG.

Experience number 3 "Drawing paper"

Target: to teach to recognize objects made of paper, to determine its qualities (color, smoothness, thickness, absorbency).

Experience description: in Take a lead pencil and draw a line on each of the strips, and then with colored ones. Happened? We fix it with a pattern of your choice.

Children, look around! Name each one item made of paper. Why do you think it is impossible to make furniture out of paper, sew clothes, build housing? (children's answers). That's right, because you and I have found out that the paper is fragile, easily wrinkled, torn. Houses are built from stone, clothes are sewn from fabric, because these are durable materials.

What new and interesting things have you learned about paper?

CONCLUSION: paper is colored, smooth, rough, thin and thick; the paper rustles, wrinkles easily, does not take its previous shape; paper easily tears; paper gets wet in water, spreads, it is fragile.

January

Topic number 5 "Snow, what is it?"

Experience number 1 "Snowman"

Target:

Experience description:

The teacher draws the attention of children to the toy - the Snowman. The kids are looking at her, touching her. What is it? (Snowman) Do you want to play with him? The snowman says: “I wanted to make 'pies' out of the snow, but I can't”. How can we help our Snowman?

The teacher encourages the children to speak out (to make “pies”). (From the snow) Where can I get the snow? (Outside)

The teacher brings a container with snow to the group, gathers children around him. The teacher shows the snow, says that it is white, cold. Children repeat the words after the teacher, touch the snow.

“In the room, the snow begins to melt, becomes sticky. Why?" (Warmly).

Educator show. The snow has become sticky, you can sculpt various figures, "pies" from it. Next, the teacher puts the snow into sand molds with a scoop. Makes snow figurines out of snow on a tray (“fish”, “flower”, “butterfly”, etc.) The teacher invites children to mold figures out of snow, explains that the snow must be taken with a scoop.

Independent work of children.

The kids independently (under the supervision of the teacher and the Snowman) turn the molds filled with snow onto a tray. Then the trays are placed on the common table. Children treat the Snowman.

Experience number 2 "We are snowflakes"

Target: In the process of experimenting, show children how snow melts in warmth and becomes water.

Experience description:

Listen to the riddle.

He's fluffy silver

But don't touch him with your hand

Will become a drop of pure

How to put it on your palm

What it is?

Snow.

Yes guys snow. These are ice lenses in the form of hexagonal plates or stars - snowflakes. We show the children drawings of snowflakes. Snowflakes are frozen water droplets. Guys, who of you knows: Is it possible to sculpt from snow in frosty weather? No, doesn't the snow stick? And in warm weather, what kind of snow? Wet, heavy, sticky, moist. How many watched the snow fall in warm frosty weather? Flakes, separate snowflakes. Where will snow melt faster on a mitten or on the palm of your hand? Why? Snow will melt faster in the palm of your hand because it is warm. And what will happen to snow in a warm room? The snow will melt and you will get water.

Guess the riddle.

Inhabits the seas and rivers,

But it often flies across the sky.

And how bored she is with flying,

Falls to the ground again "

Water

Educator: shows children 2 traffic jams with snow. He puts them in jars of warm and cold water.

Look closely, in which water will snow melt faster in warm or cold? Warm.

Experience No. 3 "Snow is cold and white"

Target: to reveal the properties of snow.

Experience description:
The teacher brings snow in a bucket. Shows children:
- Look what lies in my bucket. Who knows where I got it from?
- What do you think, if you take the snow in your hands, what is it? (cold).
Invites children to take snow in their hands one by one. Can you feel how cold the snow is? (choral and individual repetitions).
- Let's warm our hands, blow on them like I did (The teacher shows how to blow on the palm of your hand).
- Do you feel the warmth going? What do you feel, Yegor? And you, Masha?
(individual repetitions).
The teacher invites the children to sit at the table, on which there are buckets of snow and small shovels in advance.
- Let's put snow in saucers (while the saucers are placed on a black sheet of cardboard or paper).
- Now tell me, what color is the snow? If children find it difficult to name the color, the teacher himself calls it: white snow.
- Look, what's in my mug? Shows to all children: pours water from a mug into a glass glass.
- After all, I filled the mug with snow. Where did the snow go? (The snow has melted)
Explains to the children: it is cold outside, so the snow lies and does not melt, and as soon as we brought it into a warm room, it immediately began to melt and turned into water.
In your buckets, the snow will also turn into water, but not immediately, but gradually, it will take time for this. When the sun begins to warm more, all the snow outside will begin to melt.
- Tell me, is it possible to drink this water from the melted snow? (No, this water cannot be drunk, it is dirty).
- And where can you drink from then? (From a tap, kettle, bottle).
- Why is it possible to drink water from a tap, kettle, cylinder, but not from melted snow? (She's dirty.)

February

Topic No.6 "Properties of ice"

Experience number 1 "Ice hut"

Target: to acquaint with the properties of ice (ice is solid water, ice melts in warmth).

Experience description: surprise moment: on a saucer covered with a handkerchief, ice. The teacher comes up to all the children and invites you to touch them with your fingers and say what is there. Children, touching with their hands, say that it is cold, slippery, damp. Guys, who guessed what was there? (Ice)

How does ice turn out? And what is he? (hard, slippery, smooth). And ice does not sink in water. Let's take a look at this. Take the ice and put it in the water. (Answers of children). What else can happen to ice? Guys, what fairy tale was there an ice hut? What happened to the hut? Why did it melt? But today we can see how the ice melts in a warm room. In the meantime, our hut will melt, we will play a game.

Physical minute. (We imitate a fox and a hare, or we play the game “snowflakes and ice” - when the teacher says snowflakes, the children run quietly around the hall, and on word - ice, “harden”, stop and freeze).

Look our ice has already melted a little. How is this noticeable? (ice decreased, water flowed). Our hut has not completely melted yet, let's remember a fairy tale. Display of illustrations for the fairy tale "the fox and the hare". There is a conversation. Why didn't the hare's hut melt? What happened to the bunny? Who first came to the rescue, who then? And who was able to drive the fox out? At the end of the lesson, we bring the children to our experience. What's up with the ice?

Experience No. 2 "MELTING ICE IN WATER"

Target: Show the relationship between quantity and quality and size.

Experience description: Place the large and small "ice floes" in a bowl of water. Ask the children which one will melt faster. Hear hypotheses.

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

Experience number 3 "Colored ice"

Target: In the process of experimenting, show children how water dissolves substances (paint, how at low temperature (cooling) water freezes, turns into ice. Introduce children to the sign of "temperature"; consolidate the knowledge of basic colors; educate children to protect and create beautiful things; teach you to express your impressions in words.

Experience description: the teacher conducts a conversation about winter, its signs (cold, low temperature, snow, ice). Emphasize that water freezes in frost, cold, low temperatures. And if you add paint to the water, then the water turns into colored ice, which can be used to decorate the trees on the site

Consider with the children the water poured in cups, what is the color of the water? (transparent, colorless, you can see different objects through it. Invite the children to take brushes, put them to the glass and look through it. What do you see? Lead the children to the conclusion that the water is transparent in color, has no color.

Invite each child to add paint to the water and see if the water color appears? What is the color of the water? (colored, green, red, yellow, blue). Why did the water become colored? What have we added? Lead children to the conclusion that water dissolves substances.

Colored pieces of ice are ready to show the children, give them a touch. Ask children: What are the ice floes made of? (water). Why are they colored? (added paint). What are the temperatures, why? (cold, the water was placed in the cold). And if the pieces of ice are put in a warm place? (they will melt).

Invite the children to pour colored water into the prepared molds, put a thread in each mold and put them outside on the cornice to watch the water freeze.

Experience No. 4 "Colored beads" Also make beads from a candy box. Pour colored water into a mold box, alternating colors with clear water. Then put a thick, long string for beads in the poured molds and also remove in the frost.

On a walk, offer to see what happened to the water. Invite the children to decorate the trees on the site and admire the beauty that the children have made with their own hands.

March

Topic number 7"Floats-sinks"

Experience number 1 "Ball"

Target: introduce children to light and heavy objects (some remain on the surface of the water, others drown)

Experience description: I take the doll and throw the ball into a bowl of water.

Oh, Katya, what are you doing? Guys, Katya cheered up and began to play with the ball. The ball bounced and fell into a basin of water.

Don't cry Katya, the ball won't sink. Look and you guys, the ball doesn't sink, it floats.

Vanya, what is the ball doing? (floats, does not sink).

Seryozha, look at the ball, too? (floats, does not sink). Etc.

Right. The ball has not drowned, it floats in the water. The ball is rubber, the rubber is light. Therefore, he does not drown, but swims.

But Anya will now take a pebble and also throw it into the water (the child is performing an action).

What happened to the stone? Vanya, come and see.

Right. The stone lies at the bottom of the pelvis. He's heavy, that's why he drowned.

Go Seryozha, throw a pebble. What happened to the stone? (drowned, lies at the bottom of the pelvis). I call all the children in turn.

What happened to the stone? What about the ball? (children's answers).

Right. The ball is rubber and lightweight; it does not sink, but floats. The stone is heavy. He drowned, lies at the bottom of the pelvis.

Do you understand Katya? (the doll says thanks).

Please, Katya. Guys, Katya needs to hurry to the other children and tell about everything that happened to her today. Goodbye, Katya.

And we also need to go and tell everything and show the guys.

Experience number 2 "Colorful water"

Target: fix the properties of water

Experience description: Encourage the children to become "magicians" and make the water colorful. Ask them how clear water can change its color?

Take several containers of clear water, prepare a brush and gouache. Using paint, paint the water in the cups with the children as it changes.

You have already conducted the experiment "Water transparency", try to lower a toy-kinder or a spoon in a glass of paint, discuss floats - drowns. Draw a conclusion: in light paint, the toy is visible, but not completely, but in dark paint, it is not visible.

Experience number 3 "Floats, sinks or dissolves"

Target: explore how various objects float, drown or dissolve.

Experience progress:

1. Lay an oilcloth on the table, pour warm water into a bowl.
2. Invite your baby to take a stone and slowly and carefully, without splashes, lower it into the water.
3. Now let's see if he drowned.
4. With tweezers, the kid takes out a stone, puts it in a box for objects that are drowning.
5. Now let him repeat the experiment for the tree and other items. Each of them the baby takes out with tweezers and puts them in the appropriate boxes for floating, sinking objects. With those that dissolve, let's do this: put a few grains of sugar and salt with dry tweezers in a box for dissolving substances.

Conclusion: Iron, stone, glass are sinking. Fabric and paper sink when wet. Wood and lightweight plastic do not sink. Sugar and salt dissolve.

Experience No. 4 "Which is Harder?"

Target: compare the properties of sand, stone, in water.

Equipment: stones, dry sand, a jar of water, an hourglass.

Experience progress: d Children sit around the teacher's table. Sensory examination of objects of nature: viewing, feeling, pressing. Children can throw a stone on the floor and hear its knock, listen to the rustling of a stream of sand, the sound of pouring water, and then compare them.

The teacher simultaneously lowers the stone and sand into a jar of water, and the children observe the subsidence of natural objects to the bottom. Conclusion: the stones settled to the bottom earlier - they are heavier. The sand settled to the bottom later than the stone - it is lighter.

After a series of experiments, one can summarize the use of natural materials (sand, stones) in everyday life. Demonstration of hourglasses, toys, etc.

April

Topic number 8 "We will treat the cockerel and the hen with grains"

Experience No. 1 "I sow, sow, sift"

Target: we develop fine motor skills, observation.

Equipment. Groats, strainers, buckets, bowls, sand.

Experience description: how to separate small cereals from large ones? Suggest trying to separate it with your hands. It is difficult and long. Show how quickly you can (for example, buckwheat from semolina) using a sieve. Note that this is more convenient. Distribute strainers, sand and pebbles. Children sift the sand on their own. Why did the pebbles remain in the strainer? Make a conclusion.

Experience number 2 "How to quickly sort out cereals"

Target: compare the properties of cereals.

Equipment: a glass jar (namely a transparent vessel, so that children can see what changes are taking place, peas, beans, buckwheat (you can take any other cereals, the most important thing is that they are of different shapes, sizes, colors).

Experience description: the teacher comes to the corner of experimentation and says: “Look what a mess! “Well, naturally, the children immediately react, run up, and begin to find out what happened. Everyone can run up, but gradually a few people will remain, the rest can go and go about their business further. They soon notice that the cereals in the jars are mixed.

What do you think happens if the can is shaken? (Answers of children)

Do you want to try and see what happens? (Answers of children)

Remembering the safety rules! But first, guys, we need to remember what small objects can be dangerous? (Answers of children)

Do not stick small objects in your ears, nose,

They can get stuck there,

Remember this!

Educator: Now do this: gently, but vigorously, shake the can. What do you see? (Answers of children)

We conclude: the larger fruits of beans and peas are on top.

Educator: Transfer the beans and peas to jars (while transferring, discuss the shape, size, color with the children).

Educator: Why do you think large fruits appeared on the surface?

We conclude: Smaller grains of buckwheat fall between the larger ones, fit tightly to each other. Beans and peas are pushed to the surface.

Experience number 3 "Miracles from semolina"

Target: Introduce children to non-traditional drawing techniques using semolina.

Experience description: R To tell about this type of drawing and to show, an amazing story will help me.

“Once there were seemingly unrelated objects gathered on the table:“ Workers are friendly. These things are necessary! "

They all lay, looking at each other with interest, but suddenly a thin rustling voice was heard, which was dissatisfied with something - it was semolina. She began to grumble and resent more and more:

- Here you are, all such necessary and important things! You are helping people to do serious work!

And I! I am only cereal, I need it for porridge, they will eat me and immediately forget! How insulting and annoying it is!

What do you think was left for me to do? I, of course, intervened in this conversation and tried to explain to Semolina how good and useful it is not only in semolina.

- You will not believe, Semolina, but with your help you can draw bright and unforgettable drawings! Look!

1 way... Drawing on a tray (for young children). Place a layer of semolina about 2–3 mm thick on the tray. Flatten. Next, you can draw simple shapes by swiping your finger: a circle, a triangle, a flower, a sun, etc.

Experience No. 4 "Germination of beans"

Target: Expand children's understanding of plant growth.

The sequence of observation of the experiment: picking a healthy, undamaged bean seed and placing it on a tray of damp gauze (cotton wool) is the initial observation. Children observe on what day the beans will sprout. At the second stage, children plant the sprouted bean seed in a pot with soil, water it periodically. Observe the appearance of the first leaf in the plant. Further, the growth of the plant is monitored.

Topic number 9"The grass turns green, the sun shines."

Experience number 1 "Garden on the window"

Target: to show the importance of water in plant life, to give an idea that green onions can be grown from a bulb if conditions are created.

Preliminary work : watching the onions put in a jar of water and another jar without water.

Experience description:

Spring is about to come, sunny, joyful, warm. But spring is a difficult time for our body, which becomes weak due to lack of vitamins. And here comes to our aid: "golden" and healthy, vitamin, although it has a sharp, bitter taste, it burns ... not a lemon. What is it? (showing the bulb) Onions contain vitamins of group C. These vitamins protect the body from various diseases, especially from colds and flu. This is an onion. What color is the bow? What shape is it? Touch it with your finger and tell me, is the onion hard or soft? Now I will cut an onion (everyone loves me, but how to undress - shed tears). Smell what it smells like? Why are you crying? Yes, the onion stings the eyes and makes everyone cry. Who wants to treat themselves to onions? What onion does it taste like? (let the onion taste and something to eat). Bitter onions, but they are very healthy, they contain a lot of vitamins. If you plant an onion, then green leaves, green onions will not grow from. Green onions are also rich in vitamins. The onion has a top (show it), this is where the green onion grows. Show me where the green onions grow from? But the bottom of the bow is the bottom (show), let's say all together: "bottom". Show me where the bottom of your bow is? The onions must be planted with their bottom down. See how I'm going to plant? "bottom down". I plant with some effort, and so that the bulb breathes and bask in the sun is not very close to each other, so that there is no shade. Now, take the bulb right with the bottom down and plant it on our garden bed. It remains for us to water abundantly to awaken the roots to life. With the help of a child, we water the onion planting. Let's play the game "Grow, Grow Onion". You will be the bow. I plant onions in the ground, bottom down. They all sat down. Now I take a watering can and water you with water, so the onion begins to grow, green leaves appear (children rise slowly), the onion keeps growing and growing. Green onions are getting big, so our onions have grown (children straighten up), what will we do with our planting so that the onion grows faster? (water, put on light and warm).

Onions grow in the garden

He is a great sly in nature,

He is dressed in a hundred clothes,

Kids for lunch

They don't want to rip it off,

Why shed tears !?

Experience number 2 "Birch twig"

Target: observe the appearance of leaves on branches placed in water, identify the plant's needs for heat.

Follow-up sequence: in winter, they bring in branches, put them in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds are watched.

Topic 10 "Sun bunnies" - let's play with the sun.

Experience number 1 "Sunbeams"

Target: to give the idea that the "sunbeam" is a ray of the sun reflecting in a mirror.

Experiment execution: the teacher demonstrates the appearance of a solar "bunny", accompanying his actions with words. The mirror reflects a beam of light, and the mirror itself becomes a source of light. Sun bunnies can only be released in a well-lit room.

The teacher shows the children how to let sun "bunnies" go.

Catch a beam of light with a mirror and direct it in the desired direction.

Children try to let sun "bunnies" go. Then the teacher shows how to hide the "bunny" (cover the mirror with your palm). Children are trying to hide the "bunny". Further, the teacher invites the children to play hide-and-seek and catch-up with the "bunny". Children find out that it is difficult to control the "bunny", it is difficult to play with it (even from a slight movement of the mirror, the sun "bunny" moves a long distance on the wall).

The teacher invites the children to let the "bunnies" in a room where there is no bright sunlight.

Why don't sun bunnies appear? (No bright light).

Output: A sunbeam appears by bouncing light off shiny surfaces.

Experience No. 2 "Light is everywhere"

Target: to show the meaning of light, to explain that light sources can be natural (sun, moon), artificial - made by people (lamp, flashlight).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not give light; flashlight, chest with a slot.
Game description - experiment:
Little daw Curious invites children to determine whether it is dark or light now, to explain their answer. What's shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, bonfire.) Invites children to find out what is in the "magic box" (inside a flashlight). Children look through the slit and note that it is dark, nothing is visible. How to make the box lighter? (Open the chest, then the light enters and illuminates everything inside it.) Opens the chest, the light comes in, and everyone sees the flashlight.
And if we don't open the chest, how can we make it light in it? He lights up the flashlight, puts it in the chest. Children look at the light through the slit.

Experience number 3 "Flashlight"

Target: show the meaning of light.

Description of the game - experiment:
Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? " Misha offers to play with him. The lights are turned off, the room is darkened. Children, with the help of a teacher, illuminate with a flashlight and examine various objects. Why do we see everything well when the flashlight is on?
Misha puts his paw in front of the flashlight. What we see
on the wall? (Shadow) Asks the children to do the same. Why
a shadow is formed? (The hand interferes with the light and prevents it from reaching
to the wall.) The teacher suggests using his hand to show
the shadow of a bunny, a dog. Children repeat. Misha gives to children
present.

WHERE DOES THE WATER COME FROM?

Target:

Introduce children to the condensation process.

Material:

Hot water.

Equipment:

- container, cooled metal lid.

Experience progress

The teacher covers the container with hot water with a cold lid.

Educator. What happens? (Children's assumptions.)

Children, under the guidance of a teacher, examine the inside of the lid, touch it with their hand.

Educator. Where did the water come from? (Water particles rose from the surface, they could not evaporate from the can and settled on the lid.)

The teacher suggests repeating the experience, but with a warm lid. Children observe that there is no water on the warm lid.

Output. The process of converting steam into water occurs when the steam is cooled.

STEAM- IT'S ALSO WATER

Target:

- to introduce children to one of the states of water - steam.

Material:

Boiling water.

Equipment:

Thermos (container with a boiler).

Experience progress

The teacher invites children to get acquainted with one of the states of water - steam.

The teacher takes a thermos with boiling water. Opens it for the children to see the steam. In order to prove that steam is also water, the teacher places a glass or mirror over the steam. Children observe how droplets of water appear on these objects. If there is no thermos, the teacher makes an experiment with a boiler and, in the presence of children, boils the water, drawing their attention to how more and more steam appears as the water boils.

Place a poster with different water conditions in the group room.

Output. Steam is also water.

FREEZING OF LIQUIDS

Goals:

- introduce you to different liquids, help to identify differences in the freezing processes of different liquids.

Material:

The same amount of ordinary and salt water, milk, juice, vegetable oil.

Equipment:

- capacities, activity algorithm.

Experience progress

Children consider liquids, determine the differences and general properties of liquids (fluidity, ability to take the form of vessels).

The teacher prepares a salt water solution according to the algorithm, pours a saline solution and puts ordinary water into molds for a long time in the cold. Then he brings the molds into the room. Children, under the guidance of a teacher, examine, determine which liquids have frozen and which have not.

Output. Some liquids freeze faster, others more slowly.

MULTI-COLORED ICICLES

Target:

- help children realize their ideas about the properties of water (transparency, solubility, freezing at low temperatures).

Material:

Water, paints.

Equipment:

Forms for freezing ice, threads, operation algorithm.

Experience progress

The teacher recalls with the children the three aggregate states of water (liquid, steam, ice). Offers to decorate the spruce growing on the site with multi-colored icicles. Asks the children how such toys can be made.

Children, under the guidance of a teacher, compose an algorithm for making ice toys: take a mold, lower a thread folded in half into it (this will be a pendant-house of an icicle), tint the water with watercolors, fill in the prepared molds, and take them out to a cold place. After the water freezes, the icicle is freed from its shape and hung on a spruce branch.

The teacher sketches an algorithm for obtaining multi-colored icicles.

Output. The water changes color. The water freezes.

WHAT OBJECTS ARE HOLDING IN THE WATER?

Target.

Using a game situation, draw the attention of children to the fact that some objects stay on the water, others sink.

Materials (edit):

A set of objects made of various materials: a sliver (wooden boat), a plastic bar (a fish), an iron nail (metal fish), a paper boat (a flower), a rubber ball, a cotton "snowball", etc .; bucket, a wide dish filled with water.

Experience progress

An adult invites the toddlers to stand near a container of water.

He shows a set of handpicked items.

The kids are looking at them. Then, at the suggestion children begin to lower one object after another into the water. An adult comments on what is happening.

In the process of game actions, it is empirically established: not all objects are kept on the water; light objects float on the surface of the water, such as a sliver, a rubber ball, a cotton "snowball"; metal (iron) objects are heavier - they sink.

The teacher invites the children to blow into the water so that they can blow floating objects in a certain direction.

At the end of the lesson, the adult offers to "test" paper boats: he folds 1-2 boats using the origami method, the kids lower them into the water.

PROPERTIES AND FEATURES OF WATER

Goals:

- to acquaint with the properties of water; help to understand the features of "organisms living in water, their adaptability to aquatic habitats.

Material:

Water, milk, sand, granulated sugar, pieces of ice, lumps of snow, hot water, glass (mirror), watercolor paints.

Equipment:

Cups, sticks (teaspoons), cocktail straws, thermos (boiler).

Experience progress

The teacher invites children to get to know the water better, to get to know it better.

The teacher puts two glasses in front of the children: one with water, the other with milk. She puts sticks (spoons) in both cups.

In which of the cups are sticks (spoons) visible, and in which not? (Answers of the children.)

Why? Give an explanation. (Statements of the children.)

- You see milk and water in front of you, in a glass of water you see a stick, but in a glass of milk you don't. This means that the water is clear, but the milk is not.

Think about what it would be like if the river water was opaque?

For example, fairy tales speak of rivers of milk with jelly banks. Could fish and other animals live in such milky rivers? (Children's answer options: Fish do not live in milk, they are used to living in water. Fish in a milk river would not see anything, because milk is not transparent, and they could crash into bridges. Fish would collide heads with each other and with ships In such a river, the pike will not see anything and will die of hunger.)

The teacher invites the children to try water through a straw.

- Does she have a taste? (The water is delicious.)

- When a person is very thirsty, he drinks water with pleasure and, in order to express his pleasure, says: "What a delicious water", although in fact he does not feel its taste. But sea water tastes salty, because there are many different salts in it. Her man cannot drink.

The teacher gives the children a taste of milk (juice) and then water. Children notice the difference in taste. The teacher explains the expression “the water is very“ tasty. ”The teacher invites the children to smell the water.

What does it smell like (or doesn't smell at all)? (Answers of the children.)

- The water is odorless. The water from the tap can have an odor, as it is purified with special substances so that it is safe for our health.

The teacher puts ice cubes on a plate.

- Notice how the ice cubes gradually decrease. What's going on with them? (Answers of the children.) Take one large ice cube and several small ones. Watch which one melts faster: big or small.

Which cube melts faster? (Answers of the children.)

- Chunks of ice that differ in size will melt over different periods of time. So ice is also water.

Place a poster in the group showing the signs and properties of water.

Output. The water is clear, tasteless, odorless, and can have different states (ice).

Educator. What has the experience with milk and water shown? (The water is clear. The milk is cloudy.

Fish live in the water. Fish cannot live in milk.)

- What does water taste like? (The water is tasteless.)

Does the water smell? (No.)

What happens if you put pieces of ice on a plate? (They will melt and turn into water.)

WHAT COLOR VODICA?

Target.

Use a game situation to familiarize the baby with such properties of water as the possibility of its coloring (it takes the color of paint, for example, when drawing with a brush).

Material.

Gouache and special cups filled with 1/3 clear water; white paper, stencil of a balloon in the form of a bag with a slot for colored inserts / I8x15cm /.

Experience progress

An adult draws the child's attention to the fact that he has several colors, for example, red, green, blue, yellow.

The teacher, on his sheet of white paper, "tries" each paint, names the color, tries to arouse a keen interest in the child, rinses the brush in a glass of water. Its leaf becomes multi-colored.

The child remembers the names of each paint.

An adult's leaflet is deposited.

In the second part of the lesson, the child acts independently under the guidance of an adult.

The teacher gives the kid four paints and four glasses of clear water with a cloth for blotting the brush. First, the baby is encouraged to work, for example, with red paint. The child applies red paint on a white sheet, the mother shows the technique of blurring the paint. The child paints over the entire piece of paper.

The teacher draws his attention to the fact that the water in the glass turned red, especially after the brush was washed. The red leaf is set aside to dry. A jar of colored water is placed next to it. “You see, from the paint the water becomes colored. This means that the water "knows" to be colored, "says the teacher and suggests trying other colors. Familiarization with other paints is similar. After all the leaves are dry, the teacher collects them in a pile, puts his multi-colored sheet down. He puts the whole pile into a bag on which an image of a balloon (stencil) with a dark thread is cut out.

An adult pulls out the leaves one by one, and the "balls" change their color: "What color is the ball?", "And what is this one?" etc.

We walked along Neglinnaya,
We went to the boulevard
They bought us blue-blue
A green, red ball.

"What kind of ball?"

- “Multicolored!” - says the teacher, shows the last picture in the stencil, where a painted balloon appears.

COLORED ICE

Target.

In the process of experimenting, show the child how water turns into ice (frozen water) when cooled.

Material.

Polyethylene molds for playing with sand (5-7 pcs.);

box of chocolates;

a jug with clear water; colored water in cups.

Experience progress

The teacher talks with the kids about winter, asks about its signs (snow, ice, cold). Emphasizes that in the cold water turns into ice: "We will make ice floes with you." Places the molds on the table.

Before the eyes of the children, he pours clear water into some molds, and colored water into others.

"When we go for a walk, we will take them out into the cold and see what we can do."

Note... In order to cool the water at home, you can use the balcony by placing the Molds on the windowsill on the other side of the window. Children can see them through glass.

In the second part of the lesson, a candy box is used to make beads.

Colored water is poured into the molding packaging in the presence of children (it is advisable to alternate contrasting colors, for example, blue, yellow, green, red, purple, etc.).

Then, a thick thread should be put in the filled molds, which should freeze into the ice in the cold.

On a walk, an adult invites the kid to see what happened to the water.

When the time comes for a walk, an adult in the presence of a child takes out colored "string of beads" and decorates a Christmas tree, paths or a snowman with them on the street.

Municipal budgetary preschool educational institution

"Kindergarten No. 292 general developmental types with priority implementation

activities in the cognitive-speech direction of the development of children "

660055, Krasnoyarsk, st. Telman 7 "A", phone 224-04-50

Card index of experiments and experiments

in the second junior

group "Buratino"

Compiled by: E.V. Bordiyan

Playing with water is interesting and useful. And in the cold season - not a hindrance. In winter, factory-made bathtubs are very convenient for playing with water. But if such a bath is not available, you can purchase a plastic bowl.

The tasks that the educator solves by conducting such classes:

1. Acquaintance of children with the world around them (properties of water, quality of materials, actions with water and objects).

2. Expansion of vocabulary.

3. Mastering by children of the mathematical concepts "full - empty", "a lot - a little."

4. Physical development of babies (visual-motor coordination and fine motor skills of the hands develop).

5. Removal of mental stress, the state of internal discomfort and aggression.

When installing a bathtub with water, you need to consider:

Free access to the bath, the ability for several children to play at the same time;
- the water level for small children is 5-7 cm;

The top edge of the tub should be at the level of the baby's waist.

For games with water, the following materials are prepared:

Vessels of different shapes and volumes (cups, spoons, funnels, jars with different hole diameters);

Small toys made of different materials (plastic, rubber, wood);
- natural material (cones, pebbles, shells, sticks);

Waste material (wooden planks, metal blocks, sponges, pieces of cloth, plastic tubes, corks);

Homemade floating toys-boats (cork with a small toy, walnut shell with a flag, foam boat);

Food coloring, shampoo;

Three or four oilcloth aprons.

When organizing games and exercises with water, the role of an adult is great: he selects materials and attributes, organizes games with water with children, develops children's ability to act with the proposed material, gradually introduces new games and exercises. And in order to attract the attention of children, let Droplet come to them every time, which will tell a lot of interesting things about water. (The droplet is sewn from oilcloth, decorated with beads or buttons.)

"GAMES WITH WATER"

Let's get acquainted with water.

Talk with children about the properties of water.

Water spills over the surface of the table.

The water can be collected with a sponge. Exercise the children in collecting water with a sponge: put the sponge in a puddle, squeeze the water out of the sponge into the bathroom.
- The water is warm and cold. Bring cold and hot water (check with the children the temperature of hot water through the walls of the bucket, and cold water in the bucket). Mix and make warm water.

Water is poured into different vessels. With the children, pour water from a large bowl into several small ones. Allow children to pour water on their own.

"Well, catch it!"

Place a plate or bucket on the table top (if the game table has two bowls, the lid on a closed bathtub is used as a table). Small objects and toys float in the water bath. Invite the children to catch them one at a time with a spoon and place them in a bucket. First, help your child by gently guiding their hand. Make sure your child is holding the spoon correctly. It is important to finish the exercise: transfer all objects to a plate, and collect spilled water with a sponge. To increase the child's interest in the exercise and complicate the action, next time offer him a strainer or a net instead of a spoon.

"Who will pour and pour out faster?"

Offer children differently shaped vessels (bottles, mugs, jars). Have the children draw water from them by lowering the vessel into the water. Tell the children that the water is poured into different vessels. Suggest pouring water through a funnel into containers of different sizes.

"Zhur-zhur, drip-drip ..."

As you pour the water out of the bottle, invite the children to listen to the water gurgling. Hear with the children how a droplet from an eyedropper hits a tabletop or an iron tray. What different bottles! Give the children bottles with different neck diameters. Have the children fill the bottles at the same time. Also, have the children pour out the water at the same time. Encourage the children to understand that the speed of filling and pouring water out of the bottle depends on the size of the neck.

"Colorful water"

When children are present, color the bath water with food coloring. Let the children pour the "magic" water into transparent containers, together with them express their admiration for what they saw. Make your kids happy by letting fish, boats, Styrofoam boats and walnut shells float in unusual waters. Show how you can direct the boat in the right direction with a stick.

"Magic stone"

Consider dry pebbles with the children. Dip them in a tub of water. Talk to the children about how the stones are heavy and they fell to the bottom. Take out the pebbles and compare them with dry ones. Conclude with the children that the wet stones have changed their color.

"We must, we must help!"

From time to time, give the children assignments: wash the dolls, help wash the dolls, toys, “wash” doll clothes, help water the flowers. The simplest experiments with water are available to children of the fourth year of life.

"What is snow?"

Bring snow to the group and put it in the tub. Watch the snow melt with the children. Conclude that snow is frozen water.

"Why can't you eat snow?"

Consider the water coming out of the tub. Pay attention to the dirt on the bottom of the tub. Help the children conclude about why they should not put snow in their mouths.

"What is ice?"

Bring and place pieces of ice in the dry tub. Close the tub. After a while, look for ice in the bath. Talk with the children about why the bathtub was filled with water and why the pieces of ice got so small. Conclude: the ice has melted and turned into water. Continue the experiment by taking the water outside in tins in frosty weather. Reinforce with the children the concept that ice is frozen water.

"Why is the icicle crying?"

Attach a strainer over the bathtub and place the icicle in it. Watch with the children how, after a while, water begins to drip from the strainer into the bathtub. Lead the children to the idea that the icicle melts in the warmth. And on the street the sun will warm the icicle, and it will begin to drip, “cry”.

"Sinking - not sinking"

Give the children different objects (wood, metal, plastic, rubber, stones). Suggest tossing them into the bath water. See which ones have drowned and which ones are swimming.

"Fun with water"

Small parties are good for young children. Arrange for your little ones "Soap Bubbles Festival ”.
Beat the lather in the bathtub, blow bubbles with a straw, and admire the iridescent splendor with the children. Let them try to catch a multicolored soap bubble in their palm. Read the poem "Bubbles" by E. Fargen.
Caution - bubbles ...

- Oh, what!

- Oh, look!

- Swell!

- They shine!

- Come off!

- They're flying!

- Mine with a plum.

- Mine - with a nut.

- Mine did not burst the longest!

"Magic bottle".

A bottle with a tight-fitting lid can turn into a fun toy. To do this, water is poured into a bottle and buttons, beads, finely chopped foil are placed. When the bottle is turned over, the objects slowly sink down.

Draftsmen

Target: evoke the desire to paint on a wet sheet, to find out that the colors are mixed, and do not have a clear border, new colors are obtained.

Material: a large sheet of paper for watercolors moistened with water, oilcloth, paints and brushes.

The course of the game - experiment

Artistic word:

The sun is yellow in the sky

Red flowers bloom.

A fish splashes in the blue sea,

Draw it all for you.

The process of painting with watercolors on a wet sheet can give an unforgettable experience. To do this, lay oilcloth on the table, wet a thick sheet of watercolor paper. Dip the paintbrush in one of the paints and rub gently over the paper. Give an opportunity to play with colors. As if by chance, you can draw over the drawing with a brush with one water, without paint - the water will create delicate, blurry, light halftones on the sheet.

Who lives in the water

Target: develop cognitive interest and imagination.

Material: blue and cyan pencils or watercolors, landscape sheet

The course of the game - experiment

Art word:

Water men

We splashed in the river all day.

And then we climbed into the basin

Take another dip.

Sand men live in the sandbox, and water men live in the water (in the sea, in the lake, in the river, as well as in the bath and in the basin). It is also very interesting to play with water men. They can be the same as in the picture. But you can also come up with water people yourself and draw them in the album. Give your toddler blue and blue crayons or watercolors and ask him to draw his own water men.

Drink the dolls delicious juice

Target: to reveal the property of water and paints, the ability of paints to dissolve in water and change its color.

Material: watercolors, brushes, transparent plastic glasses with water.

The course of the game - experiment

Artistic word:

Once the bunny decided to show mom a trick. He put the transparent cups on the table. Then he poured water into them. Boole-boule water flowed.
- Mom, close your eyes! - said the Bunny.

Mom closed her eyes and waited for what would happen. (And you close your eyes).

Open up! - ordered the Bunny.

When my mother opened her eyes, she saw that the water in the glasses was no longer simple, but multi-colored - yellow, red, blue, green and orange. (Show your finger where it is).

How beautiful! - my mother admired.

Invite the children to prepare colorful juice for the dolls, try to attract the child's attention with an element of magic: “And if we put a brush with yellow paint in a glass of water, I wonder what happens. What kind of juice is this? "

Set the table, arrange the glasses, seat the dolls, treat them to drinks. Red water turns into tomato juice, orange water turns into orange juice, yellow water turns into pineapple juice, blue water turns into blackberry juice.

The tale of how a rainbow bathed in water

Target: to acquaint with obtaining intermediate colors when mixing red and yellow, blue and green.

Material: seven transparent glasses with warm water, seven colors of gouache paints.

The course of the game - experiment

Artistic word:

In the summer, after the rain, a bright rainbow came out to the sky, she looked down to the ground and saw there a large smooth lake. The rainbow looked into him as in a mirror and thought: "How beautiful I am!" Then she decided to swim in a warm lake. Like a huge multi-colored ribbon, the rainbow fell into the lake. The water in the lake immediately turned into different colors: red, orange, yellow, green, blue, blue and purple. Kids came running with brushes and albums, dipped their brushes into the water and drew pictures. The rainbow bathed in plenty and flew away behind the clouds. The water in the lake became clear, and the kids brought home beautiful and bright drawings.

A rainbow in water is not only a fairy tale. For example, you can paint the water with paints, invite your child to dip a finger in red paint, and then dip it into a glass of water. Do the same with the other paints one at a time. This makes seven cups corresponding to the colors of the rainbow.

The piece of ice is melting

Target: to acquaint you with what freezes in the cold and melts in the warmth.

Material: candle, spoon, ice, transparent cups with hot and cold water.

The course of the game - experiment

Artistic word:

Once in winter, the squirrel brought home a piece of ice, an icicle, he left it in a hollow, on the floor in the hallway, and he himself went to dinner and then to sleep. When I woke up, I immediately remembered about the piece of ice, ran into the hallway. The piece of ice was gone - nowhere, but a puddle glistened on the floor.

Put a piece of ice on a spoon and heat it over a candle flame: “Look, here's ice. Let's heat it up on the fire. Where is the ice? Melted! What has the ice turned into? Into some water! "

Pour hot water into a transparent glass mug or glass (you can tint it), dip a piece of ice and watch how quickly it melts. You can take several glasses and watch how ice melts differently in water of different temperatures.

Seasons

Target: to reveal the properties of water: it can heat up, cool down, freeze, melt.

Material: baths, water of different temperatures, pieces of ice.

The course of the game - experiment

Art word:

Zimushka-Winter has come, frozen the water in rivers and lakes. The water turned to ice. Following Winter, Spring flew in red, melted the ice, warmed the water a little. You can start up the boats. The hot summer has come, and the water has become warm, warm. You can swim, splash. And then a cool Autumn came to visit us. And the water in the rivers, in the lakes and in the puddles became cold. Soon Winter will come again. So they come to visit us in turn: for Winter - Spring, for Spring - Summer, after Summer - Autumn, after Autumn - Winter.

Take two wide cups. Pour cold water into one, warm water into the other. Cold water is "winter", warm water is "summer". let the baby touch the water with the pen. “Where is the cold water? Where is our "winter"? Here in this cup. Where is the warm water? Where is our "summer"? Here". Then take four cups or small basins. Put a small piece of ice in one cup ("winter"), in another pour lukewarm water ("spring", in the third - warm, but not hot water ("summer"), in the fourth - cold water ("autumn"). Teach your toddler to determine what kind of water is in the cups and what time of year it corresponds to.

Reader-swimmer

Target: to acquaint with the properties of water: it flows, moves.

Material: bath with water, toys.

The course of the game - experiment

Artistic word:

We cook porridge for babies (we twist the handle in the water, as if "stirring the porridge".)
We make the dough for donuts, (we knead water like dough.
We treat sweet tea

(We collect water in our palms and pour it back into the bath.)
Well, after - we have a rest! In the bath - plop!

Invite the children to play with water, draw their attention to the fact that the water moves in the direction of the movement of their hand, and it also pours, pours.

How the water went for a walk

Target: give an idea that water can be collected with various objects - a sponge, a pipette, a pear, a napkin.

Material: foam sponge, plastic syringe without a needle, rubber bulb, water bath.

The course of the game - experiment

Artistic word:

They poured some water into a basin and forgot about it. After a while, the water got bored: “I’m sitting here and I don’t see anything, but there’s probably so many interesting things around!” She wanted to get out of the basin, but it did not work out - the water has no arms and legs. I wanted to call someone, but the voice of the water in the basin is quiet - no one heard her. And then my mother came and thought: "Why is there water here?" took it and poured it into the sink. Water poured through the pipes and fell into a large river, in which there was a lot of other water. And our water flowed along with the big river through the city, past beautiful houses and green gardens. “How beautiful, how wonderful! - thought some water. - And I would have sat in my basin and this beauty would not have seen! "
Take a foam or other absorbent sponge, a rubber bulb, and a plastic syringe (without a needle). Pour water into a small bowl, prepare some empty containers (cups, bowls, etc.). Ask your child to dip the sponge into the water and show how to squeeze it into the cup. Then take the water with a rubber bulb and pour it into another container. Do the same with the syringe.

Foam castle

Target: to acquaint with the fact that when air enters a drop of soapy water, a bubble forms, then foam.

Material: shallow container with soapy water, straws, rubber toy.

The course of the game - experiment

Artistic word:

From the foam in our eyes

The castle will grow now

We will blow into a tube with you

The prince will play on the pipe.

Pour some dish detergent into a small container, add water and stir. Take a wide cocktail tube, dip it into a bowl and start blowing. Simultaneously with a loud gurgling, a cloud of iridescent bubbles will grow in front of the child's eyes.
Give the child a tube and offer to blow first with you, then on their own. Put a plastic or rubber toy inside the foam - this is the "prince who lives in a foam castle."

Why the boats don't sail

Target: detect air, form wind.

Material: paper and foam boats, water bath.
The course of the game - experiment

Artistic word:

Ships are standing in the blue sea and cannot sail in any way. The captains began to ask Sunny: “Sunny! Help our ships sail! " The sun answers them: "I can heat the water in the sea!" The Sun warmed up the water, the water became warm, but the ships still do not sail. Night has come. Stars appeared in the sky. The captains began to ask them: “Stars! Help our boats sail! " The stars answer them: "We can show you the way where you need to sail!" The captains were offended: "Where to sail, we ourselves know, but we cannot move from the spot!" Suddenly the Wind blew. The captains began to ask him: “Breeze! Help our boats hit the road! " "It's very simple!" - said the Wind and began to blow on the boats. And the boats sailed away.

Invite the children to lower the boats into a bath of water, ask if the boats are sailing, why? What needs to be done to make the boats sail? Listen to the suggestions of children, lead to the fact that the wind is needed. Where to "get" the wind? Children blow on boats, create wind.

Fishing

Target: to consolidate knowledge about the properties of water - it pours, you can strain through a net.

Material: a basin of water, a net, a strainer, a toy colander, small toys.

The course of the game - experiment

Art word:

Fisherman, what kind of fish

Did you catch us for lunch?

He replies with a smile:

It's not a secret at all!

I managed to catch so far

Two holey shoes!

Pour water into a bowl and give your baby a net for catching aquarium fish, a small strainer with a handle, or a toy colander. Throw a few small toys into the water. They can float on the surface or lie on the bottom. Invite your baby to catch these toys with a net. You can ask him to catch some specific toys: "Catch the blue ball, catch the red fish", etc.

Soap bubbles

Target: to induce the desire to blow bubbles, to acquaint with the fact that when air enters the soapy water, a bubble forms.

Material: soapy water, cocktail tubes, cut-off bottles, gel pen body.

The course of the game - experiment

Artistic word:

Vodicka does not like sluts and dirty people,

He boils and swears: "Bul-bul-bul-bul!"

But if we wash our hands and faces

Vodicka is happy and no longer angry.

Lather your hands to create a lush, thick lather. Then separate your palms so that a thin transparent soap film forms between them. Blow on it - you get a soap bubble. Let the child blow on the soap film in your palms, help him make his own soap bubble. To encourage the child to blow soap bubbles on his own, offer him, in addition to the frame from the purchased bubble, various tubes - a cocktail tube, a plastic bottle with a cut-off bottom, or roll up and glue a thick tube out of thick paper. To get a solid tube (babies often bite or bend cocktail tubes), you can disassemble the gel pen and take the body from it - a transparent plastic tube.

You can make your own bubble water using dishwashing liquid.

Waterfall

Target: give an idea that water can change the direction of movement.

Material: an empty basin, a bucket of water, funnels, grooves from half of a plastic bottle, made of cardboard, bent in the form of a string.

The course of the game - experiment

Art word:

Water flows from a great height

Splashes fall on the grass and flowers.

The kids around are buzzing briskly

The waterfall is louder than the children.

Invite the children to play with funnels and grooves. Let them try to pour water into the basin through funnels, and now along a plastic groove and a cardboard groove curved in the form of a ladder. Combine these items: pour water into the grooves through funnels. Pay attention to the children that the water is moving. Ask them what happens if we hold the grooves differently (the direction of movement of the water changes).

The tale of the pebble

Target: by the example of experience, show that objects can be light and heavy.

Material: a bath with water, small heavy and light objects, stones.

The course of the game - experiment

Art word:

A small pebble lay on the shore of the lake. He looked at the beautiful lilies and water lilies that floated on the water, and thought: “How happy they are, they float like boats. I also want to swim! " a boy came to the shore of the lake, took a pebble and threw it into the water. Pebble was delighted: “Finally, my dream has come true! I'll swim!" But it turned out that he could not swim, because he was too heavy. And the pebble sank to the bottom of the lake. At first he was very upset. And then I saw how many funny fish, other pebbles and beautiful plants were around. The pebble stopped being sad and made friends with the fish. What can you do! Heavy stones cannot swim.
Take a few small, light objects that can float in the water (for example, a feather, a ball, a paper boat, a thin sliver) and a few heavy objects that will lie on the bottom (for example, a pebble, key, coin). Fill a tub or basin with water. Give the child one of the items and ask to put it in the water. At the same time, tell him: “Look, the boat is floating! And the key drowned - it's heavy! The petal floats - it is light! ".

Who woke up the whale

Target: to acquaint with the fact that there is air inside a person and to discover it.

Material: a bath of water, straws, soapy water in glasses.

The course of the game - experiment

Artistic word:

The wind blows, blows, “Well, what is it like!

Raises waves in the sea. My kitten can't sleep!

The blue sea is seething, the wind howls very loudly -
Daddy-whale is dissatisfied: Doesn't give us all peace!

Kitikha agrees:

“It must be quiet!

Wind, wind, don't be buzzing

Don't wake up our baby! "

Take a cocktail straw, put it in the water, and have your child blow into the straw so that the water boils. And if you prepare a soap solution in a ladle and blow into a tube, foam will begin to form and a lush soapy "beard" will grow out of the ladle.

Branch in a vase

Target : Show the importance of water in plant life.

Material: a tree branch, a vase of water, a sticker "living water".

The course of the game - experiment

Art word:

A powerful truck drove by and the branch broke

A twig fell on the snow and would lie there,

But she raised her hand caringly and tenderly

And took her to the warm water to drink snow.

We put a branch in a vase, all the buds will open,

Green leaves will be born from them.

Cut or pick up a broken twig from fast-opening trees. Take a vase and stick a "living water" sticker on it.
With the children, examine the branches and buds on them. Then put the branch in the water and explain to the children that one of the important properties of water is to give life to all living things. Place the twig in a prominent place. Ask the children what will happen, develop the ability to make assumptions. Watch every day, time will pass, the buds will burst and green leaves will appear.

Ice figures

Freeze water not only in special tins, but also in other containers. Use plastic cups, candy tins, etc. to create a variety of different sized ice molds. Use them as a designer - lay out patterns (preferably on a uniform colored background). Build an ice pyramid or house out of pieces of ice.

"Washes the chimney sweep"

Required inventory:small plastic or rubber doll, foam sponge.

Ask your toddler to wash the stained doll. Name the parts of the body that need to be washed: “Now wash her leg, see how she got dirty", etc. The sponge can be soaped, pay attention to the NATO child, how the soaped doll slips in the hands.

The game promotes the development of motor skills and speech.

"Drops"

Required inventory:a container for ice cubes, a cup with water slightly tinted with gouache, an eyedropper, a sponge or a napkin.

• Using a pipette, the child transfers the water from the cup to the ice container.
• When all the cells are full, you can collect the water back into the cup in the same way.
• During the experiment, you can calculate how many drops fit in one cell, in two, etc.

"Watering the flowers"

Required inventory: children's watering can.

Take a watering can for a walk. Find a flower bed and explain to your child that in order for the flowers to grow well, they need to be watered. Let the baby water the flower bed himself. Pay attention to how the ground darkens when watering. You can water the grass, trees, shrubs, while telling how the plants drink water. Examine the droplets of water remaining on the leaves, notice that the trickles of water from a watering can look like rain. Sing a song or read a rhyme.

Take a watering can, a watering can

and pour water into it.

We will water the flowers with a watering can

Grow up quickly

The game promotes the development of imagination, motor skills. The child studies the properties and purposes of objects, gets acquainted with the plant world.

"Squeeze the loofah"

Required inventory:two containers, foam sponge.

Fill one container with water. Show your child how you can use a sponge to transfer water from one container to another. Suggest trying to do the same yourself.

The game develops fine motor skills.

"A teaspoon per hour"

Required inventory:2 glasses, teaspoon, tablespoon.

Pour water into one glass. Show your child how to spoon water into another glass. Let him play on his own.

The game promotes the development of fine motor skills, helps to master concepts, empty, full.

"Poured - poured"

Required inventory:a container of water, 1 large glass and 1 small glass.

Put a bowl of water in front of the child, show how you can scoop water with one glass and pour it into another. Give your child freedom of action.

The game promotes the development of coordination of movements, expands the understanding of the properties of matter.

"Balls in the water"

In such an experiment, fine motor skills are trained.

Required inventory:two deep plates or two small basins, a few tennis balls, a strainer with a handle, a napkin or sponge.

Place two deep plates on the table, fill one of which with water and dip the balls into it. The child uses a strainer to take the balls out of a plate of water and transfer them to an empty plate. During the experiment, he notices that water is spilled into the holes of the strainer, and that plastic balls do not sink in water.

"Rain"

Required inventory: watering can.

Place plastic toys in a bowl or bathtub, give your child a watering can and offer to play doll rain. Water the dolls from the watering can, remembering all the poems you know about the rain. After the "rain", give your baby a dry towel and ask him to dry all toys.

Rain, rain! Leisya more!

Let it grow. The wheat is thicker!

Leisya, Leisya, Like a river, there will be white flour! G. Lagzdyn

"Sinking - not sinking"

Required material:a bowl of water, several objects made of different materials: a feather, a carnation, a plastic ball, a clothespin, a bead, a piece of paper, etc.

During the experiment, the child must distribute objects on the basis of "sinking - not sinking"

• Drowns right away
• Drowns after getting wet
• Doesn't sink.

"Bouncing ball"

Required inventory:plastic ball for table tennis.

Turn on the tap water and throw the ball into the stream of water. It will be interesting for a child to watch how the ball jumps in a stream of water without jumping out of it.

"The magic property of water"

Required inventory:rubber glove, inflatable ball, ball, water jug, bottle, sponge.

• During the experiment, the child receives the knowledge that water takes the form of an object to be filled.

"Pour equally"

Required inventory:three transparent glasses, a jug or kettle with water, a napkin.

• The child should pour water from the jug equally into all three glasses. When the cups are full, you check the result.
• The work can be repeated by pouring the water from the cups back into the jug.

Foam whipping

Required inventory:a bowl of water, a whisk, bath foam or liquid soap, a sponge or napkin.

• The child pours some soap or foam into the bathtub and uses a whisk to beat the foam. Looks like enough soap has been added to the bowl. If not, add a little more.
• When the experiment is over, he pours the water into the bucket. Drops of water on the table and a wet basin wipes with a sponge or napkin.
• This experiment is also useful for developing the musculature of the hand.

"Through a sieve"

Required inventory: glass, sieve.

Place a bowl of water in front of the child, let the child pour water from the glass into a sieve. Explain to him why the water leaks. In the game, the child learns the purpose of objects and the properties of matter.

"Will float or drown"

Place a bowl of water in front of the child, give him buttons, pebbles, scraps of fabric, small toys, a metal or wooden spoon. Have your toddler throw all objects into the water and observe them. Explain why some things sink while others stay on the surface.

In the game, the properties of objects are learned, the foundations of classification are laid, and fine motor skills are developed.

SAND GAMES

Game "Trample paths"

Target:

Content: The teacher with the baby walks on the sand, leaving footprints, while you can say: “Big feet walked along the road: To-o-p, to-o-p, then-o-p. Little feet ran along the path: Top-top-top! Top! Top top top! Top! »An adult and a child can modify this game by portraying someone who can leave large and small footprints. Large footprints are left by a club-toed bear. Small traces will be left behind by a small squirrel.

Game "I bake, bake, bake"

Target: acquaintance with the properties of sand, development of coordination of movements, hand motor skills.

Game "Magic sand prints"

Target: acquaintance with the properties of sand, the development of coordination of movements

Game "Guess what is hidden in the sand"

Target: Development of the ability to represent objects according to their verbal description

Game "Whether in the garden or in the garden"

Target: Acquaintance with the surrounding world, development of thinking, speech, motor skills.

Game "Journey to the fairytale city"

Target: Development of figurative thinking, imagination, speech.

Children pronounce the magic words "Kribble-crabble-booms" and begin to build a fabulous city. After the completion of the work, they talk about what happened, share their impressions.

Game "Builders on a fairy island"

Target: Development of imagination, creative thinking, sensory perception, artistic and design abilities, the ability to build in accordance with the plan-scheme.

The island in the ocean was wonderful

Hitherto unknown to anyone.

Castles, towers and palaces

It was erected by builders-creators.

But black clouds suddenly came running

The sun was closed, the wind was called.

The residents only managed to hide,

Fire, hurricane and rain came down.

Everything is destroyed: only the stones are alone.

This is what is left of this country.

Now there is no wondrous beauty.

There are only one dream left that.

This interrupts the letter.

The adult asks the children the following discussion questions:

1. What do you think the person who wrote this note dreamed of?

2. What kind of person was this?

Adult. Guys, look, on the back of the note there are drawings of structures made of blocks of various shapes and colors. Let's take a magic wand, say "Cribble-crabble-booms" and move to Fairy Tale Island, where we will try to build wonderful structures according to blueprints. Let's make a man's dream come true. Let's hit the road!

SAND GAMES IN GROUP

When playing with sand, you can do the following exercises:

Walk with your palms, leaving traces;

Create various fancy patterns on the surface of the sand with prints of palms, fists, edges of the palms, try to find the similarity of patterns with objects of the surrounding world;

Walk over the surface of the sand with each finger with both hands;

Play with your fingers on the surface of the sand, like on a piano keyboard. In this case, not only the fingers move, but also the hands, making small movements up and down;

Make Easter cake using a mold and a scoop.

In any season

We play with sand.

We bake pies and cakes

Then we will remove everything ourselves.

"Sand patterns"

Target: give children an idea of ​​the properties of sand, develop fine motor skills, imagination, coordination of movements.

Funds: dry sand, a cardboard cone with a small hole in its top and strings attached to its edges, a tray.

Then the teacher invites the child to try to paint with sand. At any time, the trickle of sand can be stopped by holding a cup prepared in advance to the cone.

The rest of the children can watch the sand pour down, forming slides, paths and various patterns.

We'll take a cone with a hole,

Let's start pouring the sand.

A bunch of ropes sways

On the tray, the pattern is obtained.

GAMES WITH LIGHT AND SHADOWS

Something in the box

Target: to acquaint with the meaning of light and its sources (sun, flashlight, candle), to show that light does not pass through transparent objects.
Material: A box with a lid in which a slot is made; flashlight, lamp.

The course of the game - experiment

Art word

Dad gave the bunny a small flashlight, the bunny liked to play with the flashlight. He turned on the flashlight and looked under the sofa, shone inside the cabinet and into all corners.
- Bunny, where is your ball? Mom asked.
- I'll go look! - said the Bunny and went into the dark room.
- I'm not afraid! - Bunny said cheerfully and lit a flashlight.
Bunny shone a flashlight and found the ball.

The adult invites the children to find out what is in the box (unknown) and how to find what is in it (look through the slot). Children look through the slot and notice that the box is darker than the room. An adult asks what needs to be done to make the box lighter (open the slot completely or remove the lid so that light enters the box and illuminates the objects inside it). The adult opens the slot, and after the children are convinced that it is light in the box, he talks about other sources of light - a flashlight and a lamp, which he turns on and puts inside the box in turn so that the children can see the light through the slot. Together with the children, he compares in which case it is best seen, and draws a conclusion about the meaning of light.

Sunny bunny

Target: to acquaint with the natural source of light - the sun.

Material: small mirrors, sunlight

The course of the game - experiment

Having chosen the moment when the sun is peeping through the window, catch a ray with the help of a mirror and try to draw the baby's attention to how the sun "bunny" is jumping on the wall, on the ceiling, from the wall to the sofa, etc. offer to catch the fleeing bunny. If the child liked the game, switch roles: give him a mirror, show him how to catch the beam, and then stand against the wall. Try to “catch” a speck of light as emotionally as possible, remembering to comment on your actions: “I will catch, I will catch! What a nimble bunny - runs fast! Oh, and now it's on the ceiling, you can't get it. ... Come on, hare, come down to us! " etc. The laughter of a child will be the best reward for you.

Shadows on the wall

In the evening, when it gets dark, turn on the desk lamp and point it at the wall. With the help of your hands, you will get the shadow of a barking dog, a flying bird, etc. on the wall. Various objects and toys can be used.

Who heated the items?

On a walk, the teacher shows the bunny to the children and says: “The bunny jumped onto the bench. Oh, how warm! Feel the bench, what is it: warm or not? Who heated it? Yes sun! Spring came. The sun is very hot - the bench is also hot. Now the bunny has jumped on the swing. " The children, together with the teacher, go around the site and find out that the table, the wall of the building, etc. have become warm. "Who heated it all up?" - the teacher asks.

You can put the bunny on a bench and after a while make sure that the bunny is also warm. "Who warmed him?"

Who plays with ribbons?

On the veranda, the teacher distributes sultans to the children. Asks to listen: do the paper tapes rustle? Are they moving? Emphasizes: the ribbons do not move, do not rustle.

Suggests: "Let's play with ribbons" (makes various movements). Emphasizes that we are playing with ribbons. Then he offers to stand quietly and see: are the tapes playing now?

After that, he offers to leave the veranda and stand quietly, draws attention to the tapes: who plays them? Appeals to children: “Anya, who plays with your ribbons? Seryozha, don't you play with your ribbons? And who plays with them? " Leads the children to the conclusion: the wind is playing with ribbons.

In the fourth year of life, the child begins to clearly feel his own "I" and strives for independence. He is ready for discoveries and actively explores the surrounding space, expands the understanding of the properties of familiar objects. However, younger preschoolers are not always sure of the correctness of their actions and the choice of a research method, which is why adults so often hear questions from three-year-old "why".

Theoretical foundations for conducting experimental activities in the second junior group of preschool educational institutions

At the age of three, the child experiences one of the crises of personality formation. The child craves to show independence, but is faced with overprotection of adults or lacks the accumulated skills and abilities to be independent in all activities. In kindergarten classes, the teacher helps to create new relationships between the child and adults, which are based on an element of cooperation. The experience is not passed on to children in a finished form, but the possibility of obtaining it is shown.

The development of the cognitive activity of children is one of the main directions of the teacher's work in accordance with the Federal State Educational Standard. Expansion of horizons, assimilation of knowledge about the objects of the surrounding world, their qualities and properties should be carried out through the formation of experimental and experimental skills.

In the classroom with a teacher, children form practical skills and experimentation

Be able to open one thing in front of the child in the world around him, but open so that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to come back to what he has learned again and again.

V. A. Sukhomlinsky

Age characteristics of children 3-4 years old

In younger preschoolers, curiosity is in full swing, in joint research activities with the teacher, pupils develop skills and abilities of experimental activity, in independent studies, the children will improve them. The discovery of information is comprehended by trial and error, it is important not to leave without praise the successes of little experimenters and teach them not to stop if something does not work out on the first try.

To organize experimentation, the teacher takes into account the age characteristics of the pupils of the second junior group (3-4 years old):

• Curiosity. Children actively study new subjects and expand their ideas about familiar phenomena and objects with interest.
• Demonstration of independence. The teacher should encourage the desire of children to acquire new knowledge.
• Imagery and involuntary memory. Children remember best what aroused the greatest interest and positive emotions. However, it is still difficult to hold attention for a long time, therefore, the teacher takes into account the need of preschoolers for a frequent change of subjects or types of study.
• Formation of imaginative thinking. The ability to reproduce images without direct contact with the objects of study makes it possible to attract new types of learning for children during the lesson: listening to thematic poems and fairy tales, guessing riddles, conducting conversations.
• High emotionality. It is important for a child to receive approval and praise. The teacher predicts a situation of success when preparing a future lesson.
• Active development of speech activity. During the study of objects and observations, work is carried out on the development of speech and replenishment of the vocabulary.

Conducting experiments, pupils expand their ideas about the properties of this or that object of reality.

The purpose and objectives of experimental activities

The purpose of the experimental activity in the second junior group is the formation and expansion of children's ideas about the objects of the surrounding world through practical actions. Experimenting contributes to the active development of thinking abilities: observing the objects of experience, the child analyzes, summarizes the information received, compares them, and makes elementary conclusions. Research qualities are manifested in various regime moments (in the classroom, during walks, in independent activity), children of 3-4 years old rapidly learn the world.

Observations and experiments can be carried out while walking.

Experimental activities in the second junior group are aimed at solving a number of problems:

• Educational:
  • expansion of ideas about the properties and qualities of objects of animate and inanimate nature;
  • the formation of the ability to independently study subjects;
  • teaching the ability to use devices in research (magnifying glass, lamp, scales, magnets).
• Developing:
  • improving fine motor skills and coordination of movements;
  • development of visual, auditory, sensory perception;
  • development of attention and memory;
  • development of speech abilities.
• Educational:
  • creating a positive motivation for independent experimentation;
  • creating a friendly atmosphere in the group during research, fostering mutual assistance within the team;
  • development of self-control and self-regulation, education of perseverance and accuracy;
  • development of the ability to follow the instructions of an adult.

During the experiments, a favorable atmosphere is created in the group, friendly relations are strengthened

Experimental activities

The types of children's experimentation in the second junior group can be distinguished by the nature of the cognitive activity of the pupils:

Card file of games and experiments with water in the second junior group

Let's get acquainted with water
Talk with children about the properties of water.
- Water spills over the surface of the table.
- Water can be collected with a sponge. Exercise the children in collecting water with a sponge: put the sponge in a puddle, squeeze the water out of the sponge into the bathroom.
- The water is warm and cold. Bring cold and hot water (check with the children the temperature of hot water through the walls of the bucket, and cold water in the bucket). Mix and make warm water.
- Water is poured into different vessels. With the children, pour water from a large bowl into several small ones. Allow children to pour water on their own.
Well, catch it!
Place a plate or bucket on the table top (if the game table has two bowls, the lid on a closed bathtub is used as a table). Small objects and toys float in the water bath. Invite the children to catch them one at a time with a spoon and place them in a bucket. First, help your child by gently guiding their hand. Make sure your child is holding the spoon correctly. It is important to finish the exercise: transfer all objects to a plate, and collect spilled water with a sponge. To increase the child's interest in the exercise and complicate the action, next time offer him a strainer or a net instead of a spoon.
Who will pour and pour out faster?
Offer children differently shaped vessels (bottles, mugs, jars). Have the children draw water from them by lowering the vessel into the water. Tell the children that the water is poured into different vessels. Suggest pouring water through a funnel into containers of different sizes.
Zhur-zhur, drip-drip ...
As you pour the water out of the bottle, invite the children to listen to the water gurgling. Hear with the children how a droplet from an eyedropper hits a tabletop or an iron tray.
What different bottles!
Give the children bottles with different neck diameters. Have the children fill the bottles at the same time. Also, have the children pour out the water at the same time. Encourage the children to understand that the speed of filling and pouring water out of the bottle depends on the size of the neck.
Colorful water
When children are present, color the bath water with food coloring. Let the children pour the "magic" water into transparent containers, together with them express their admiration for what they saw. Make your kids happy by letting fish, boats, Styrofoam boats and walnut shells float in unusual waters. Show how you can direct the boat in the right direction with a stick.
Magic stone
Consider dry pebbles with the children. Dip them in a tub of water. Talk to the children about how the stones are heavy and they fell to the bottom. Take out the pebbles and compare them with dry ones. Conclude with the children that the wet stones have changed their color.
We must, we must help!
From time to time, give the children assignments: wash the dolls, help wash the dolls, toys, “wash” doll clothes, help water the flowers.
The simplest experiments with water are available to children of the fourth year of life.
What is snow?
Bring snow to the group and put it in the tub. Watch the snow melt with the children. Conclude that snow is frozen water.
Why can't you eat snow?
Consider the water coming out of the tub. Pay attention to the dirt on the bottom of the tub. Help the children conclude about why they should not put snow in their mouths.
What is ice?
Bring and place pieces of ice in the dry tub. Close the tub. After a while, look for ice in the bath. Talk with the children about why the bathtub was filled with water and why the pieces of ice got so small. Conclude: the ice has melted and turned into water. Continue the experiment by taking the water outside in tins in frosty weather. Reinforce with the children the concept that ice is frozen water.
Why is the icicle crying?
Attach a strainer over the bathtub and place the icicle in it. Watch with the children how, after a while, water begins to drip from the strainer into the bathtub. Lead the children to the idea that the icicle melts in the warmth. And on the street the sun will warm the icicle, and it will begin to drip, “cry”.
Drowning - not drowning
Give the children different objects (wood, metal, plastic, rubber, stones). Suggest tossing them into the bath water. See which ones have drowned and which ones are swimming.
Fun with water
Small parties are good for young children. Arrange a Bubble Party for your little ones.
Beat the lather in the bathtub, blow bubbles with a straw, and admire the iridescent splendor with the children. Let them try to catch a multicolored soap bubble in their palm. Read the poem "Bubbles" by E. Fargen.
Caution - bubbles ...
- Oh, what!
- Oh, look!
- Swell!
- They shine!
- Come off!
- They're flying!
- Mine with a plum.
- Mine - with a nut.
- Mine did not burst the longest!
A bottle with a tight-fitting lid can turn into a fun toy. To do this, water is poured into a bottle and buttons, beads, finely chopped foil are placed. When the bottle is turned over, the objects slowly sink down.
Experiments with water
Experience 1. "The water is liquid, therefore it can be poured out of the vessel"
Put dolls at the table.
- Guys, it's hot outside, the dolls wanted to drink. Now we will give them water to drink.
Pour water to the top of the glass. Invite one of the children to carry the water in at a brisk pace and see if the water has spilled or not.
- What happened to the water? (Spilled on the floor, on clothes, wet her hands.)
- Why did this happen? (The glass was too full.)
- Why can water spill? (Because it is liquid.)
- We poured glasses too full, liquid water splashes in them and spills. How to make sure that the water does not spill? Fill glasses halfway and carry slowly. Let's try.
Conclusion: What have we learned today? What kind of water? (Water is liquid.) If the glass is too full, what can happen to the water? (It may overflow.)
Experience 2. "Clear water can become cloudy"
Pour clean water into a glass, throw an object into it. Can you see it? Good visibility? Why? (The water is clear.) What is in the glass? Add a little flour to another glass of clean water, stir, and lower the object. It is seen? Why? (The water is cloudy, opaque.) Can you see what lies in the glass? Look at the aquarium. What kind of water is in it: cloudy or clear? (Transparent.) Can the fish see everything well? Look, we are pouring food, the fish can clearly see it, they quickly swim up and eat. If the water was cloudy, maybe the fish were hungry. Why? (Food is hard to see in muddy water.)
Conclusion: What have you learned today? How clear water can become? (Muddy.) In what water are objects difficult to see? (In troubled water.)
Experience 3. "Water has no color, but it can be colored"
Open the tap, offer to watch the pouring water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent.) Water can be tinted by adding paint to it. (Children observe the color of the water.) What color has the water become? (Red, blue, yellow, red.) The color of the water depends on what color the paint was added to the water.
Conclusion: What have we learned today? What can happen to water if paint is added to it? (Water can easily be colored in any color.)
Experience 4. "Water can flow, or it can be sprayed"
Pour water into the watering can. The teacher demonstrates watering indoor plants (One or two.) What happens to the water when I tilt the watering can? (Water is pouring.) Where does the water come from? (From the spout of the watering can.) Show the children a special device for spraying - a spray bottle. (Children can be told that this is a special sprinkler.) It is needed in order to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Draw the attention of children that the droplets are very similar to dust, because they are very small. Offer to substitute your palms, sprinkle on them. What are the palms now? (Wet.) Why? (They were sprinkled with water.) Today we poured water on the plants and sprinkled water on them.
Conclusion: What have we learned today? What can happen to water? (Water may be poured or splashed.)
Experience 5. "Wet wipes dry faster in the sun than in the shade"
Wet napkins in a container with water or under a tap. Invite the children to touch the napkins. What napkins? (Wet, wet.) Why did they become like this? (They were soaked in water.) Dolls will come to visit us and they will need dry napkins to put on the table. What to do? (Dry.) Where do you think the napkins dry faster - in the sun or in the shade? You can check this out on a walk. One napkin should be hung on the sunny side, the other on the shady side. Which napkin dries faster, the one hanging in the sun or the one hanging in the shade? (In the sun.)
Conclusion: What have we learned today? Where does the laundry dry faster? (Laundry dries faster in the sun than in the shade.)
Experience 6. "Plants breathe easier if the soil is watered and loosened"
Offer to examine the soil in the flowerbed, touch it. What does it feel like? (Dry, firm.) Can I loosen it with a stick? Why did she become like this? Why is it so dry? (The sun has dried up.) In such a land, plants do not breathe well. Now we will water the plants in the flowerbed. After watering, feel the soil in the flower bed. What is she now? (Wet.) Does the stick easily enter the ground? Now we will loosen it, and the plants will begin to breathe.
Conclusion: What have we learned today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened.)
Experience 7. "Hands will become cleaner if you wash them with water"
Suggest using molds to make figures out of sand. To draw the attention of children to the fact that their hands have become dirty. What to do? Maybe let's shake off our palms? Or shall we blow on them? Are your palms clean? How to clean sand from your hands? (Wash with water.) The teacher suggests doing this.
Conclusion: What have we learned today? (Hands will be cleaner if you wash them with water.)
Experience 8. "Which puddle will dry out faster?"
- Guys, do you remember what remains after the rain? (Puddles.)
- The rain is sometimes very heavy, and after it there are large puddles, and after a small rain what puddles are there? (Small.)
The teacher offers to see which puddle will dry out faster: large or small? (The teacher pours water on the asphalt, making puddles of different sizes.)
- Why did the little puddle dry up faster? (There is less water.)
Educator: And large puddles sometimes dry up all day.
Conclusion: What have we learned today? Which puddle dries up faster: large or small? (The small puddle dries up faster.)
Experience 9. "Water is our helper"
On the table after breakfast there were crumbs, tea stains.
- Guys, after breakfast the tables were dirty. Sitting down again at such tables is not very pleasant.
- What to do? (Wash.)
- How? (With water and a cloth.)
- Maybe you can do without water? Let's try to wipe the tables with a dry napkin. It turned out to collect the crumbs, but the spots remained.
- What to do? (The napkin should be moistened with water and rubbed well.)
The teacher shows the process of washing the tables, invites the children to wash the tables themselves. Emphasizes the role of water during washing. Are the tables clean now?
Conclusion: What have we learned today? When do the tables get very clean after eating? (If you wash them with water and a cloth.)
Experience 10. "Water can turn into ice, and ice turns into water"
Pour water into a glass. What do we know about water? What kind of water? (Liquid, transparent, colorless, odorless and tasteless.) Now pour water into molds and put in the refrigerator. What happened to the water? (She froze, turned to ice.) Why? (It is very cold in the refrigerator.) Leave the molds with ice for a while in a warm place. What will become of the ice? Why? (The room is warm.) Water turns to ice and ice to water.
Conclusion: What have we learned today? When does water turn to ice? (When it's very cold.) When does ice turn to water? (When it's very warm.)
Experience 11. "Coloring water"
Purpose: to reveal the properties of water. It can be warm or cold, some substances dissolve in water. The more this substance, the more intense the color. The warmer the water, the faster the substance dissolves.
Material: containers with water (cold and warm), paint, stirring sticks, measuring cups.
An adult and children examine 2-3 objects in the water, find out why they are clearly visible. (The water is clear.) Next, they figure out how to color the water. (Add paint.) An adult offers to paint the water himself (in glasses with warm and cold water.) In which glass does the paint dissolve faster? (In a glass of warm water.) How will the water color if there is more dye? (The water will become more colored.)
Experience 12. "How to push the water out?"
Purpose: to form the idea that the water level rises when objects are placed in the water.
Material: a measuring container with water, pebbles, an object in a container.
The children are given the task: to get the object out of the container, without lowering their hands into the water and without using various helpers, for example, a butterfly net. If the children find it difficult to make a decision, the teacher suggests putting pebbles in the vessel until the water level reaches the brim.
Conclusion: What have we learned today? (Pebbles, filling the container, push out the water.)
Experience 13. "Where did the water go?"
Purpose: to identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface.)
Material: two equal volumetric containers.
Children pour an equal amount of water into a container. Together with the teacher, they make a level mark. One jar is closed tightly with a lid, the other is left open. Both cans are placed on the windowsill.
During the week, the evaporation process is observed, making notes 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 become below the mark), where the water from the open can disappeared (water particles rose from the surface into the air). When the container is closed, evaporation is low (water particles cannot evaporate from a closed container).
Experience 14. "Where does the water come from?"
Purpose: to introduce you to the condensation process.
Material: hot water tank, chilled metal lid.
The teacher covers the container with water with a cold lid. After a while, children are invited to examine the inside of the lid, touch it with their hand. Find out where the water comes from. (These are water particles that rose from the surface, they could not evaporate from the can and settled on the lid.) An adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the educator, they draw a conclusion: the process of converting steam into water occurs when the steam is cooled.