Julia Golomazov

Synopsis of OOD on cognitive development.

Experimental activities

in second junior group №1

Topic: Sorceress-Water. caregiver: Golomazov Yulia Vyacheslavovna.

preliminary work: playing with water, reading nursery rhymes "Water, water, wash my face". Viewing pictures about water, reading riddles about water.

Target:

To acquaint children with some properties of water.

Tasks:

Teach children to conduct simple experiments;

Develop an analyzing perception of inanimate objects;

Develop curiosity, cognitive interest in the process of experimenting with liquids;

Develop curiosity, speech;

To form children's knowledge about a holistic picture of the world;

Cultivate interest and good feelings for the world around;

Cultivate respect for water.

vocabulary work: water, liquid, colorless, tasteless, transparent, sparkling, shiny, experience, solvent.

Equipment and materials: cups, plates, water pipes, spoons, oilcloths according to the number of children, sugar, multi-colored paints, three teapots with cold, warm and hot water, large containers.

Organized educational activity.

caregiver: Guys, look who came to visit us?

Children: water droplet (painted blob). caregiver: She says she doesn't know what she's for. Let's help her figure it out!

Guys solve the riddle:

She is in the lake

She is in a puddle

She is in the teapot

We are boiling.

She is in the river

Runs, murmurs. (Water)

caregiver: Children, why do you think we need water?

Children: People drink water;

They cook food;

Wash dirty fruits and vegetables;

Wash hands and face every day;

Watering flowers, trees so that they do not dry out;

Water is needed by fish and other inhabitants of rivers, lakes, seas and oceans;

People wash dishes, wash clothes.

caregiver: Today we will turn into researchers and learn about what water is and its properties. You are ready? Then go!

Experience #1: "Water is liquid".

Give the children two glasses: one - with water, the other - empty. Offer to carefully pour water from one glass to another.

caregiver: What happens to the water?

Children: She pours.

caregiver: Why is she pouring? Water flows because it is liquid. So what is water? (liquid)

Experience No. 2: "Water has no taste".

The teacher invites the children to take a straw and try the water.

caregiver: Children, tell me, does water have a taste? What does she taste like (children's answers). That's right, pure water has no taste. But when a person is very thirsty, he drinks water with pleasure and, in order to express his pleasure, is talking: "What delicious water!"

Experience No. 3: "Water has no smell".

The teacher invites the children to smell the water.

caregiver: Children, what does the water smell like? It doesn't smell right at all. Pure water has no odor.

Physical education minute "Khomka"

Hamster, hamster, hamster: striped barrel,

Homka gets up early, washes his neck, rubs his cheeks

Homka sweeps the hut and goes out to exercise

One, two, three, four, five - the hamster wants to become strong!

caregiver: We had a little rest and now we can continue our research.

Experience No. 4: "Water is a solvent".

There are two saucers on the table: in one - ordinary sand, in the other - granulated sugar. Two glasses of water.

Experience conducted by the teacher.

Dissolve ordinary sand in the first glass. He didn't dissolve.

In second Dissolve sugar in a glass. He dissolved.

Children are invited to try the solution - it is sweet.

caregiver: Some substances dissolve in water and some do not. So water is a solvent.

Experience No. 5: "Water changes color".

On the table are multi-colored paints, brushes, glasses of water.

caregiver: And now try to dissolve the paints in water. What happened to the water? (She colored). What kind of paint was dissolved, this color turned out. So water is a solvent.

Experience No. 6: "Snow is water".

caregiver: Look, we have snow in the saucer. What is he? (cold, white, sparkling, brilliant). Guys, what do you think, what will happen to the snow in the heat? (it melts) Right! When warm, the snow melts and turns into water.

Experience No. 7“Water is cold, warm, hot”.

There are three teapots on the table, they contain water of different temperatures, empty containers.

caregiver: Invites the children to stretch out their hands, pour water on their hands alternately from two teapots and, together with the children, determine the temperature of the water. The water is cold and warm.

And from this teapot (third) I will not water your hands. Feel the kettle with your fingers, just do it carefully. What teapot?

Children: Hot.

caregiver: What is the water in it?

Children: Hot.

caregiver: Right. Children, what do you think, is it possible to touch hot water with your hands?

Children: Not.

caregiver: And why?

Children: You can get burned.

caregiver: That's right, kids. So what is water like? (cold, warm, hot).

Outcome:

Dear researchers, having done our experiments, we have learned a lot of interesting things about such a simple substance as water. Helped our drop to answer her questions. What is water like? (children's answers). That's right, the water is liquid, has no taste and smell, the water is transparent, it can dissolve some substances, it can be cold, warm, hot. What is water for? (children's answers) Drink, wash, wash hands and vegetables, water plants, trees, fish and animals need water. Right.

We are used to the fact that water -

Our companion always!

We can't wash without her

Don't eat, don't drink.

I dare to report to you

We can't live without water!

Thank you guys, today you helped droplets figure out what it is for. And they were the best researchers.

Related publications:

After conducting a series of experiments with foam together with a teacher, the children learned to organize games on their own. I bring to your attention.

"Magic water". Synopsis of an integrated lesson (experimental activity) in the younger group"Water Sorceress" Synopsis of an open integrated lesson (experimental - experimental activity) in the younger group Educator.

Children love to play with water! They get pleasure if they just wash the baby dolls, wipe the leaves indoor plants, even just poured.

Synopsis of the GCD "Electricity around us" (experimental activities in the group preparatory to school) Topic: Electricity around us. Purpose: Expansion and generalization of knowledge about electricity and electrical appliances. Tasks: 1. Expand knowledge.

Experimental activities were also carried out in the washroom in order to introduce children to the fact that water appears in the room.

Putyatova Galina Nikolaevna
Position: educator
Educational institution: Municipal budgetary preschool educational institution Kindergarten of the combined type No. 16 "Swallow"
Locality: villages of Novorozhdestvenskaya
Material name: methodical development
Topic:"Experimenting in the second junior group"
Publication date: 19.10.2018
Chapter: preschool education

Methodological development of Putyatova G.N., educator MBDOU No. 16

"Swallow" Art. New Christmas

Experimentation in the second junior group.

Children preschool age naturally inquisitive explorers

the surrounding world. V educational process preschool

institutions experimental play activity is the method

learning that allows the child to model in his mind

picture of the world based on their own observations, experiences,

establishing interdependencies, patterns.

Experimental play activity arouses interest in the child

the study of nature, develops mental operations (analysis, synthesis,

classification, generalization, etc., stimulates cognitive activity and

curiosity of the child, activates the perception educational material on

familiarization with natural phenomena, with the basics of mathematical knowledge,

with the ethical rules of life in society.

Preschool is First stage human personality.

Cognition of the surrounding reality must go through practical

acquisition and application of knowledge, skills and abilities. Already in preschool

As children age, they make great strides in learning.

Development experimental activities of preschool children

involves solving the following tasks:

The formation of dialectical thinking in children, that is, the ability

to see the diversity of the world in a system of interconnections and interdependencies;

Development of one's own cognitive experience in a generalized form with

using visual aids;

The development of search and cognitive activity of children by including them

into thinking, modeling and transformative actions;

Maintaining children's initiative, ingenuity, inquisitiveness,

criticality, independence

The main advantage of using the method of experimentation in children

garden lies in the fact that during the experiment:

Children get real insights into different sides

the object under study and its relationship with other objects and with

habitat.

The child's memory is being enriched, his mental

processes.

Speech develops.

Independence, goal-setting, ability

transform any objects and phenomena to achieve

a certain result.

Developing emotional sphere child, creativity,

work skills are formed, health is strengthened by increasing

general level of motor activity.

Place of experimentation during the day depending on the nature

observations and experiments, their implementation in the daily routine can be

random experiments. Carried out impromptu in a situation that

formed at the moment when the children saw something interesting in nature, in

corner of nature, in a group or on a site.

Random experiments do not require special preparation.

planned experiments. The teacher predetermines

tasks of the experiment, selects an object, thinks over techniques and methods

experiment guidance.

Experiments as an answer to a child's question. After listening to the question, the teacher

does not answer it, but invites the child to find the answer himself by

simple observation, experience or experiment. If the work is not difficult, then

it is carried out as a random experiment, if preparation is required,

the teacher plans it.

In our work with children, we use the following methods

guides to experiments and experiments:

1. Work with the hands of children with the help of a teacher

2. Collaboration teacher and children

3. Help educator children

Since interest in experimentation arises from an early age,

we begin to conduct classes on children's experimentation from

2nd junior group.

When recruiting a group of children of 3 years of age at the beginning of the school year

The first issue that teachers face is their adaptation to the conditions

kindergarten. This is a difficult period for parents and caregivers, and for

child in most cases - it's stress.

One of the main tasks of the educator during the adaptation period is to interest,

captivate the child so much that he would like to come to kindergarten, and for

he needs to be constantly surprised. But what can surprise a child?

toys in this case give a short-term effect.

L. G. Pyzhyanova in the article “How to help a child during

adaptation” noted that playing with water has a calming effect on children.

and have great potential for development. During the period of adaptation

the main factor is their soothing and relaxing

impact.

Choosing a game depending on the emotional state of the child

will allow him to encourage, cheer, calm, switch attention.

With children of 3-4 years old, children are being prepared for experimentation.

One of the directions of children's experimental activity, which

actively used by us - experiments. They take place both in the classroom and

in free independent and joint activities with the teacher.

With the help of game characters, we offer children the simplest

Problem Situations: Will a rubber ball sink? How to hide from a fox

ring in water Why can't you eat snow? How to walk on ice and not fall and

In the second younger group, children master the actions of transfusion,

spilling various materials and substances. Get to know the properties

some materials and objects of inanimate nature: water; sun rays;

ice; snow; glass. Learn about light sources, that if you shine on

object, a shadow will appear; that different objects and animals emit

different sounds; and etc.

We are doing the following experiments:

- "Sculpt koloboks" where children get an idea of ​​what

wet sand can be sculpted.

- "Who will Droplet make friends with" we introduce children to the fact that water can be

clean and dirty, necessary for the life of plants, animals and people.

- "Magic Shadows". We are familiar with the fact that if you shine on an object, then

a shadow will appear.

- Multi-colored ice cubes. Give an idea of ​​what ice is

frozen water. And etc.

- "Sinking - not sinking"

- What does water taste like?

- "Flowing - not flowing"

- "It pours - it pours"

At this age, in experimenting, the educator sets the goal of experience,

helps the children to think over the plan of its holding, and together with the children

takes the necessary actions. We gradually involve children in

predicting the results of our actions: "What happens if we

blow on a dandelion?"

Teaching children to pick and find necessary material and equipment

perform the simplest actions, see the result of the activity, thereby

developing their own research activity of children. For instance,

in the experiment on familiarization with the property of water - transparent.

We find out what color paint suits best to hide the ring.

In the process of activity, we discuss the actions performed and what

happening. We then jointly draw the following conclusions:

The water was without color, and then it became colored, multi-colored, the water can

change color. The water was clear, but became opaque.

To improve the pedagogical literacy of parents by us

consultations on research activities are systematically carried out

preschoolers.

To keep children interested in experimentation, we

of this, we constantly update visual information on the conduct of

research activities.

We involve parents in the design of the corner of experimentation in

This interaction with parents increased their interest in

research activities of your child. Parents are more willing

seek help from educators, share their impressions.

Parents were also offered advice on successful

adaptation of children to ECE using water games at home.

During the observation of children, we, together with parents, noted that

the process of children's adaptation to ECE is stable, children quickly

are included in the educational process, play with enthusiasm

Olga Gurkina
Card file of experiments and games-experiments in the second junior group of the preschool educational institution

CARD FILE

EXPERIENCE AND

GAMES - EXPERIMENTS

for children 3-4 years old

Prepared: teacher Gurkina O. A.

"WATER".

Experience #1"Water is pouring".

Target: To introduce children to the fact that water is pouring, we release water, and it flows. The water is clean and transparent. Hands and soap are visible through it. Water washes away dirt. Water must be protected.

Equipment: basin, napkins, soap.

vocabulary work: pouring, clean, transparent, eyes, cheeks, mouth, tooth.

Progress and guidance:

The teacher brings a bowl of clean water. And offers to play with her, reading poem:

Water, water, wash my face,

To make your eyes sparkle

To make cheeks burn

So that the mouth laughs, so that the tooth bites.

Children splash in the water, pass it through their hands. Questions:

What kind of water? That's right, look how clean the water is, hands are visible through it. Offers to wash hands with soap. Look and tell me what kind of water flows from your hands? (dirty).

That's how dirty your hands were. So what washes away the dirt? (Water and soap).

Do you need water? To whom? (That's right, us). Everyone needs water, it must be protected. The tap does not need to be opened strongly, do not indulge in it.

Experience number 2 with water"Sinking - not sinking".

Target: Introduce the fact that objects can sink in water, while others float on the surface. Develop the ability to distinguish between objects that are heavy and which are light, the desire to know. Cultivate curiosity.

Equipment: basin with water, pebbles, rubber toy duck.

vocabulary work: to introduce into the speech of children the words sinking, swimming, heavy, light.

Progress and guidance:

The teacher brings in a basin of water items.

caregiver: Guys, look what I brought you. The teacher shows the children objects.

What do I have? (that's right, pebbles and duckling). Look, I'll show you the trick.

The teacher lowers the pebble and the duckling into the water. What is it, guys, look, why did the pebble sink, and the duckling swims?

Offers to touch a stone. What is he? (heavy). It is true that it is heavy, so it sinks.

And the duckling? (light).Therefore, it does not sink, but floats on the surface.

Children play with water and toys.

Experience No. 3"Water is cold and hot".

Target: Continue to develop children's sensations - learn to distinguish between cold and hot water, correctly denote it in words. Water is our helper. To instill a sense of cleanliness and tidiness in children.

Equipment: two plastic containers with cold and hot water.

vocabulary work: cold, hot.

Progress and guidance:

The teacher brings containers of water. And he proposes to determine where is cold and where is hot water. It is hot in one basin and cold in the other, so you can’t put your hands in it.

How do you guys check? You don't know, you have to touch the container. The teacher, together with the children, touches the container with cold water. What basin?

Children's answer: cold.

Then they touch a container of hot water. What pelvis do you think? That's right, hot, because the water is hot.

You can make warm water out of it. The teacher mixes water in one container in front of the children. Now you can touch it with your finger.

Let's say: "Wash, wash - do not be afraid of water".

Water helps us to be clean and tidy. We don't want to be dirty. Children, everyone needs water, it is our helper, it must be protected.

Experience No. 4"Colourful Water".

Target: Continue to acquaint children with water, that it is clean, which flows from the tap. Everyone needs clean water, it must be protected. But water can be made colored by adding paint to it. Such water becomes opaque, nothing can be seen through it.

Equipment: container with water, paint, pebble.

vocabulary work: to activate in the speech of children the words pure, transparent, opaque, colored.

Progress and guidance:

The teacher brings a glass of clean water and paint. Offers to see what he brought.

caregiver: That's right, I brought you clean water and paint. Guys, why do I need paint? Do not know. I'll show you the trick.

What kind of water? That's right, clean, transparent, hands can be seen through it. What do I have in this jar? That's right, paint. Look, I took and poured some red paint into a jar of clean water. What do you see, what color is the water? (Red).

In this jar I poured blue, and in this yellow. What color is the water? Yes, yellow and blue.

Let's see through this water, can we see each other. Now I will throw something into the water. Tell me what did I give up? Anya, now you quit. Look, can you see what you threw? Why is it not visible? (Water is dirty, not clear).

Here is the trick we did, we liked it. Water may vary.

Experience No. 5"Solid Water".

Target: Continue to acquaint children with the properties of water, draw their attention to the fact that water is solid if it is frozen, ice is also water. Develop attention and curiosity. Cultivate respect for water.

Equipment: container with plain water and frozen.

vocabulary work: water flows, liquid, solid, does not flow.

Progress and leadership: The teacher brings a jar of plain water and a container of ice cubes, previously frozen in the refrigerator.

caregiver: look what I brought you? In one jar I have simple, clean water. She is fluid. You can wash your hands in it, what do you think? That's right, you can.

Now look what's in this jar? That's right, ice cubes. What are they, touch? Yes, they are cold. And they are also solid. Of what "done" icicles? That's right, from the water. This is also water, only it froze in the refrigerator. Can this water flow? That's right, no, but what can we do. Let's put it in the sun and see what happens.

Time passes and the teacher with the children check the jar of ice. See where the ice has gone? No, they did not disappear at all, but turned into water. The sun warmed it, and the ice melted. Ice also melts in the spring.

Experience(experiment) № 6 "Fishing"

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

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

Progress and guidance:

art word: - Angler, what kind of fish

Did you catch us for lunch?

He answers with a smile:

It's not a secret at all!

I managed to catch so far

Two holey shoes!

Fill a bowl with water and give your baby a fish net, 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 child 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.

Experience No. 7. "Water can pour, or it can splash"

Target: To introduce children to the fact that water can pour and splash, you can make water out of water "shower"

vocabulary work: pouring, splashing, watering can, sprayer.

Material: watering can, spray bottle

Pour water into the watering can. The teacher demonstrates watering houseplants (One or two.) What happens to the water when I tilt the watering can? (Water pours.) Where is the water pouring from? (From the spout of the watering can.) Show the children a special device for spraying - a spray gun. (Children can be told that this is a special sprinkler.) It is needed in order to sprinkle on flowers in hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers take a shower. Offer to observe the spraying process. Pay attention to the children that the droplets are very similar to dust, because they are very small. Offer to substitute palms, sprinkle on them. What have the palms become? (Wet.) Why? (They were splashed with water.) Today we watered the plants with water and sprinkled water on them.

Conclusion Q: What did we learn today? What can happen to water? (Water may pour or splash.)

Experience No. 8"Waterfall"

Target: to give an idea that water can change direction.

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

The course of the game - experiment

art word:

Water pours from a great height,

Sprays fly on the grass and flowers.

The children around are clamoring animatedly,

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 the funnels, and now along the plastic groove and along cardboard groove curved in the form of a ladder. Combine these items: Pour water into the grooves through the funnels. Pay attention to the children that the water is moving. Ask them what happens if we hold the grooves differently (the direction of water movement will change).

Experience No. 9"The Tale of the Stone"

Target: For example show experience that objects can be light or heavy.

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

The course of the game - experiment

art word:

There was a small stone 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 want to swim too!” a boy came to the shore of the lake, took a pebble and threw it into the water. Pebble rejoiced: “Finally, my dream came 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 are around. The pebble stopped being sad and made friends with the fish. What can you do! Heavy pebbles cannot float.

Grab a few small, lightweight items that can float on the water. (for example, a feather, a ball, paper boat, thin pin) and a few heavy items that will lie at the bottom (for example, a pebble, a key, a coin). Fill a tub or basin with water. Give the child one of the objects and ask them to put it in the water. At the same time, speak him: “Look, the boat is floating! And the key sank - it's heavy! The petal floats - it is light!

Game - experiment number 10 "Soap Bubbles"

Target: cause desire to let go bubble, 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.

Vodichka does not like sluts and dirty

Boiling and cursing: "Bul-Bul-Bul-Bul!"

But if we wash our hands and faces

Vodichka is happy and no longer angry.

Lather your hands so that you get a lush, thick lather. Then separate the palms so that a thin transparent soapy film forms between them. Blow on it - you will get a soap bubble. Let the child blow on the soap film in your palms, help him make his soap bubble. To encourage your child to blow soap bubbles on their own, offer him, in addition to the frame from the purchased bubble, a variety of tubes - a cocktail tube, a plastic bottle with a cut off bottom, or roll 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 case from it - a transparent plastic tube. You can make your own soap bubble water using dishwashing liquid.

Experience #1"Meet the Sand"

Target: introduce sand, pay attention to the property of dry sand (sprinkles, does not stain)

Material: cups with sand, sheets of white paper, magnifiers. Content:

Offer to make a fish out of dry sand. It didn't work, it fell apart. Why (sand falls)

Conclusion: dry sand loose.

Children are encouraged to consider sand: what color, try by touch (loose, dry). What is sand made of? What do sand grains look like? The grains of sand are small, translucent, round, do not stick to each other.

Fizminutka:

We are grains of sand, we are grains of sand

We are not averse to spinning.

We are grains of sand, we are grains of sand

We would dance day and night.

Let's stand together in a circle

It turns out sand.

We pour sand on a sheet of paper and examine it through a magnifying glass.

See what sand is made of. (children's answers).

Correctly sand consists of grains of sand. They are small. Repeat: from grains of sand. They are spilling.

Notice the hands. They are clean or dirty. Clean, dry sand can be chipped off.

Conclusion: sand pours, does not stain.

Experience No. 2"Wet - dry".

Target: To teach children to distinguish between dry and wet sand. Draw the attention of children to the fact that buildings can only be made of wet sand. Develop attention. Cultivate a desire to play.

vocabulary work: dry, wet, crumbling.

Equipment: two containers with sand (dry and wet, two molds.

What happened guys, why didn't we get a cake? What kind of sand do we need for this? That's right, wet.

Guys, look at the dry sand, it is light, it crumbles in your hands. And wet - dark, it does not crumble in the hands, you can make a lot of Easter cakes out of it. In order for it to be wet, it must be poured with water. What was the sand like? (raw, wet. It is cold.) Look, wet sand also pours like dry sand? (show to children)

Of course, wet sand does not crumble. Wet sand can be used to make cakes. Let's try. Take the molds and gently put wet sand into them. So knock on the sand with a scoop, tamp it down. Carefully turn the mold with sand onto the stand. Tap on the bottom again with a scoop. Remove the form. What happened (Kulichik)

Experience No. 3"Is it easy to pour sand"

Target: Learn to pick up sand and hold it in your palms, pour it in a thin stream

Material: trays with sand.

vocabulary work: dry, cool, trickle.

Give children warm and cold sand, clarify where which sand is located. Offer to play with sand, pour it between your fingers in small thin streams. What kind of sand was more fun to play with?

Conclusion: in hot weather it is more pleasant to play with cool sand, in cold weather - with warm.

Guys, what can we say about the sand, what is it (answers children: dry, cool). That's right, the sand is dry.

- let's say together: dry.

Let's see what footprints we can leave in the sand with our fingers. Who got what (children's answers) .

Pour it into your palm. See how the sand flows in a trickle (children pour sand from palm to palm).

Let's all together say that we are now do: we pour. How it pours sand: trickle, repeat together(repeat) .

Experience No. 4"Sand Movement".

Target: familiarization with the properties of sand.

Material: trays with wet and dry sand, tubes.

Guys, do you think sand can move?

And how to check it?

Check it out yourself. Take the straws and gently blow into the straw on the dry sand.

What's happening (he's moving)

Now blow on the wet sand?

What's happening? Yes, the grains of sand are wet and they do not move.

Fizminutka:

We are grains of sand, we are grains of sand

We are not averse to spinning.

We are grains of sand, we are grains of sand

We would dance day and night.

Let's stand together in a circle

It turns out sand.

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

Experience(experiment) № 5 "Sand Patterns"

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

Material: dry sand, cone of cardboard with a small hole in its top and ropes tied to its edges, a tray.

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

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

We will take a cone with a hole,

Let's start pouring sand.

The bag is swinging on the ropes,

On the tray, the pattern is obtained.

Experience No. 6"Whose trace"

Target: To form the ability to leave footprints in the sand, then determine what object left a footprint.

Material: trays with wet and dry sand.

In the center of experimentation, a container with wet and dry sand

Do you think it is possible to draw in the sand?

What kind of sand can you draw on?

What can you draw? Children draw on wet sand with a toothpick, and on dry sand with a finger.

Calm music plays while drawing.

On which sand was the footprint of the hare? (on wet sand)

The game: "Whose trace?"- 3 children take toys - stamps and leave traces, children guess (flower, circle, etc.)

Conclusion: on wet sand we can draw, leave traces.

Experience No. 7"Painting with sand"

Target: To form the ability to pour dry sand on the adhesive pattern, then shake off excess sand.

Material: dry sand, sheets of paper with painted pictures, glue sticks.

What color is the sand? Offer to taste (loose, dry).

What is sand made of? (from grains of sand)

What do sand grains look like? (The grains of sand are small, translucent, round, do not stick to each other)

Can you paint with dry sand?

On thick paper, draw something with a glue stick, and then pour sand on the glue.

Shake off excess sand and see what happens.

Conclusion: you can draw with dry sand.

"LIGHT. COLOR"

Experiment Game #1 "Something in a Box"

Target: introduce the meaning of light and its sources (sun, flashlight, candle, show that light does not pass through transparent objects.

Material: A box with a slotted lid; 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 closet and in all corners.

Bunny, where is your ball? Mom asked.

I'll go look! - said Bunny and went into a dark room.

And I'm not afraid! - Bunny said cheerfully and lit a flashlight.

Bunny shined a flashlight and found the ball.

An adult invites children to find out what is in the box (unknown) and how to find out what's in it (look into the hole). Children look through the slot and note that the box is darker than the room.

What needs to be done to make the box brighter? (fully open the slot or remove the lid to let the light enter the box and illuminate the objects inside it).

The adult opens the slot, and after the children are convinced that it has become light in the box, he talks about other light sources - a flashlight and a lamp, which he lights in turn and puts inside the box so that the children see the light through the slot. Together with the children, he compares in which case it is better to see, and draws a conclusion about the meaning of light.

Game - Experiment No. 2 "Sunny Bunny"

Target: introduce the natural source of light - the sun.

Material: small mirrors, sunlight

Game progress - experiment

Having chosen the moment when the sun looks out the window, catch a ray with a mirror and try to draw the baby's attention to how sunny "bunny" jumps 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, change roles: Give him a mirror, show him how to catch the beam, and then stand against the wall. try "catch" a speck of light as emotionally as possible, while not forgetting to comment on your actions: "I'll catch it! What a smart 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 your best reward.

Game - Experiment No. 3 "Magic brush"

Target: To acquaint with obtaining intermediate colors by mixing two (red and yellow - orange, blue and red - purple, blue and yellow - green).

materials: Red, blue and yellow paint; palette; tassel; pictograms depicting two color spots; sheets with three outlines drawn balloons; a sample for painting, in which there are three triples of balloons (in each triple, two balloons are painted over - red and yellow, red and blue, blue and yellow, and one is not).

The course of the game - experiment:

An adult introduces children to a magic brush and invites them to paint over two balls on sheets with contours, as in the sample.

An adult tells how the paints argued about which of them is more beautiful, who should paint over the remaining ball, and how the magic brush made them friends, inviting the paints to paint the remaining ball together.

Then the adult invites the children to mix paints on the palette (in accordance with the pictogram, paint over the third ball with new paint and name the resulting color.

Children work consistently (mix, color) over each color.

"WEIGHT. ATTRACTION"

The game is an experiment "Light heavy"

Target: Show that objects are light and heavy. Learn to determine the weight of objects and group items by weight(light - heavy).

materials: Cheburashka and Crocodile Gena, various objects and toys; opaque containers with sand and leaves, pebbles and fluff, water and grass; character selection ( "heavy", "light").

Crocodile Gena and Cheburashka choose toys that each of them wants to take with them to their friends. There are several options to choose from toys:

Toys from the same material, but different in size. An adult asks why Gena will take toys bigger size, and checks the children's answers by weighing the toys on their hands;

Toys made of the same material, but some are hollow inside, while others are filled with sand. The adult asks what toys Cheburashka will take and why;

One size toys different materials. The adult finds out who will carry which toy and why.

Then the adult asks the children to choose "treat" in buckets that Cheburashka and Gena can carry, and finds out: how to find out which bucket Cheburashka will be able to convey, and which one - Gena? An adult checks the children's assumptions by examining the contents of the buckets with them.

Then it turns out that Crocodile Gena and Cheburashka are moving to new apartment. Children determine which of them will have which items. endure: group items according to "light heavy" according to size and material.

"AIR"

The game is an experiment Why don't boats sail?

Target: detect air, form wind.

Material: paper and foam boats, a bath with water.

Game progress - experiment

art word: Fairy tale “The boats stand in the blue sea and cannot sail in any way. The captains of the Sun became ask: "Sun! Help our ships sail!"

The sun answers them: "I can heat the water in the sea!" The Sun heated the water, the water became warm, but the boats still do not sail. Night has come. The stars appeared in the sky. Their captains became ask: "Asterisks! Help our ships sail!" Stars to them answer: “We can show you the way, where you need to swim!”

Captains offended: “Where to swim, we ourselves know, but we can’t move!” Suddenly the wind blew. The captains became his ask: "Breeze! Help our boats set sail!" "It's very simple!"- said the Wind and began to blow on the boats. And the boats sailed.

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

Target: development of cognitive research activities;

Tasks:
Cognitive:
To acquaint children with the fact that when air enters a drop of soapy water, a bubble forms, check this with the help of experience.
Educational:
Continue to form children's ideas that water can change its color.
Educational:
To instill in children a sense of mutual help, joy.
Remind the children about safety measures: you can not take soap and soap bubbles into your mouth.
Equipment:
Water containers, spoons, straws (2 pcs. per child), sticks with rings on the end, soap solution, gouache paints - red, blue, yellow, thick brushes, aprons, Malvina doll (or other character).

Game progress:

Educator:
Today, when I came to the group, I saw that our beloved Malvina was sad. Will she tell us why?
Malvina:
- Hello guys, I was walking towards you and carrying many, many bubbles, but they all flew away and burst. I have nothing left.
Educator:
Guys, what are we going to do?
(Listen to all the answers of the children and bring them to the conclusion, you need to make bubbles yourself).
I suggest you wear aprons so as not to get dirty.
Children come to table number 1, on which water containers and straws are placed.
The game "Bulbochki" is held.
Educator (speaks and shows):
I take in air through my nose and exhale through my mouth through a tube.
I remind you that you do not need to take water in your mouth.
Children make experience.
Educator:
-Where did the air go? (We exhaled it and got bubbles).
Malvina, did you have such bubbles?
Malvina:
- No, my bubbles were different, multi-colored.
Educator:
- What kind of water do we have in our cups? (transparent, therefore, the bubbles were transparent-colorless).
Guys, how can you make water colorful? (Add paint to it).
Children come to table number 2, on which glasses with clear water, containers with paint, tubes, and brushes are placed.
Water coloring game.
Educator (only explains, the children do it themselves.)
- We collect paint on the brush and lower the brush into a glass of water, rinse the brush.
Malvina:
You have beautiful water!
Asks children:
- What color are you? And you have?
- Where are the bubbles?
The teacher reminds that you need to take air with your nose and exhale through your mouth through a straw.
I remind you that you can not take water in your mouth.
Children blow straws, release a lot of bubbles.
- Malvina, did you have such blisters?
- No, my bubbles were different, they flew, but yours cannot fly!
Educator:
- What to do, guys? (listen to all the answers).
Can we try making soap bubbles?
Suitable for table number 3
Teacher (shows and explains)
I take a glass of water and pour 3 teaspoons into it. liquid soap, stir, take sticks with a ring on the end, dip into the solution, it is necessary to get a film, I take in air with my nose and blow it out with my mouth.
Look, I got a bubble. Malvina, did you have such bubbles?
Malvina (happily):
— Yes, yes, and they still flew.
Educator:
- Come on guys, let's teach Malvina to blow soap bubbles.
Children play with bubbles.

Educator: let's teach other guys how to make soap bubbles.

Blowing bubbles
Here are some look!
They are all air
And very naughty!
How can we catch them?
Hold it in the palm of your hand!"

CARD FILE OF EXPERIENCES AND EXPERIMENTS FOR PRESCHOOL CHILDREN "EXPERIMENTS WITH WATER"

Prepared by: teacher Nurullina G.R.

Target:

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

2. Create favorable conditions for sensory perception, improvement of such vital mental processes as sensations, which are the first steps in the knowledge of the surrounding world.

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

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to identify physical properties water.

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

7. To educate the moral and spiritual qualities of the child during his communication with nature.

EXPERIMENTS WITH WATER

Note to the teacher: you can buy equipment for conducting experiments in kindergarten in a specialized store " Kindergarten» childrensad-shop.ru

Experience number 1. "Coloring water."

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

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

An adult and children examine 2-3 objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult suggests coloring the water by yourself (in cups with warm and cold water). In which cup will the paint dissolve the fastest? (in a glass of warm water). How will the water be colored if there is more dye? (Water will become more colored).

Experience number 2. "Water has no color, but it can be dyed."

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

Conclusion: What did we learn today? What can happen to water if paint is added to it? (Water is easily dyed any color).

Experience number 3. "Playing with paints."

Purpose: To introduce the process of dissolving paint in water (arbitrarily and with stirring); develop observation, ingenuity.

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

Colors like a rainbow

They delight their children with the beauty

orange, yellow, red,

Blue, green - different!

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

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

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

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

Experience number 4. "Everyone needs water."

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

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

Experience number 5. "A droplet walks in a circle."

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

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

Experience number 6. "Warm and cold water."

Purpose: To clarify children's ideas that water can be of different temperatures - cold and hot; you can find out if you touch the water with your hands, soap lathers in any water: water and soap wash away dirt.

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

Stroke: The teacher invites the children to lather their hands with dry soap and without water. Then he offers to wet his hands and soap in a bowl of cold water. Clarifies: the water is cold, transparent, soap is lathered in it, after washing the hands the water becomes opaque, dirty.

Then he offers to rinse his hands in a basin of hot water.

Conclusion: Water is a good helper of a person.

Experience number 7. "When it pours, when it drips?"

Purpose: To continue to introduce the properties of water; develop observation; to consolidate knowledge of safety rules when handling objects made of glass.

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

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

Children from one beaker pour water into another. They observe when the water is pouring faster - when it drips or when it pours?

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

Experience number 8. "Which bottle will fill the water faster?".

Purpose: To continue to acquaint with the properties of water, objects of different sizes, develop ingenuity, learn to follow safety rules when handling glass objects.

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

Move: What song does the water sing? (boule, boule, boule).

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

Children compare bottles in size: consider the shape of the neck of each of them; immerse a bottle with a wide neck in water, looking at the clock, note how long it takes to fill with water; a bottle with a narrow neck is immersed in water, note how many minutes it takes to fill it.

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

Children immerse two bottles in water at once. What's happening? (water bottles fill unevenly)

Experience number 9. "What happens to the steam when it cools?".

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

Stroke: The teacher offers to touch the window glass - make sure that it is cold, then the three guys are invited to breathe on the glass at one point. Watch how the glass fogs up, and then a drop of water forms.

Conclusion: Steam from breathing on cold glass turns into water.

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

Experience number 10. "Friends."

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

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

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

Shake the water bottle with all your might. What's happening? (formed a large number of bubbles)

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

Experience number 11. "Where did the water go?".

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

Material: Two dimensional identical containers.

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

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

Experience number 12. "Where does the water come from?".

Purpose: To introduce the process of condensation.

Material: Hot water tank, refrigerated metal lid.

An adult covers the water container with a cold lid. After a while, the children are invited to examine the inside of the lid, touch it with their hands. They find out where the water comes from (these are water particles that have risen from the surface, they could not evaporate from the jar 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 teacher, they conclude that the process of turning steam into water occurs when the steam cools.

Experience number 13. "Which puddle will dry faster?".

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

Conclusion: What did we learn today? Which puddle dries faster - large or small. (A small puddle dries out faster.)

Experience number 14. "Hide and seek."

Purpose: To continue to introduce the properties of water; develop observation, ingenuity, perseverance.

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

One, two, three, four, five!

Let's look for a bit

Appeared from the pipette

Dissolved on glass...

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

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

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

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

Conclusion: When a transparent drop enters the water, it disappears; a drop of colored water on a damp glass is visible.

Experience number 15. "How to push out the water?".

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

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

The task is set for the children: to get the item out of the container without putting their hands into the water and without using various helper items (for example, a net). If the children find it difficult to decide, then the teacher suggests putting the pebbles in the vessel until the water level reaches the brim.

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

Experience number 16. "Where does the frost come from?".

Equipment: Thermos with hot water, a plate.

A thermos of hot water is taken out for a walk. Opening it, the children will see steam. A cold plate must be held over the steam. Children see how the steam turns into water droplets. Then this misted plate is left until the end of the walk. At the end of the walk, children can easily see the formation of frost on it. The experiment should be supplemented with a story about how precipitation is formed on the earth.

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

Experience number 17. "Melting ice."

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolors, string, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. She lays out the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)

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

Experience No. 18. "Frozen water".

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

In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be hard? What happens to water if it is very cold? (Water turns to ice.)

Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.

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

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

Experience No. 19. "Water mill".

Equipment: Toy watermill, basin, jug with code, rag, aprons according to the number of children.

Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, children recall its properties. Can water make other things work? After the children's answers, grandfather Know shows them a water mill. What's this? How to make the mill work? Children put on aprons and roll up their sleeves; they take a jug of water in their right hand, and with their left they support it near the spout and pour water on the blades of the mill, directing a stream of water to the center of the blade. What do we see? Why is the mill moving? What drives her? The water drives the mill.

Children play with a windmill.

It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.

Experience No. 20. "Steam is also water."

Equipment: Mug with boiling water, glass.

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

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

Experience No. 21. "Transparency of ice."

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle, listen to how the ice crunches. (Where there is a lot of water, the ice is solid, durable, does not break underfoot.) Reinforces the idea that the ice is transparent. To do this, he puts small objects in a transparent container, fills it with water and puts it outside the window at night. In the morning, frozen objects are seen through the ice.

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

Experience number 22. "Why is the snow soft?".

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

Invite the children to watch the snow spin and fall. Have the children shovel the snow, and then carry it with buckets to a pile for a slide. Children note that snow buckets are very light, and in summer they carried sand in them, and it was heavy. Then the children examine the snow flakes that fall on black velvet paper through a magnifying glass. They see that they are separate snowflakes clasped together. And between the snowflakes there is air, therefore, the snow is fluffy and it is so easy to lift it.

Conclusion: Snow is lighter than sand, as it consists of snowflakes, between which there is a lot of air. Children supplement from personal experience, they call what is heavier than snow: water, earth, sand and much more.

Pay attention to the children that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall in the form of solid large stars; in mild frost, they resemble white hard balls, which are called cereals; in a strong wind, very small snowflakes fly, as their rays are broken off. If you walk through the snow in the cold, you can hear how it creaks. Read the poem "Snowflake" by K. Balmont to the children.

Experience number 23. "Why does the snow warm?".

Equipment: Spatulas, two bottles of warm water.

Invite the children to remember how their parents in the garden, in the country, protect plants from frost. (Cover them with snow). Ask the children if it is necessary to compact, slap the snow near the trees? (Not). And why? (In loose snow, there is a lot of air and it retains heat better).

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

Conclusion: In a bottle under the snow, the water has cooled less, which means that the snow retains heat.

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

Experience number 24. "How to get drinking water from salt water."

Pour water into a basin, add two tablespoons of salt, mix. Put washed pebbles on the bottom of an empty plastic glass, and lower the glass into the basin so that it does not float up, but its edges are above the water level. Stretch the film from above, tie it around the pelvis. Press the film in the center over the glass and put another pebble in the recess. Put the basin in the sun. After a few hours, unsalted clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensate remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experience number 25. "Melting snow."

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

Move: Watch the snow melt on warm hand, mitten, on a battery, on a heating pad, etc.

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

Experience number 26. "How to get water for drinking?".

Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, put fresh green grass and leaves around it. Cover the hole with clean plastic wrap and cover the edges with earth to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The device for collecting water is ready.
Leave your design until the evening. Now carefully shake the earth off the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to the child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on a cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you've slightly pressed the film and put a stone there. Now you have to come up with interesting story about travelers who went to distant lands and forgot to take water with them, and start an exciting journey.

Experience number 27. "Is it possible to drink melt water."

Purpose: To show that even the most seemingly pure snow is dirtier than tap water.

Progress: Take two light plates, put snow in one, pour ordinary tap water into the other. After the snow melts, look at the water in the plates, compare it and find out which of them had snow (determined by the debris at the bottom). Make sure snow is dirty melt water and not fit for human drinking. But, melt water can be used to water plants, and it can also be given to animals.

Experience No. 28. "Is it possible to glue paper with water."

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

Experience No. 29. "The ability of water to reflect surrounding objects."

Purpose: To show that water reflects surrounding objects.

Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.

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

Experience No. 30. "Water can pour, or it can splash."

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

Conclusion: What did we learn today? What can happen to water? (Water can pour or splash).

Experience No. 31. "Wet wipes dry faster in the sun than in the shade."

Wet wipes in a container of water or under a tap. Invite the children to touch the napkins to the touch. What are the napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and dry napkins will be needed to lay on the table. What to do? (Dry). Where do you think wipes dry faster - in the sun or in the shade? This can be checked on a walk: we will hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one that hangs in the sun or the one that hangs in the shade? (In the sun).

Conclusion: What did we learn today? Where does laundry dry faster? (Laundry in the sun dries faster than in the shade).

Experience No. 32. "Plants breathe easier if the soil is watered and loosened."

Offer to examine the soil in the flower bed, touch it. What does she feel like? (Dry, hard). Can you loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried up). In such soil, plants do not breathe well. Now we will water the plants in the flower bed. After Watering: Feel the soil in the flower bed. What is she now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

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

Experience number 33. "Hands will become cleaner if you wash them with water."

Suggest using molds to make sand figures. Draw the children's attention to the fact that the hands have become dirty. What to do? Shall we shake our hands? Or shall we blow on them? Are your palms clean? How to clean your hands from sand? (wash with water). The teacher suggests doing so.

Conclusion: What did we learn today? (Your hands will be cleaner if you wash them with water.)

Experience No. 34. "Water Helper".

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were dirty. It's not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and cloth). Or maybe you can do without water? Let's try to wipe the tables with a dry cloth. It was possible to collect the crumbs, but the stains remained. What to do? (Moisten a cloth with water and rub well). The teacher shows the process of washing tables, invites the children to wash the tables themselves. During washing emphasizes the role of water. Are the tables clear now?

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

Experience No. 35. "Water can turn into ice, and ice turns into water."

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

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

Experience No. 36. "The fluidity of water."

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

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

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

Experience No. 37. "The life-giving property of water."

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

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

Conclusion: Water gives life to living things.

Experience No. 38. "Melting ice in water."

Purpose: To show the relationship between quantity and quality on size.

Move: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.

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

Experience No. 39. “What does water smell like?”

Three glasses (sugar, salt, pure water). In one of them add a solution of valerian. There is a smell. Water begins to smell of those substances that are added to it.