Experiments with water - the world around us 3. Properties of water in liquid state. "Bait" for ice

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"Experiments and

experiments with water"

Target: Creating conditions for the formation of the basic holistic worldview of a preschool child by means of a physical experiment.

Development of observation skills, ability to compare, analyze, generalize, development of children's cognitive interest in the process of experimentation, establishment of cause-and-effect relationships, ability to draw conclusions.

Development of attention, visual and auditory sensitivity.

Creating prerequisites for the formation of practical and mental actions.

Tasks:

Expand children's understanding of physical properties surrounding world:

To develop children's ideas about some environmental factors - water - transition to various states: liquid, solid, gaseous - their differences from each other.

Expand your understanding of how people use water to meet their needs. Expand children's understanding of the importance of water in human life.

To develop experience in following safety rules when conducting physical experiments.

Develop an emotional and value-based attitude towards the world around you.

Experiments for primary preschool age.

"Snow melting"

Target: Bring children to understand that snow melts from any heat source.

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

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

“Is it possible to drink melt water”

Target: Show that even the most seemingly clean snow is dirtier than tap water.

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

Experiments for middle preschool age.

“The ability of water to reflect surrounding objects”

Target: show that water reflects surrounding objects.

Material: Basin, water

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

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

"Water Transparency"

Target: Bring children to the generalization “clean water is transparent” and “dirty water is opaque”

Material: 1. Two jars.

2. Pebbles, buttons, beads, coins.

Progress: Prepare two jars or glasses of water and a set of small sinking objects (pebbles, buttons, beads, coins). Find out how children have learned the concept of “transparent”: invite the children to find transparent objects in the group (a glass, glass in a window, an aquarium).

Give a task: prove that the water in the jar is also transparent (let the guys put small objects in the jar and they will be visible).

Ask a Question: “If you put a piece of earth into an aquarium, will the water be as clear?”

Listen to the answers, then demonstrate experimentally: put a piece of earth into a glass of water and stir. The water became dirty and cloudy. Objects lowered into such water are not visible. Discuss. Is the water always clear in a fish aquarium? Why does it become cloudy? Is the water in a river, lake, sea, or puddle clear?

Conclusion: Clean water is transparent, objects can be seen through it; muddy water is opaque.

Experiences and experiments for senior preschool age.

"Fluidity of water"

Target: Show that water has no shape, spills, flows.

Material: 1. 2 glasses

2. 2-3 items made from hard material.

3. Cup, saucer, bottle.

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

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

“Water has no shape, taste, smell or color”

Target: Prove that water has no shape, smell, taste or color.

Material: 1. Transparent vessels of different shapes.

2. 5 glasses of clean drinking water for each child.

3. Gouache of different colors (white is a must!), transparent glasses, 1 more than the number of prepared gouache colors.

4. Salt, sugar, grapefruit, lemon.

5. Large tray.

6. A container with a sufficient amount of clean water.

7. Teaspoons according to the number of children.

Progress: We pour the same water into transparent vessels of different shapes. Water takes the form of vessels. We pour water from the last vessel onto the tray, it spreads into a shapeless puddle. This all happens because water does not have its own shape. Next, we invite the children to smell the water in five prepared glasses of clean drinking water. Does she smell? Let us remember the smells of lemon, fried potatoes, eau de toilette, flowers. All this really has a smell, but water doesn’t smell of anything, it doesn’t have its own smell. Let's taste the water. What does it taste like?We listen to different answers, then offerAdd sugar to one of the glasses, stir and taste. What was the water like? Sweet! Next, add in the same way to the glasses of water: salt (salt water!), grapefruit (bitter water!), lemon (sour water!).

We compare it with water in the very first glass and conclude that pure water has no taste. Continuing to get acquainted with the properties of water, we pour water into transparent glasses. What color is the water? We listen to different answers, then tint the water in all glasses except one with grains of gouache, stirring thoroughly. Be sure to use white paint to prevent children from answering that the water is white. We conclude that pure water has no color, it is colorless.

Conclusion: Water has no shape, smell, taste or color.

"Ice Melting in Water"

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

Material: A bowl of water, two pieces of ice of different sizes.

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

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

"Colorful plants"

Target: Show sap flow in the plant stem. Materials: 2 yogurt jars, water, ink or food coloring, plant (cloves, narcissus, celery sprigs, parsley).

Progress: Pour ink into a jar. Dip the plant stems into the jar and wait. After 12 hours, the result will be visible.

Conclusion: Colored water rises up the stem thanks to thin channels. This is why plant stems turn blue.

For any age

"Sinking - floating"

Target: Let children understand that metal sinks in water, but wood does not.

Material: 1. Basin with water.

2. nail.

3. Wooden stick.

Move. Ask what happens if you put a nail and a wooden stick in water. Test children's hypotheses by placing objects in water.

Conclusion: metal sinks in water, but wood floats but does not sink.

"Life-giving properties of water"

Target: Show the important property of water - giving life to living things.

Material: 1. Tree branch.

2. Jar of water

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

Conclusion: Water gives life to living things.

“Salt water is denser than fresh water, it pushes things out.”

Target: Prove that salt water is denser than fresh water; it pushes out objects that sink in fresh water (fresh water is water without salt).

Material:

1. 2 half-liter jars with clean water and 1 empty liter jar.

2. 3 raw eggs.

3. Table salt, spoon for stirring.

Progress: Let's show the children a half-liter jar of clean (fresh) water. Let's ask the children what happens to an egg if you put it in water? All the children will say that it will sink because it is heavy. Carefully lower the raw egg into the water. It really will sink, everyone was right. Take a second half-liter jar and add 2-3 tablespoons of table salt there. Dip the second raw egg into the resulting salted water. It will float. Salt water is denser than fresh water, so the egg does not sink, the water pushes it out. This is why it is easier to swim in salty sea water than in fresh river water. Now let's put the egg at the bottom of a liter jar. By gradually adding water from both small jars, you can get a solution in which the egg will neither float nor sink. It will remain suspended in the middle of the solution. By adding salt water, you will ensure that the egg floats. By adding fresh water, the egg will sink. Externally, salt and fresh water are no different from each other, and it will look amazing.

Conclusion: Salt water is denser than fresh water, and it pushes out objects that sink in fresh water. This is why it is easier to swim in salty sea water than in fresh river water. Salt increases the density of water. The more salt there is in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person can lie on its surface without any effort without fear of drowning.

“We extract fresh water from salt (sea) water”

The experiment is carried out in the summer, outdoors, in hot sunny weather.

Target: Find a way to produce fresh water from salt (sea) water.

Material:

1. A bowl of drinking water.

2. Table salt, spoon for stirring.

3. Teaspoons according to the number of children.

4. Tall plastic glass.

5. Pebbles (pebbles).

6. Polyethylene film.

Procedure: Pour water into a basin, add salt there (4-5 tablespoons per 1 liter of water), stir thoroughly until the salt dissolves. We invite the children to try it (for this, each child has his own teaspoon). Of course it's not tasty! Imagine that we are in a shipwreck and are on a desert island. Help will definitely come, rescuers will soon reach our island, but I’m so thirsty! Where can I get fresh water? Today we will learn how to extract it from salty sea water. Place washed pebbles at the bottom of an empty plastic glass so that it does not float up, and place the glass in the middle of a bowl of water. Its edges should be above the water level in the basin. Stretch the film over the top, tying it around the pelvis. Squeeze the film in the center above the cup and place another pebble in the recess. Let's put the basin in the sun. After a few hours, unsalted, clean drinking water will accumulate in the glass (you can try it). The explanation is simple: water in the sun

begins to evaporate, turn into steam, which settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin. Now that we know how to get fresh water, we can safely go to the sea and not be afraid of thirst. There is a lot of water in the sea, and you can always get the purest drinking water from it.

Conclusion: From salty sea water you can get clean (drinking, fresh) water, because water can evaporate in the sun, but salt cannot.

"We make cloud and rain"

Target: Show how clouds form and what rain is.

Material:

1. Three-liter jar.

2. Electric kettle for boiling water.

3. Thin metal lid on the jar.

4. Ice cubes.

Progress: Pour boiling water into a three-liter jar (about 2.5 cm). Close the lid. Place ice cubes on the lid. The warm air inside the jar will begin to cool as it rises. The water vapor it contains will condense to form a cloud. This happens in nature too. Tiny drops of water, having heated up on the ground, rise up from the ground, where they cool and gather into clouds. Where does rain come from? Meeting together in the clouds, drops of water press against each other, enlarge, become heavy and then fall to the ground in the form of raindrops.

Conclusion : Warm air, rising, carries with it tiny droplets of water. High in the sky they cool and gather into clouds.

"Water can move"

Target : Prove that water can move for various reasons.

Material:

1. 8 wooden toothpicks.

2. Shallow plate with water (depth 1-2 cm).

3. Pipette.

4. A piece of refined sugar (not instant).

5. Dishwashing liquid.

6. Tweezers.

Progress: Show the children a plate of water. The water is at rest. We tilt the plate, then blow on the water. This way we can make the water move. Can she move on her own? The children think not. Let's try to do this. Using tweezers, carefully place the toothpicks in the center of the plate with water in the shape of a sun, away from each other. Let's wait until the water completely calms down, the toothpicks will freeze in place. Gently place a piece of sugar in the center of the plate; the toothpicks will begin to gather towards the center. What's going on? The sugar absorbs the water, creating a movement that moves the toothpicks towards the center. Remove the sugar with a teaspoon and drop a few drops of dishwashing liquid into the center of the bowl with a pipette, the toothpicks will “scatter”! Why? The soap, spreading over the water, carries along the water particles, and they cause the toothpicks to scatter.

Conclusion: It's not just the wind or an uneven surface that causes water to move. It can move for many other reasons.

"Water cycle in nature"

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

Material:

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

2. Electric stove.

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

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

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

Experiment 2: Place a saucepan with the resulting water on the electric stove and boil. The water is boiling, steam is rising above it, There is less and less water, why? Where does she disappear to? She turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What did it become? Gaseous! Why? We increased the temperature again and heated the water!

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

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

Conclusion 3: When cooled (temperature decreases), gaseous steam turns back into liquid water.

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

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

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

“Because without water you can’t go there and you can’t go here...” was sung in the good old movie. Indeed, without water, life on Earth is simply impossible. Every living thing needs water: plants, animals, and humans. Water covers more than 60% of the surface of our planet, water makes up 65% human body. Water is a special substance that can take the shape of the vessel in which it is located. It can be in three states: solid, liquid and gaseous. Entertaining experiments will be an excellent way for schoolchildren to get acquainted with water, its properties and capabilities. To conduct experiments with water, you do not need complex or advanced equipment; the most basic equipment available to everyone is sufficient.

So, let's start experimenting.

Experiment with water and salt

For the experiment we will need:

• water;
• cup;
• salt.

Progress of the experiment

1. Fill the glass with water to the brim.
2. Gently stirring the contents of the glass with a thin wire or toothpick, we begin to pour salt into it.
3. During the experiment, it turns out that about half a glass of salt can be added to a glass of water without spilling the water.

Explanation

When the water is in liquid state, there remains free space between its molecules, which is filled with salt molecules. When all the free areas are filled with salt molecules, it will stop dissolving in water (the solution reaches saturation) and the liquid will overflow the edge of the glass.

Experiment with water and paper

For the experiment we will need:

• scissors;
• pencils or markers;
• glue;
• colored paper different densities;
• wide container - basin or tray;
• water.

Progress of the experiment

1. Cut the paper into squares with a side of 15 cm. Fold the squares in half and cut out flowers from them. We bend the petals of the flowers upward.
2. Place the flowers in a container of water.
3. After some time, the flowers begin to open their petals. The time it takes for this to happen depends on the thickness of the paper.

Explanation

Paper flowers begin to bloom when the paper fibers become saturated with water, the paper becomes heavier and straightens under its own weight.

Balloon and water experiment

For the experiment we will need:

• balloon;
• glass jar;
• water;
• kettle.

Progress of the experiment

1. We fill the balloon with cold water so that it cannot fit into the neck of a three-liter glass jar.
2. Heat the water in the kettle and fill the jar with it.
3. Leave the water in the jar for a while until the walls of the jar warm up.
4. Pour the water out of the jar and place the ball on its neck.
5. We observe how the ball begins to be “sucked” into the jar.

Explanation

After the walls of the jar have heated up and water has been poured out of it, they begin to give off heat to the air inside the jar. The air, accordingly, begins to heat up and its molecules move faster. When we close the neck of a jar with a ball, we create a pressure difference inside and outside it. Due to this, the ball is drawn into the jar.

Experiment with water and toothpicks

There is nothing more surprising and diverse than the world. Children, starting from the very beginning early age, day after day, they explore it, imagining nature in their own way and how everything in it is connected to each other. The main task of the adults around them is to direct the child’s desire for knowledge in such a way that the child believes that he came to this conclusion himself after conducting a series of analyses, observing a number of events and simply systematizing the knowledge gained.

It has long been established that experiment is the most effective method in achieving the delight that young pioneers strive for. And how important it is to see not only the experience itself, but also to get to the bottom of the truth and find out why this happens, to be able to repeat it - isn’t this a miracle? A child of any age - from a pupil kindergarten to a high school student - will become not just a grateful spectator, but also an active participant

With the “juice of life on Earth” – water.

The content of the article:

Experiments with water for preschoolers

Experience No. 1. What shape is water?

How does water behave when it is placed in containers of different shapes? This experience will help you find out. To carry it out you will need a transparent jug, a tall glass, a plate and a stool or table.

By alternately pouring water from a container into a container, and then simply pouring some of the water onto the surface of a table or stool, children will see that water, like any liquid, has no shape, but takes the shape of the vessel in which it is immersed or spreads over the surface if it was spilled.

Experience No. 2. Can water expand?

The following experiment should be carried out in winter outside at sub-zero temperatures or with a freezer chamber of sufficient volume to place a bottle in it in an upright position. To conduct the experiment, you will need a plastic bottle with a capacity of one and a half liters to make the result of the experiment more clear. The bottle must be transparent. You also need to stock up on a small piece of colored electrical tape and, in fact, water itself.

This experiment is carried out as follows:

• Fill the bottle halfway with water;

• Wrap the bottle with colored electrical tape to mark the liquid level;

• Then you need to leave the container with water in the cold or in the refrigerator without turning it over;

• After waiting for the water to freeze, you will be able to observe that the tape glued to the bottle remained at the bottom, and the water level increased as it froze.

This experience indicates an increase in the volume of water as it freezes.

Experience No. 3. Can eggs swim?

For this experiment with water at home, you need two 0.5 liter jars and one 1 liter jar. You will also need 1 egg, which will become the main “character” in the experiment, and table salt.

Fill the first half-liter jar with clean water, the second with water with the addition of three tablespoons of table salt.

Once the egg is in a jar of clean water, it will slowly sink to the bottom of the jar. In a saline solution it will float on the surface.

Now you need to put the egg in an empty liter jar and alternately pour water from both jars into it until you get a solution of such a concentration that the egg will float exactly in the middle of the liquid level. It won't float and won't sink!

With the addition of salt, the water becomes denser. It turns out that the saltier the water, the more difficult it is to drown in it? Exactly! It’s not for nothing that swimming in the sea is much easier than in fresh water.

Experience No. 4. Natural perfection - crystals

Here you will need a container (glass, cup, jar), water, wool thread and table salt.

It is better to take warm water for the experiment so that the salt dissolves better. You need a lot of salt. So much so that when it dissolves in a vessel of water, it begins to precipitate and stops dissolving.

You need to immerse a woolen thread in this solution (it will be easier for crystals to cling to the fibers), although thin wire or a branch can also be used.

After 3-5 days, the thread will be covered with wonderful salt crystals. This experiment will show what crystals are, where they come from, and what their properties are.

Experience No. 5. Miracle cover

With just one glass of water and a piece of paper you can perform a stunning experiment.

Surely 99% of people answer the question: “What happens if a glass of water is turned over?” They will answer unequivocally: “It will spill.” Have to young researchers prove the opposite, however, to be on the safe side, before turning the glass over, you need to cover it with a sheet of paper.

So, cover a glass of water with a sheet of paper. Now turn it over sharply, supporting the leaf. You can remove your hand - the paper and water will not go anywhere!

Experience shows that the air pressure that the paper receives from below is greater than the water pressure that the leaf receives from above, and therefore the water is held in place with its help and does not spill out.

Experiments with water for primary school children

Experience No. 1. From point to point

To conduct this study, you need very simple equipment: a transparent plastic cup, a paper napkin, multi-colored markers and, of course, water.

• A regular table napkin needs to be folded in four to get a rectangular shape. Cut a 5-centimeter piece from it and unfold it, resulting in a long and narrow piece of napkin.

• Stepping back 5 cm from the edge, draw bright multi-colored dots one after another along the length of the strip of napkin so that they form multi-colored “beads”.

• Pour half the volume into a glass of water.

• 2 centimeters not drawn with dots, lower the strip of napkin into the water.

As a result, the water from the glass will instantly rise up on the paper napkin and color it all in the colors of all the dots applied to the strip.

From experience it will become known that water always finds its way not only down, but up. IN in this case In this way, the porous cellulose fibers that make up the napkin were made.

Experience No. 2. How much salt can you put in a full glass of water?

This experiment can be carried out with a glass of water and a glass of table salt.

To get started, fill a simple glass with water to the very brim. Smoothly stirring the water in the glass, start pouring salt into it. This should be done slowly, giving the salt time to dissolve and the water in the glass not to go beyond the banks.

The goal of this water experiment for children is to prove that you can add enough salt to a filled glass of water without spilling a drop.

This has scientific explanation: water leaves free space between its particles, which is where the salt particles are placed. However, an excess of salt will cause the water to stop dissolving it, sediment will form at the bottom and the water will begin to overflow over the edges of the glass.

Experience No. 3. Does only hot water always boil?

To conduct the experiment, you need to prepare a handkerchief, water in a glass and an elastic band (suitable for tightly securing the handkerchief to the glass).

• Cover the glass with water with a wet and well-wrung out handkerchief and secure it tightly with an elastic band around the neck.

• Now press the top of the finger in the middle on the surface of the scarf so that in this place it sinks 3 cm into the water.

• Turn the glass over sharply, holding it with one hand, and hit the bottom with the other.

At the moment of impact, the water in the glass will boil.

This experience from the “obvious-incredible” series is explained simply, but at the same time it is very educational. A wet scarf is a barrier to water. At the moment of hitting the bottom of the glass, a real vacuum was formed in it and the only way for air into the glass was through a handkerchief. The air (and the vacuum sucks it in) must pass through one barrier - water, and just by passing it it forms bubbles, which create the illusion of boiling.

Experience No. 4. Magic ball

Anyone who wants to see how the magic ball is inflated should stock up on a teaspoon of baking soda, lemon, vinegar - 3 tbsp. spoons, balloon, glass, glass bottle, funnel and electrical tape.

• Pour water into the bottle, add soda, wait for it to dissolve.

• Separately mix vinegar (3 tablespoons) and squeeze lemon juice into it.

• Now use a funnel to pour all this into a bottle with water and soda.

It is important to be prepared for the reaction that will occur at the next moment, so you need to immediately put the ball on the bottle and wrap it with electrical tape so that the joint does not allow air to pass through.

And this is what will happen. All components have come into operation chemical reaction. As a result, he stood out carbon dioxide, which created the pressure necessary for the balloon to inflate - and it does!

Experience No. 5. Unusual dances

To conduct this experiment with water at home, you will need a glass bottle, a coin, and water.

Place a regular glass bottle (empty and unclosed) in the freezer. Remove it after 10 minutes and place a coin soaked in water on its neck. A few seconds will pass and the coin will begin to “dance” on the bottle, jumping and clicking on the bottle.

It turns out that the air inside the bottle cooled and compressed - it became smaller. As it warmed up, it began to expand and toss the coin, causing it to “dance” on the neck.

Experiments with water for teenage children

Experience No. 1. Atmospheric phenomena

To complete the experiment you will need: a three-liter jar, 5 ice cubes, a plate or metal baking sheet and 300 ml of boiling water.

• Pour into the bottom of the bottle to a level of 3 cm hot water. The jar must be on a hard surface.

• Then place ice on a plate or baking sheet and place it on top of the jar so that the ice cubes are concentrated above its neck.

• Steam will begin to rise from the hot water, but when it meets a cold surface, it will immediately cool and the resulting condensation will form a cloud inside the jar.

When warm air cools, it rises and clouds form. The experience imitates this natural process. Of course, children will want to know why these clouds subsequently make rain.

And here's why. The droplets on the ground heat up and rise again. There, at an altitude where the temperature is much lower, they, clinging to one another so as not to freeze, meet and those same clouds form. When there are so many of them that they become too heavy, they fall to the ground as rain.

Experience No. 2. Robinson Crusoe

Children often like to play shipwrecks and pirates. What if you ask them to imagine a situation: desert island, exotic fruits and game all around, in a word, there is no shortage of food, but... Water! The island is surrounded by an endless ocean of salt water, and without water a person cannot live long. But it turns out that if you have sufficient theoretical and practical knowledge, then you can get fresh water from salt water.

To do this, you just need a bowl of water, a few tablespoons of table salt, a plastic glass, pebbles, and cling film.

• Instead, sea water should be poured into a basin with low sides, but large area surface, water and dissolve three to four tablespoons of salt in it.

• Stir the salt until it is completely dissolved.

• You need to place a plastic cup at the bottom of the basin.

• To prevent it from floating, clean, washed pebbles should be placed in it to weigh it down. The water level should not exceed the height of the sides of the glass.

• Now you need to stretch the film over the surface of the water and secure it to the edges of the pelvis. Where the glass stands, place a weighting agent in the middle - another pebble. Leave the structure in the sun.

After two hours, flowing down the slopes of the film into the glass, fresh water will collect in it.

How to explain this experience with water? The sun promotes the evaporation of water, but there is nowhere for it to evaporate and it condenses on the film, then flowing off the container. Where does salt go from water? But it goes nowhere, it doesn’t evaporate, it still remains in the basin, and when all the water has evaporated, the basin will remain full of dry salt, and the glass will remain full of fresh water.

Experiment No. 3. Absurd metamorphoses

For this, either an experiment or a trick, you need an old unnecessary pen refill - black or blue, a small transparent bottle of medicine and an activated carbon tablet.

Fill a small flask with water and add a drop of ink (ink) from an old unnecessary pen that you don’t mind throwing away. It is better to carry out such an experiment with gloves. After adding the dye, the solution will immediately acquire a gray or blue tint.

Then you need to separately crush the activated carbon tablet and add it to the container. Having plugged the neck with your finger (your hands must be wearing gloves), shake the resulting “cocktail” thoroughly. It will slowly begin to lighten and take on the color of clear water.

What happened? Activated carbon is an absorbent, it absorbs all substances contained in solutions, in addition to it, and therefore it absorbed the dye and made it invisible to the human eye.

Experience No. 4. Does water always flow down?

For this amazing water experience for kids you will need: flowers, preferably light colors, such as tulips or celery branches; watercolor paints of different colors, as bright as possible; transparent glass glasses; pure water.

In each glass, dilute water with paint of a different color - the brighter the better. Arrange flowers or celery branches in them, like in vases. Observe the flowers for three days - with each subsequent day they will acquire the color of the water in which they stand, gaining greater saturation and brightness.

This wonderful phenomenon is explained by the desire of flowers to “get drunk” with water and their capillary structure, due to which colored water penetrates into all plant cells and colors them in all the colors of the rainbow.

Experience No. 5. Where is the toothpick flotilla sailing?

A simple set of tools will help you carry out this unusual experiment with water at home: a container of water, for example, a small basin, the main thing is that the surface area is sufficient - at least 40 cm in diameter; toothpicks - 6-10 pieces; liquid soap or dishwashing detergent; refined sugar - 1 cube.

Fill the bowl with water up to halfway. Place the toothpicks in a circle, pointing their ends toward the center of the container so that one of their tips touches the side. Visually they should resemble sun rays. Now very slowly lower the sugar cube to the bottom in the very center of the vessel. Not even a few seconds will pass before the entire fleet, as if on command, rushes towards him. Sugar can be removed using a teaspoon.

Now you need to drip some liquid soap in the middle of the basin. The toothpicks immediately head back to the shore.

The explanation for this experience is very important and useful. It turns out that sugar absorbs moisture, which is why it created a “current” in its direction and attracted the toothpicks to itself. The property of soap is such that as soon as it appears, the tension on the surface of the water decreases or disappears altogether, and therefore the toothpicks were forced to turn around and float back.

“Tell me and I will forget;

Show me and I will remember;

Let me do it and I will understand.”

(Chinese parable)

Experiments with water

To determine the properties of water, we conducted several experiments.

First experience. Pour some water into an ice tray and place it in the freezer. After a couple of hours, take out the mold, making sure that ice appears in it instead of water. What a miracle, where did it come from? Is solid ice really the same as water?

Let's check it now! When warm, ice quickly melts and turns into ordinary water.

Conclusion: In the cold, liquid water freezes and turns into solid ice. But water can turn into more than just ice. Pour the melt water into a saucepan, put it on the fire and watch it carefully.

When the water boils, steam will appear. Carefully bring a mirror to the saucepan and see the droplets of water formed on it. This means that steam is also water!

If the saucepan boils long enough, all the water will disappear from it. All the water will turn into steam, which will fly through the air.

Conclusion: Liquid water freezes and turns into ice at 0 degrees. When heated to 100 degrees, water boils and turns into steam.

Experience two. Let's put some water in a plate, measure its level on the wall of the plate with a marker and leave it on the windowsill for several days. Looking into the plate every day, we can observe the miraculous disappearance of water. Where does the water go? In the same way as in the previous experiment, it turns into water vapor - evaporates. But in the first case, under the influence of high temperature, the water disappeared in a matter of minutes, and in the second - in a few days.

Conclusion: Water can evaporate.

Experience three. Everyone knows what happens to sugar when we put it in tea and stir it with a spoon. But does sugar disappear completely? After all, the tea was unsweetened, but it became sweet. Sugar does not disappear, it dissolves, breaks up into tiny particles invisible to the eye and is distributed throughout the entire glass. The same thing happens with salt. To prove this, let’s take a tablespoon of liquid from the glass where salt was poured before. Hold the spoon over the fire until the water evaporates. There will be a white powder left in the spoon. After the spoon has cooled, taste the powder. It will easily become clear that this is salt.

Conclusion : Sugar and salt dissolve in water, changing its taste. Salt water produces salt crystals when evaporated, while sweet water produces sugar crystals.

Experience four. "Teach an egg to swim"

To conduct the experiment, we needed a raw egg, a glass of water, and a few tablespoons of salt.

Place a raw egg in a glass of clean tap water - the egg will sink to the bottom of the glass. Take the egg out of the glass and dissolve a few tablespoons of salt in the water. Place the egg in a glass of salted water - the egg will remain floating on the surface of the water.

Conclusion: Salt increases the density of water. The more salt there is in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person can lie on its surface without any effort, without fear of drowning.

Experience five . "The Enchanted Sippy Cup."

Fill the glass with water to the very brim. Now let’s concentrate our attention and very carefully drop the coins into the glass one at a time. We do this more carefully: the water will begin to rise above the edge of the glass.

What's happening?

Surface tension collects water. If you look closely, you can see that the meniscus continues the line of the walls of the glass, rising in an arc in the middle. Water also rises when we plunge into a bathtub filled with water.

Conclusion: Water rises when a body is immersed in water.

Experience six.

Fill the glass about 2/3 full with tap water. Place a glass of water and a pencil on the table. Dip the pencil vertically into the water so that its tip is approximately halfway between the bottom of the glass and the surface of the water. We move the pencil back and forth in the water, holding it vertically.

From the outside it will seem that the pencil is broken: the part of the pencil that is under water is slightly shifted relative to the part that is under water.

This effect occurs due to refraction. Light travels in a straight line, but when a ray of light passes from one transparent substance to another, its direction changes. This is refraction. When light passes from a denser substance, such as water, to a less dense substance, such as air, refraction occurs, or a visible change in the angle of incidence of the beam. Light travels at different speeds in substances of different densities.

Conclusion: Light reflected from a pencil, passing through air, appears to be in one place, and through water, in another.

Tornado in a Bottle Experience

• Water
• Transparent plastic bottle with cap
• Shine
• Dishwashing liquid

Time to conduct the experiment: approximately 15 minutes.

Let's start the experiment:

1. Fill in plastic bottle with water until it fills ¾ of the bottle.
2. Add a few drops of dishwashing liquid to the water.
3. After a few seconds, add a few pinches of glitter. This will help you see the tornado better.
4. Close the bottle tightly with the cap.
5. Turn the bottle upside down and hold it by the neck. Spin the bottle quickly for a few seconds in a circular motion, stop and look inside.

Note:

You may have to spin the bottle a few times before you get the tornado to work properly.

How did this happen?

When you swirl the bottle in a circular motion, you create a vortex of water that looks like a mini tornado. Water quickly rotates around the center of the vortex due to centrifugal force. Centrifugal force is the inward force of a guiding object or fluid, such as water, relative to the center of its circular path. Whirlwinds occur in nature, but there they are very scary.

Soap Bubbles Experience

To conduct the experiment you will need:

• Liquid soap
• Water
• Jar
• A piece of wire

Time to conduct the experiment:

About 5 minutes

Let's start the experiment:

1. Mix one cup of liquid soap with six cups of water.
2. Pour the mixture into a jar.
3. Bend the end of the wire into a ring shape.
4. Dip the wire into the mixture, dip it in, and carefully pull it out.

Note:

Before conducting"Soap Bubbles" ExperienceMake sure that your wire is not covered with a nylon layer, because if the wire is covered with a nylon layer, you will not be able to create soap bubbles.

Observation:

Try using dish soap, shampoo or body wash and see which creates better bubbles. How big a soap bubble can you make?

Result:

Bubbles are formed due to the fact that you mix soap and water . When you bent the end of the wire into a ring and dipped it into the mixture, water and soap particles moved onto the wire, and after you blew into the ring, a soap bubble would fly out.

City competition of professional skills of teachers educational institutions"My best lesson»

Lesson about the world around us in 3rd grade

(textbook: A.A. Pleshakov “The World around us”)

Kaluga, 2015

Subject. Water. Properties of water. ( Lesson-research)

The purpose of the lesson : organize work to study the properties of water, create conditions for carrying out this work.

To develop the student’s personality based on the formation of the ability to learn, develop attention, thinking, memory, and promote the development of scientific speech.

Foster a culture of behavior in frontal and group forms of work. Foster hard work and responsibility.

Planned results .

IN subject area:

Students will learn to use experiments to explore the properties of water, analyze, prove assumptions, draw conclusions orally and in writing, carry out experiments according to instructions, draw up an answer plan with the help of “assistants” for presenting work, and compare the properties of water and air.

In the personal area:

Be able to conduct self-assessment based on the criterion of successful educational activities.

In the meta-subject area:

Be able to determine and formulate the topic and purpose of the lesson,accept(set) an educational-cognitive task and maintain it until the end educational activities;

plan your action in accordance with the task, express your judgments based on the experiments performed. (Regulatory UUD)

Realizesearching for information necessary to solve educational problems from textbook materials, performing experiments, own observations,

understandinformation presented in verbal, pictorial, schematic form. (Cognitive UUD)

Consciously and voluntarilybuild speech utterance orally and in writing;

give a reasoned answerto questions, justify your point of view, construct statements understandable to your partner, adequately use speech means to solve communication problems

enter into educational cooperationwith the teacher and classmates, carry out joint activities in small groups;

 admitthe possibility of people having different points of view, showing tolerance towards the statements of others, showing a friendly attitude towards partners. (Communicative UUD)

Basic concepts developed in the lesson . Properties of water: colorless, odorless, tasteless, transparent, fluid, solvent, expands when heated, contracts when cooled.

Key Resources : Pleshakov A.A. The world around us Textbook for grade 3 \ A.A. Pleshakov.-M., 2013\

Additional: computer, multimedia projector, screen, presentation “Properties of water”, equipment for experiments, instructions, answer “helpers”, workbook, cards with words, table card.

Organizational forms of work : frontal, group, independent

Technologies used:

Technology of personal-activity learning

Information and communication technologies

Research technology

Communication technology

Lesson progress (inductive type)

1. Organizing time ( Greetings)

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Mood for learning activities

Getting ready for learning activities

Organizes and creates conditions for motivated learning activities

Be able to fulfill the requirements for the lesson, rules of behavior in the lesson

2. Motivation (self-determination) to educational activities.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Inclusion in educational activities

Listen to the soundtrack

Creates conditions for students to develop an internal need for inclusion in educational activities.

Be able to listen to questions, comprehend and answer them

(communicativeUUD)

A soundtrack of water sounds for several seconds.

Teacher. What did you hear? What did they present? What feelings does the sound of water evoke?

3. Updating knowledge.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Testing previously acquired knowledge, updating the topic, posing the problem

Answer questions, define the problem, formulate the topic and purpose of the lesson

Organizes a dialogue with children, during which the problem of the lesson is formulated

Be able to distinguish between different states of water using riddle answers

Be able to present answers, listen to others’ answers, solve riddles

(communicative, cognitive UUD)

Teacher . Prove that water is the most important liquid on Earth.

Children. Water is part of every organism. Water feeds and waters all living beings. Water is home to aquatic animals and plants. People use water for cooking, cleaning, and for body hygiene. Water works at hydroelectric power plants - extracts electricity. Without water, it is impossible to make paper, fabric, rubber, plastic, medicine and much more. And water is the widest, most comfortable road. Ships sail day and night along countless rivers, seas and oceans, carrying heavy cargo and passengers.

2) Teacher .

Guess the riddles:

It flows, it flows, it won’t leak

He runs, he runs, but he won’t run out. (river)

Fishes live warmly in winter

The roof is thick glass. (ice)

The white tablecloth covered the whole earth. (snow)

Through a thick veil

I don't understand anything

House, trees, pond

The gray guest covered him with his cloak. (fog)

(Children find cards with answers on the corner visual marks)

Teacher . Why do you think water is considered amazing substance on the ground?

Children. Water can be in three states.

Teacher. So, we've said everything about water. It seems that we know everything about her or not everything? (pause) Do you think water has special properties that we don't know about yet?

Children. We think there is.

Teacher. Would you like to know about them? Then formulate the topic of our lesson.

Children . We will study the properties of water. Slide No. 1

Teacher. For what purpose will we do this?

Children. To learn more about water, maybe it will be useful to us in life .

Small group research.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Carrying out research according to plan, solving the problem, conclusion

Conduct research according to plan, solve the problem, draw a conclusion as a result group work

Organizes research work students

Find out the properties of water through experiments

Be able to acquire new knowledge, memorize it, and work in a group.

(Cognitive, communicative UUD)

The class is divided into 6 groups of 4 people to conduct the experiment and one group of 3 people to observe polluted water) let's remember how to work in a group. Slide No. 2

Each group receives the necessary equipment to conduct the experiment and instructions on how to perform the experiment. The instructions contain instructions for each group member: someone performs the experiment, someone controls, someone formulates a conclusion, someone writes the conclusion in a notebook.

For their presentation, children can use the answer plan provided by the teacher for each group.

1 experience. On the table is a glass of water, a glass of milk, a spoon. A group member alternately dips a spoon into a glass of milk and then into a glass of water. They come to the conclusion that the spoon is visible in the glass of water. This indicates the property of water - transparency.

2 op yt. On the table is a glass of water and strips of colored paper. Children take turns comparing the color of the paper with the color of the water. They come to the conclusion that the water is colorless.

3 experience . On the table is a glass of water, a bottle with a fragrant substance, for example, perfume. Children sniff water in a glass, and then perfume. They come to the conclusion that water has no odor.

4 experience . On the table is a glass of water, a glass of tea or compote. Children taste tea and then water. They come to the conclusion that the water has no taste.

5 experience . On the table are two glasses of water, a stirring stick, a little salt and some crushed chalk. Children pour salt into one glass and chalk into the other, stir with a stick and come to the conclusion that the salt has disappeared in the glass, that is, it has dissolved, and the chalk has settled to the bottom of the glass. This indicates the property of water - a solvent for some substances.

6 experience . On the table is a glass of water, a spoon, and a board. Children pour a spoonful of water onto the board and come to the conclusion that the water spreads. This speaks about the property - fluidity.

7 experience. Monitoring contaminated water. On the table is an empty glass, a glass of water, a stirring stick, special filter paper, and river sand. A group of children use textbook drawings to make a filter and pass water through the filter. They conclude that the water can be filtered.

Physical education minute . There are two frogs in the swamp - two green friends,

In the morning we washed ourselves early, rubbed ourselves with a towel,

They clapped their hands and stomped their feet.

They leaned to the right, to the left and came back.

That's the secret of health, hello to all my friends. !

5. Information exchange .

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Primary consolidation of new material

Talk about their observations

Helps children collect cards with the names of properties and attach them to the sensory cross.

Be able to systematize the knowledge gained during the research.

Be able to tell a plan about your observations of water.

(Regulatory UUD)

Each group takes turns coming to the board and telling how they performed the experiment, what property of water they observed. Children can use answer helpers.

For example: 1) We put…… into a glass.

2) We observed that......

3) We concluded………

One representative from the group removes a card from the wall with the name of the properties of water, the teacher attaches it to the sensory cross. Thus, cards with the names of properties are collected together.

6. Organization of information.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Continued implementation of the set goal

Children observe new experiences

Demonstrates two experiments in order to identify new properties

Learn more about new properties of water

Be able to navigate your knowledge system (Regulatory UUD)

Teacher. What properties of water did you discover during your experiments? Children list. Slide No. 3 (diagram)

Teacher . What can they mean? question marks on the diagram?

Children . There may be more properties that we have not considered

The teacher demonstrates two more experiments: he heats and cools water to reveal two more properties - the expansion of water when heated and the compression of water when cooled. Now all the properties have been studied, again you can see the diagram on the slide, but without question marks.Slide No. 4

Linking information. Generalization.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Summarize the knowledge gained, independent work

Children summarize their acquired knowledge and fill out a comparison table

Organizes a dialogue with children and gives practical tasks.

Be able to compare the properties of water and air

Be able to perform actions with signs and symbols (knowledge

vative UUD)

Teacher. Where in everyday life, in life, do we use the property of water - a solvent?

Children . When we stir sugar in water.

teacher b. Can knowledge about the property of water as expansion when heated be useful to us?

Children. Yes, when we boil a kettle, we must not pour water to the very edge of the kettle.

Teacher . How can you purify contaminated water?

Children . Pass through the filter.

teacher b. Is this enough to drink this water?

Children . No.

Teacher . What else needs to be done?

Children. Boil

Teacher. What properties of substance did we get acquainted with in the last lesson?

Children . Air.

Teacher . Compare the properties of water and air. Draw a conclusion.

(Children fill out the table) and then check it against the standard.Slide No. 5

Properties

Water

Air

Transparency

No color

No taste

Without smell

Fluidity

Solvent

Expands when heated

Compresses when cooled

Reflection.

Lesson Stage Objectives

Student activities

Teacher activities

Planned results

Subject

UUD

Record new lesson content, organize reflection and self-assessment of students’ own learning activities

Answer questions, give self-assessment of activities in the lesson

Organizes recording of new content, reflection, and self-assessment of educational activities.

Be able to independently adequately assess the correctness of an action, the ability to have a positive self-assessment based on successful educational activities. (regulatory UUD)

Teacher . What properties of water do you now know about?

How did we study these properties?

What surprised you during the process?

What did you find interesting while studying the topic?

What did you find most difficult?

What's the most important thing you learned?

Bibliography

1.N.B. Shumakova Development of research skills of junior schoolchildren\Moscow. Enlightenment2011\

2. Pleshakov A. A. The world around us: a textbook for grade 3\ A.A. Pleshakov.-M., 2013\

3.On the way to high standards(Collection of information and methodological materials) Kaluga 2011