Experimenting with water in the older group. OOD in the senior group “Experiments and experiences with water.” experiments and experiments on the world around (senior group) on the topic Water experiment for children of the senior group

Natalia Ivanova
Experimenting with water in the older group

Target: Development of cognitive and research activities of children.

Tasks:

Contribute to the accumulation in children of specific ideas about the properties of water (it has no color, taste, smell, the ability to dissolve certain substances).

Clarify and consolidate children's knowledge about the meaning of water.

Develop speech, curiosity, observation.

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

Enrich children's knowledge about the role of water in the life of humans, animals and plants.

Develop children's cognitive activity in the process experimentation, stimulate the desire to draw conclusions.

Introduce children into active vocabulary words: liquid, colorless, transparent, tasteless, laboratory, laboratory assistant.

Develop coherent speech in children.

Cultivate accuracy when working and the ability to work together.

Promote the manifestation of positive emotions from gaming activities with water.

Material and equipment:

Symbols indicating the properties of water;

Transparent plastic glasses 0.25, 3 pieces for each;

Water straws, 2 pieces per person;

Disposable spoons, 2 pieces per person;

Plates with sugar, 1 per table;

Plates of coffee, 1 per table;

Droplets and clouds for outdoor play;

Laptop for viewing the presentation.

Lesson progress:

caregiver: Guys, this morning the postman gave me a parcel. I didn't open it without you. I wonder what is in this package? Are you interested in finding out?

Children: Yeah interesting.

caregiver: Sit down on the chairs, and I’ll open the package. Oh guys, look what this is (I take a globe out of the box). Do you know what it is?

Children: This is a globe

caregiver: That's right, this is a globe - a model of the earth, this is how our planet Earth looks from space. Let's all say the globe together.

Children: Globe.

caregiver: What does blue mean?

Children: This is water.

caregiver: Water surrounds us everywhere. Water in rivers, seas, oceans occupies much more space on our planet than land, look, I'll show you now (slide show). What have we seen now?

Children: We saw rivers, seas, oceans, lakes.

caregiver: That's right, guys, you are very attentive. And the land is shown in brown and yellow. Look at the globe (I run my finger and show where the land is and where the water is). I invite several children and ask them to show and name where the land is and where the water is.

caregiver: Who needs water?

Children: People, plants, insects need water.

caregiver: And so, insects need water - they also need water, fish - they live in water, birds, plants, people. It turns out that everyone needs water. Water is life, for all of us water is very important (slide view).

caregiver: Why does a person need water?

Children: To drink, to wash.

caregiver: So, we need water to drink, cook, wash, wash and keep clean. Can we live without water?

Children: No.

caregiver: Without water, all living things will die. And now we will play with you. Do you want to play a game?

Children: Yes, we want.

caregiver: You will be droplets of water (I give the droplets to the children, and these clouds are your houses. When the music plays, you move, but when the music stops, you occupy your cloud houses. The droplet that was not enough of a cloud evaporated (dried up). Did you understand me?

Children: Yes.

caregiver: Then let's start our game.

Physical education minute

Clouds are laid out on the floor (one less than children).

All children are droplets.

While the music is playing, children move freely around group.

As soon as the music stopped, every "droplet" should take any "cloud".

"Droplet", which was not enough "Clouds", evaporated.

The game is played 2-3 times.

caregiver: How fun we played with you. And here in the parcel there is also a letter, how we didn’t notice it right away. Shall we read the letter?

Children: Yes.

caregiver: Now I'll give it to you I will read: “Dear guys, we invite you to the laboratory to study water. We will be glad to see you." Well, shall we go?

Children: Yes.

caregiver: Close your eyes, turn around and find yourself in the laboratory. Here we are in the laboratory, where we will say everything together.

Children: In the laboratory (several children talk).

caregiver: We will be laboratory assistants. Who will you and I be?

Children: Laboratory assistants.

caregiver: Well done. In the laboratory you need to behave very carefully, do not push, do not take anything without permission, do not speak loudly or talk. Let's put on sleeves and hats. Have you put everything on?

Children: Yes.

caregiver: Now we sit down at the tables very carefully. Guys, where are we?

Children: In the laboratory.

caregiver: Who are we now?

Children: Laboratory assistants.

caregiver: Now we will learn about the properties of water, what kind of water it is.

Experiments:

caregiver: In front of us are instruments for studying water. Take a glass with water and pour the water into an empty glass. What do we do with water?

Children: Pour over.

caregiver: Our water is flowing, right?

Children: Yes.

caregiver: Why is water flowing?

Children: Because it's liquid.

caregiver: Right. Water is liquid, it flows (I post the symbol). What if there was water

solid, could it flow?

Children: No.

caregiver: Let's say it all together - liquid.

Children: Liquid.

caregiver: And now we need to find out whether the water has a smell. Smell the water. What do you feel, does the water have a smell?

Children: No.

caregiver: So, water has no odor. So the water is odorless . Does the water have a smell?

Children: No.

caregiver: Let's proceed to the next experiment. Let's put in front of us a glass of milk and a glass of water. Place one tube in a glass of milk and one in a glass of water. Are the tubes visible?

Children: In a glass with visible by water, but not in a glass of milk.

caregiver: What can we say about water?

Children: The water is clear.

caregiver: What color is the milk?

Children: Milk is white.

caregiver: The water is clear (I post the next symbol).

caregiver: Let's do the following experiment. Try the water through a straw. What does it taste like? Does water have a taste?

Children: No taste.

caregiver: So water has no taste. Does the water have a taste?

Children: No, water has no taste (the next symbol is displayed).

caregiver: Now let’s take a glass of water and add a spoonful of sugar, stir well. Look, where did our sugar go?

Children: He dissolved.

caregiver: That's right, the sugar dissolved, the sorceress water dissolved it. What happened to sugar?

Children: He dissolved.

caregiver: Water dissolves some substances. Try the water, what is it like?

Children: Sweet.

caregiver: Water can change its taste if you add something to it. Now put a dry spoon of coffee into this sweet water and see what happens? Miracles, where is the coffee?

Children: The coffee has dissolved.

caregiver: Again the magician water worked wonders, our coffee dissolved. Our water was without what? I draw the children's attention to the symbols.

Children: Colorless and odorless.

caregiver: That's right, how attentive you are to me. Now smell it, is there a smell?

Children: Yes, the water has a smell.

caregiver: Yes, guys, our water has a coffee aroma. The water may smell like something you add to it. And if we added raspberry jam, what smell would the water have?

Children: Raspberry.

caregiver: That's right, well done. How much we have learned about water. You were good laboratory assistants. This is where our water research ended. What have we learned about water?

Children: Water is liquid, water has no odor, no taste, water is clear, water dissolves sugar and coffee.

caregiver: Well done boys. Now we carefully go out and take off our hats and sleeves. It's time for us to go back to kindergarten. Turn around yourself in kindergarten and find yourself. Guys, where have we been?

Children: In the laboratory.

caregiver: Who were we?

Children: Laboratory assistants.

caregiver: Did you like it?

Children: Yes.

caregiver: You turned out to be real laboratory assistants, next time we will definitely be invited there.

Summary of an open lesson in the senior group of kindergarten "Properties of Water"

Goals:
- Continue to acquaint children with the properties of water: transparency, odorless, tasteless, water is a solvent.
- Clarify children’s ideas about water in three states.
- To develop children’s knowledge about the importance of water in human life;
- Clarify children’s ideas that water is important for all living beings;
- Develop skills in conducting laboratory experiments;
- Activate and generalize the vocabulary of children with nouns, adjectives and verbs on the topic of the lesson;
Tasks:
Educational:
- Introduce children to the properties of water: colorless, transparent, odorless, tasteless.
- Improve children's knowledge about the importance of water in human life.
- Teach children the skills of conducting laboratory experiments:
- Strengthen the ability to work with dishes, observe the necessary safety measures.
Educational:
- Develop social skills: the ability to work in a group, take into account the opinion of a partner, defend one's own opinion, prove one's case, instill a careful attitude to water.
- Cultivate perseverance and accuracy
Developing:
- Develop phonemic hearing in children.
- Activate and enrich the vocabulary of children with nouns, adjectives, verbs on the topic of the lesson.
- Develop children's creative abilities.

Lesson progress:

caregiver: Guys! Guests came to our lesson, let's say hello to them.
Children: Hello!
IN: Today we will go to the laboratory where we will study the properties of water. Dwarves live in this laboratory and you are already familiar with them. List their names? (The teacher shows cards with images of gnomes).
D: Children list the names of the gnomes.
IN: Guys, what can we use to go to the laboratory?
D: children's answers (ship, train, plane, etc.)
IN: Well done! You and I will go on the ships “Plop-Plop”. Oh, guys, look, our ships don’t have sails (flags). Let's put them on the masts. You just need to put them on correctly! On the first row, put on all the green flags, on the second row, all red, on the third row, all yellow, on the fourth row, all orange, and on the fifth row, all blue.
The children are doing the task.
IN: Goodies! Now you can go to the magic laboratory.
The children and the teacher stand up like a train and go to the table on which there is a letter.
IN: Guys, look, there is a letter here. On the envelope it is written that this is a letter for the guys from the group “Hare”. Shall we read it?
D: Yes!
Q: It says here that the gnomes have disappeared and they need our help! We need to conduct experiments and draw the right conclusions, and in this way we will help our gnomes return back to the laboratory. Shall we start?
D: Yes!
IN: Why do you think water is needed?
D: Children's answers (bathing, washing, cooking, watering flowers, drinking, etc.)
IN: Well done! Before we begin our research, let's remember the rules of behavior in the laboratory:
- Don't make noise - by doing this we disturb others.
- Handle dishes carefully.
- Listen to the teacher.
- Carefully monitor the results of the experiment.
- After finishing the observation, draw a conclusion.
Go to table number 1.
Experiment No. 1 “Transparent and colorless water.”
Q: Guys, there are glasses of water in front of you. Tell me, what color is it?
D: Transparent, no color.
V: Right. Guys, look, the gnomes left us paints and each of them has their own favorite color. What color does Kohla the gnome like? (etc. ask about each gnome.)
D: children's answers.
Q: Guys, each take a jar of paint and dilute it in a glass of water. Look what happened to her? What conclusion can be drawn?
D: She got colored.
Q: Yes, the water has taken on the color of paint. What can be the conclusion?
D: Water has no color.
Q: Take other cups of water and put beads in them. Are they visible in the glass?
D: Yes, I see.
Q: Now take the cups of milk and put the beads in them. Can you see them in the glass?
D: No, I can’t see it!
Q: Indeed, it’s not visible! What can be the conclusion?
D: We can conclude that the water is clear, but the milk is not.
B: Okay. Now go to table number 2.
Children come to table number 2.
Experiment No. 2 “Water has no taste or smell.”
Q: Guys, there are glasses in front of you with water in them. Smell the water, what does it smell like?
D: It doesn’t smell like anything.
Q: Guys, taste the water now. What is she like?
D: Water without taste.
Q: Yes, that's right, the water is tasteless. Now add lemon slices to it. What happened to the water? Smell the water. Has her smell changed?
D: Yes, the water began to smell like lemon.
Q: Now taste the water again, what has changed?
D: The water became sour, like lemon.
Q: What can be concluded?
D: We can conclude that water has no taste or smell.
V: Well done! You do a great job! Let's take a little rest. Go out for a physical minute.
Children go out for physical exercise:
Fizminutka:
We quickly went down to the river,
They bent down and washed.
And now we swam together,
Together once is breaststroke,
One, the other is a rabbit.
Went ashore
Dried yourself with a towel
So that everyone is dry
And we went home.

Water, water.
Wash my face.
So that your eyes sparkle.
To make your cheeks red.
To make your mouth laugh.
So that the tooth bites.
Experiment - game No. 3. "Water in three states"
Q: Guys, you already know that water comes in three states. In what?
D: children list: solid, liquid, gaseous or vaporous.
Q: When can water be a solid?
D: when it turns into ice or snow.
B: Okay. When can water be in a gaseous or vaporous state?
D: When it turns into steam, clouds or fog.
Q: When can water be in a liquid state?
D: In the liquid state, water flows from a tap or when we pour it from a kettle.
V: Well done! Now we will check if you answered the questions correctly.
The teacher shows the children water in liquid, solid and vapor states.
Q: So you answered everything correctly. Now let’s draw water in liquid, solid and gaseous states on the game visor. In the upper right corner, draw liquid water (waves). In the lower left corner draw water in a solid state (ice cube), in the upper left corner draw water in a vapor state. What corner do we have left free?
D: The lower right corner remains free.
Q: In the lower right corner, draw what mood you were in when you performed the experiments (smile). Well, it's time to return our gnomes! I suggest you play with non-melting pieces of ice. You need to build boats (or planes) from non-melting ice floes, on which the gnomes can sail (fly) back to their laboratory.
Children will build boats (airplanes) for the gnomes.
Q: How smart you are! We managed to return the gnomes! Look, they're all here!
Summing up the lesson.

Experimentation in the older group

Experiments with water in the senior group.

Magic droplets of water.

Target: Expand children's understanding of the properties of water; promote the development of cognitive activity and curiosity in children through experimental activities
Tasks:
1. Develop children’s visual, auditory, motor memory;
2. Develop fine motor skills in the process of examination actions;
3. Develop coherent, dialogical speech, answer questions in sentences, coordinating words in gender and case/
Preliminary work:
Experimenting in a group: obtaining new colors and shades by mixing paints; rolling narrow strips of paper into a tube using a pencil; determination of materials with the greatest absorbent properties (wiping puddles with paper, cotton wool, cloth, sponge).
Equipment:
"Cylinders"; "Magic wand"; plastic water bottles; gouache; brush; a bowl of water (designed like a lake); paper water lilies; olive oil; food coloring (dry); salt; cup; backlight
Lesson progress:
We enter the group with the children, and in the middle we see a poster (slide 1). I read the posters on it:
"Circus! Circus! Circus! Performance “Magic Droplets of Water!” Amazing tricks!”
Educator:
- Guys, do you want to go to the circus? What do you like about the circus?
Children:
-There are fun, noisy, colorful, exciting celebrations and performances.
Educator:
-Would you like to perform in the circus? (children's answers). I invite everyone to a performance called “Magic Droplets of Water.”
To the song “Blue Water,” children perform movements with blue ribbons.
Educator:
-And now we will be magicians. I will be the main magician, and you will be my assistants. To perform magic tricks, wear magic hats.
To the music, children put on top hats and sit on chairs.
The teacher begins to perform a trick, but instead of clean water, dirty water appears.
Educator:
-What's happened? Instead of clean water, it is dirty. What should I do now?
Children say that you can clean it with a filter.
Educator:
- What can a filter be made from?
Children:
-The filter can be made from cotton wool or bandage.
Trick #1: Transformation (slide 2, 3)
Children come to the tables where the jars are, make a filter and purify the water.
Conclusion:
-Water can be purified, even the dirtiest.
Trick #2: Multi-colored water (slide 4,5,6)
(There are 3 plastic bottles filled with water in a row on the tray.)
Educator:
-“In this number of the program in the arena in front of you
The famous magician - Fakir, he surprised the whole world! »
- Here is simple water, what color is it?
Children:
-The water is clear.
Educator:
- I need three assistants to show the trick.
After waving the magic wand, they begin to actively shake the water in the bottles one by one.
Educator:
-1. “Oh, water, water, my cold friend! Become water - water, not just water - green! »
-2. “Oh, water, water, my beautiful friend! Become water - water, not just water, but red! »
-3. “Ah, water - water, turn into frost! Become water – water, not just water, but blue!”
After which the water turns different colors: green, red, blue.
Educator:
-Why do you think the water turned different colors?
Children:
-Water mixed with paint and became colored.
The teacher invites the children to go to the tables with bottles and do the same trick.
Educator:
- There was simple water,
Make your water colored!
At the same time, shake the water bottles.
Conclusion:
-Water may stain and change color.
FOCUS No. 3: Fresh flowers (slide 7,8)
The teacher opens his palm and there is a water lily there.
Educator:
- What is the name of this flower?
Children: This flower is called Water Lily
Educator:
- Where does it grow?
Children: Water lily grows on a lake, on a pond
Educator:
- The flowers are sleeping, but how can you wake them up?
Children:
- Flowers must be put in water and they will bloom.
Educator:
-Take a water lily and carefully place it on the surface of the water. Let's say it all together:
“HEY FLOWERS, WAKE UP!
PETALS OPEN!”
Children watch the opening of the petals.
Educator:
- Why did the petals begin to open?
Children:
- The petals get wet and straighten.
Conclusion:
-The paper becomes wet, the petals open under the weight of the water and lie on the surface of the water
Game "Streams and Lakes"
Educator:
- The most amazing trick “Magic water droplets”!
FOCUS No. 4 Lava lamp (slide 9)
Educator:
- You helped me purify the water, and I will show you a miracle. I need water, oil (I pour it into water), dye. I will slowly sprinkle salt, and the magical droplets will rise up and fall down.
I turn on the light and slowly pour in the salt. This creates the effect of a lava lamp.
At the end there is a Soap Bubble Show.

Educator:
- The performance is over.
The huge hall was empty.
The door closed for a while,
The lights have gone out, the ball is over!
Quietly take off your hats,
And put it back!

Goals and objectives:

• consolidate children's knowledge about the form in which water exists in nature, about the state of water in the environment (rain, snow, frost, ice, steam, dew, fog);
• develop children's cognitive interest in the process of experimenting with water liquids: transparency, lack of shape, water as a solvent;
• develop skills in conducting experiments;
• cultivate a caring attitude towards water as a natural resource.

preliminary work:

Conversations on the topics: “Who needs water?”, “How does a person use water?”

Compiling the album “Water in nature and in human life.”

Observations in nature of precipitation and seasonal phenomena.

Memorizing poems, nursery rhymes about water, reading fiction, didactic game “What is water for?”

Equipment: globe, album “Water in nature and in human life”; illustrations; glass; glasses of water; small items; cups with flour, sugar, salt; spoons; circles are blue, purple, light blue; projector.

Lesson progress:

Greetings:

Hello guys!

Today we will remember the properties of water.

Introductory conversation

The teacher shows the globe.

What is this? What is a globe? Who knows what is indicated in blue on the globe? (water). There is not a single living organism in the world that can live without water. Why do I say so? Who needs? (to humans, animals, birds, insects, trees).

We are looking at the album “Water in Nature and in Human Life.”

How does a person use water? (table).

Guys, how much liquid do we drink per day? Let's count together: tea, coffee in the morning, compote for lunch, soups, vegetables.

Game "Who can name the most edible liquid."

Pass the ball, name the edible liquid. (Lemonade, kvass, fruit drink, mineral water, jelly, cocoa, compote, Coca-Cola, milk soup, juice, etc.)

Water is a real magician. She knows how to transform and change. In summer we see water in the form of what? (rain, hail, dew, fog). What does it turn into in winter? (in snow, frost, ice, ice patterns).

Puzzles:

She grows upside down

It grows not in summer, but in winter.

The sun will warm her up a little,

She will cry and die. (Icicle.)

What kind of stars through

On a coat and on a scarf?

All through, cut,

And take it, water in your hand. (Snowflakes.)

I am both a cloud and a fog,

Both the stream and the ocean.

And I fly and I run

And I can be glass. (Water.)

Peas scattered on 70 roads,

No one will pick him up?

Neither the king nor the queen,

On the red maiden. (Grad.)

Silver fringe

Hangs on branches in winter.

And in the spring in weight

Turns into dew. (Frost.)

And it pours into it, and it pours out of it,

And he trudges along the ground. (Creek.)

He makes noise in the field and in the garden,

But it won't get into the house.

And I'm not going anywhere

As long as he goes. (Rain.)

Finger game “The rain came out for a walk”

It's raining for a walk (index and middle fingers walk along legs)

He's running down the alley

Drumming on the window.

Scared the big cat (use your fingers to draw cat ears above your head)

Washed passers-by with an umbrella (draw an umbrella with your hands above your head)

The rain also washed out the roofs.

Immediately the rain became wet,

The rain has stopped, I'm tired (“shake off” droplets of water from your fingertips).

Conducting experiments

What is shown in white on the globe? ( ice and snow). Is this also water?

What can water turn into? (steam, fog, clouds, clouds, rain).

Find the water in the pictures. Who recognized her? (they find water in a modified state).

Where does water occur in nature? ? (sea, lake, stream, spring, river, ocean, puddle, swamp).

Word game “What kind of water…”

The water in the sea is like sea water,

In the lake - lake,

In the river - river,

In the spring - spring water,

In a swamp - swamp.

Do you know that the water in the seas and oceans is salty? On their way to the sea, rivers pass through mountains and soils that contain various salts; they carry this salt to the sea, where it remains, because the sea does not flow anywhere. And in the rivers, the water remains fresh and fresh, since the rivers are constantly replenished with new water from springs, from rain, and the current carries salt into the sea.

How do rivers know how they need to flow into the sea? Let's conduct an experiment.

Experiment: take a glass and pour some water on it. What happened? (puddle).

Now let's tilt the glass. The river flowed. What if you tilt it too much? (it flowed very quickly). This is how it is in nature. If the river flows through the plain, it flows smoothly and slowly, and mountain rivers flow quickly, their current is stormy, the banks are rocky, steep, waterfalls form. (slide show).

Now listen to the audio recording of the sound of water and determine what it is making noise (sound recordings of a stream, river, mountain river, waterfall are offered).

Outdoor game "Stream".

Water is one of the most amazing substances on our planet, and today we will dwell on its properties in more detail (children sit at the tables).

Experience 1.

Look, the glass contains ordinary tap water. I can look through the water at the toys, at your faces. Try the same. Can you clearly see the objects you are looking at? Water distorts objects a little, but they are clearly visible. Let us formulate one of the properties of water: PURE AND TRANSPARENT.

Experience 2.

Now let’s use other dishes that are on your tables. Pay attention to the shape of the cups, it is different: some are low and wide, others are high and narrow, others are oval. There are small objects on your tables, put them in different cups. Are they still the same? (children's answers). Yes, their shape does not depend at all on the vessel in which they lie. But with water it’s completely different. Pour the water into the decanter. The water is the same, but its shape has changed. We conclude that, unlike solids, water does not have its own shape, but takes on the shape of the vessel into which it is poured. And if we accidentally spill water, it will spread into a puddle.

Experience 3.

Another property of water is that various substances can be dissolved in it. You have flour, salt and sugar in your cups. Let's try to dissolve these substances in water and see what we get. (Children perform the experiment.) Tell us what you did and what happened? Conclusion: salt and sugar quickly dissolve in water, the water remains clear. Flour also dissolves in water, but the water becomes cloudy.

What can water do? (drips, gurgles, pours, flows, gurgles, dries, freezes, spreads, washes away...).

Game exercise “Waves”

Now let’s stand in a large circle and form a lake. The water in the lake is calm (we smoothly spread our arms to the sides), a light breeze came and began to play with the water (moves hands up and down), the wind blew stronger (the water began to boil and splash) verse wind (the water surface is calm).

It often happens that empty cans, garbage, and paper are found in a river or lake. How did they get there? Do you do this?

What will happen if lakes, rivers and seas become clogged? (the water will be dirty, fish and aquatic life will die).

It seems that there is a lot of water on earth. But today there are many people living on the planet and a lot of water is used. We must take care of her. After all, we use clean water, but we pour dirty water into the sink. How can you save water? (Close the taps, do not make a strong stream, do not clog rivers and lakes.)

That's right, guys, everyone really needs water, it gives life and health. It’s not for nothing that they call her “mother”, “queen”, “sorceress”.

If there are blots on the nose,

Who is our first friend then?

Will it remove dirt from the face and hands?

What Mom Can't Do Without

No cooking, no washing?

Without which, let's face it, we

Should a person die?

So that the ears of bread grow,

For ships to sail

So that the jelly can be cooked.

So that there is no trouble -

We can't live without... WATER.

Game "Drop by drop - there will be a lake."

Guys, let's use colored circles and droplets to make a lake. Where do you think the lake is deeper - in the middle or near the shore? The shallower, the lighter the color of the lake (blue). Further on it is deeper (blue), and the very middle is purple, it’s very deep there. (Children complete the task.)

Summarizing.

So guys, please tell me why water is called magic?

Why can't you live without water?

Would there be life on planet Earth if there was no water?

Bibliography:

1. Soboleva O.L. "Big Encyclopedia of Preschoolers", 2010

2. Mirskaya E. “My first book is science,” 1998.

Purpose: To introduce children to the properties of water (transparency, tasteless, odorless, colorless, water is a solvent, flowing water); Develop skills in conducting laboratory experiments: consolidate the ability to work with transparent glassware: glass cups, rods; Strengthen the ability to work with unfamiliar solutions, while observing the necessary safety measures; To form an elementary idea of ​​the transition of water from a solid state to a liquid state and from liquid to solid; Arouse interest in experiments, develop observation, a visual-effective type of thinking; Develop curiosity, the ability to reason and express your opinion.

Experiment 1 “Water is liquid and can flow” Purpose. Lead the children to understand that water is liquid and can flow. content of experience. Give the children two glasses: one with water, the other empty, and ask them to carefully pour the water from one to the other. Is water pouring? Why? Because it is liquid. If water were not liquid, it would not be able to flow in rivers and streams, would not flow from a tap. In order for the children to better understand what “liquid” is, invite them to remember that jelly can be liquid and thick. If the jelly is flowing, we can pour it from glass to glass, and we say that it is ... (children determine) liquid. If we cannot pour it from glass to glass, because it does not flow, but pours out in pieces, then we say that jelly ... (children's answer) is thick. Since water is liquid and can flow, it is called a liquid.

Experiment 2 “Water has no form” Purpose. Help children understand that water has no shape. content of experience. Have children look at an ice cube (remind that ice is solid water). What shape is this piece of ice? Will it change its shape if we put it in a glass, a bowl, or put it on a table or on our palm? No, it remains a cube in any place (until it melts). What about liquid water? Let the guys pour water into a jug, plate, glass (any container), onto the table surface. What's happening? Water takes the shape of the object in which it is located, and out of the blue it spreads into a puddle. This means that liquid water has no form. The experiment can be supplemented by the following observations: a shaped ice cube melts into a liquid and spreads over the surface of the saucer.

Experiment 3 “Water has no form” Purpose. Show children that water has no shape. content of experience. Water has no form and takes the shape of the vessel into which it is poured. Show this to the children by pouring it into vessels of different shapes. Remember with your children where and how puddles spill.

Experiment 4 “Water has no taste” Purpose. Bring children to understand that water has no taste. content of experience. Before experimenting, ask what the water tastes like. After this, let the children try plain boiled water. Then put salt in one glass, sugar in another, stir and let the children try. What taste does the water have now?

Experiment 6 “Water has no smell” Purpose. Bring children to understand that water has no odor. content of experience. Ask the children what the water smells like? After answering, ask them to smell the water in the glasses with solutions (sugar and salt). Then drop a fragrant solution into one of the glasses (but so that children cannot see). Now what does the water smell like?

Experiment 7 “Steam is also water” Purpose. To bring children to the understanding that steam is also water. content of experience. To show children another state of water, take a thermos with boiling water. Open it up so the kids can see the steam. But we also need to prove that steam is also water. Place a glass or mirror over the steam. Droplets of water will appear on it, show them to the children. If you don’t have a thermos at hand, take an electric kettle or boiler and boil water in the presence of children, paying their attention to how more and more steam appears as the water boils.

Experiment 9 “Water Sorceress” Goal. Bring children to understand the connection between air temperature and the state of water (water turns into ice at low temperatures) Content of the experiment. Pour equal amounts of water from the tap into equal cups. Take one outside. Measure the air temperature outside and in the room. Determine the causes of water freezing.

Experiment 11 “Ice is lighter than water” Goal. Bring to the understanding that ice is lighter than water. content of experience. Let the children express their guesses: what will happen to an ice cube if it is placed in a glass of water? Will it drown, float, maybe immediately dissolve? Listen to the children and then do the experiment. Ice floats in water. Tell the children that it is lighter than water, which is why it does not sink. Leave the ice in the cups and see what happens to it.

Experience 12 “Droplets” Goal. Bring children to understand the connection between air temperature and water condition. content of experience. Invite the children to choose their favorite icicle while walking. Bring the icicles indoors, placing each one in a separate bowl so that the child can observe his or her icicle. Instead of icicles, you can take snow balls. Children should monitor the condition of icicles and ice cubes in a warm room. Draw their attention to how the icicles and ice cubes gradually decrease. What happens to them? Remember the experience on the previous topic.

Experiment 13 “Some substances dissolve in water, some do not dissolve” Purpose. Bring children to understand that there are substances that are soluble and insoluble in water. content of experience. Take two glasses of water. Children will put regular sand in one of them and try to stir it with a spoon. What happens? Has the sand dissolved or not? Let's take another glass and pour a spoonful of granulated sugar into it, stir it. What happened now? In which of the cups did the sand dissolve? Remind children that they are constantly stirring sugar in their tea. If it did not dissolve in water, then people would have to drink unsweetened tea. We put sand at the bottom of the aquarium. Does it dissolve or not? What would happen if granulated sugar, rather than regular sugar, was placed on the bottom of the aquarium? (Children note that in this case it would dissolve in water.)

Experiment 14 “Water can be warm, cold, hot” Purpose. Bring children to understand that water comes in different temperatures. content of experience. Give the children cups of water of different temperatures (you already showed them hot water when you studied steam). Let them try with their fingers and determine in which glass the water is the coldest and in which the warmest (of course, safety rules must be followed). Emphasize that in rivers, lakes, and seas there is also water with different temperatures, both warm and cold. Some fish, animals, plants, snails can live only in warm water, others only in cold water. If children were fish, would they choose warm or cold water? Do they think there are more different plants and animals in the warm seas or in the cold ones? Fewer different animals live in cold seas and rivers. There are such unusual places in nature where very hot water comes out of the ground to the surface. These are geysers. They, like a thermos with hot water, also produce steam. What do the children think, can anyone live in such a hot “house”? There are very few inhabitants there, but they do exist, for example, some algae. It is important that preschoolers understand that water in reservoirs has different temperatures, which means that different plants and animals live in them.

Experiment 15 “Life-giving properties of water” Purpose. Bring children to understand and value the life-giving properties of water. content of experience. Cut off branches from trees that bloom quickly in advance. Take a vessel, stick the label “Water of Living” on it. Together with the children, look at the twigs. After this, place the branches in the water and explain to the children that one of the important properties of water is to give life to all living things. Place the branches in a visible place. Time will pass and they will come to life.

Experiment 16 “Water is the main source of life” Goal. 1. Bring children to the understanding and importance of water and air for all living things. 2. Consolidation and generalization of knowledge about water. content of experience. Take a deep tray of any shape. Gather the children around the table and prepare the soil: sand, clay, rotted leaves. It would be nice to put earthworms there. Then plant a seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place. Take care of the sowing with your children, and after a while a sprout will appear.