Summary of experimental activities, the middle group “Sinks, does not sink. TK
Galina Ignatova
"Sinking - not sinking." Abstract of a cognition lesson for the senior group
Target:
Continue to introduce children to properties different materials (which objects sink and which float on the surface of the water). Explain how people use the properties of objects - do not drown (float) and drown (go to the bottom).
Develop monologue and dialogic speech.
Involve children in play and speech interaction with peers.
Encourage them to speak on topics from personal experience.
Activate adjectives. Clarify and fix the correct endings of words.
materials: pieces of soap, paper, fabric, bottle caps, round candles, pieces of wood and bark, plasticine, wooden and metal spoons, coins, plastic figurines. Basin with water. Two inflated balloons. Illustrations depicting a children's inflatable ring, swim sleeves or real objects. Photos of anchors, people floating in the Dead Sea.
preliminary Job: Reading a Russian folk tale "Bubble, straw and bast shoes" (in the processing of A. N. Tolstoy).
Lesson progress
On the table at the teacher lies a lot of different items necessary for conducting classes. Guys, you are probably very interested to know why I prepared all this. So, before we start talking about this, listen to a poem about two frogs. This poem was written for you by N. Matveeva. It's called "The Indecisive":
not a boat, not a raft,
A the old barrel floats!
They jumped on the barrel.
For what? For what?
For drying!
And again they jumped from the barrel.
For what? For what?
For a wash!
Frogs can't decide:
Live in water or dry?
Guys, have you seen frogs? And who among you knows what else can float on the river, where else indecisive frogs can jump. (children's answers).
To test your versions of the answers, I suggest you test the items that are on my desk.
Now I will show you an object, and you will tell me what material it is made of, does he drown, Or no sinking, and we will immediately check whether you are right or not.
The teacher conducts an experiment with immersion of various objects in water:
In turn, he lowers pieces of wood, paper, soap, plasticine, candles, corks, empty and full into a basin of water. plastic bottles, metal coins, pebbles, etc. After that, he invites the children to divide these items into two groups are those that sink, and those that do not sink in water.
Guys, why do you think some objects float and others sink. (children's answers). Right! Objects that do not sink are lighter than water, those that sink are heavier. People have long noticed that there are objects that are not in the water. drown: a branch or trunk of a tree, a wooden stick or a board does not sink to the bottom, but floats on the surface and can help people stay on the water. It was from wood that the first boats and ships were made. This property of some materials "don't drown" used in the manufacture of ships, rafts, boats. But if a tree trunk or a branch is in water for a very long time, then they begin to rot and then they fill with water, become very heavy and sink. It is dangerous for a person. So, for example, while swimming, you can stumble upon such a branch and get hurt.
Now tell me, can objects that sink in water come in handy? (children's answers). Look at this picture here. What it is? That's right, it's an anchor. What is an anchor for on a ship? (children's answers). The anchor, guys, is very heavy. Who knows what it's made of? Yes, it was cast from metal. And we have learned that metal objects sink in water. Since the anchor is very large and heavy, then, having sunk to the bottom, it holds the boat or ship in place, preventing them from sailing away.
Guys, yesterday we read Russian folk tale "Bubble, straw and bast shoes". Why did the bast shoe suggest swimming across the river on a bubble? What is a bubble? (children's answers) Bubble guys, this is a balloon that is filled with air. Let's see what happens if we put it in water? (The ball floats) The teacher tries to lower him by force, he still jumps out of the water. Now let's deflate the balloon and drop it back into the water. Ball sinking. Why is this happening? What keeps an inflated balloon from sinking? (The teacher shows two balls at the same time - inflated and not inflated). How are these balls different? Right! An inflated balloon has air, while an uninflated one does not. Air, guys, is lighter than water, and it is air that prevents the inflated balloon from sinking.
After that, the teacher shows illustrations depicting a children's inflatable circle and sleeves for swimming (or the objects themselves, asks if they know what it is, what they are used for. Why, before going into the water to swim, the circle and sleeves must be inflated For a very long time people noticed: if you inflate a waterproof skin with air and sew it up so that the air does not escape, then it will not drown. This is how the first inflatable circle appeared. They just swam not in it, but on it. With the help of a skin filled with air, you can stay on the water for a very long time, the most important thing is not to let it out of your hands. (a story from a childhood teacher about inflating a swim pillowcase). But this is not very convenient. Then people came up with an inflatable ring; then an inflatable vest, and then inflatable armlets. In this case, you must always ensure that even a very small hole does not appear through which air can escape. Because without air, neither the circle, nor the vest, nor the sleeves will be able to help us. Now there are already life jackets in which there is no air, but foam plastic - plastic filled with air bubbles. Such vests and armlets are more reliable, because all the bubbles cannot be blown away. However, it is more difficult to store such lifebuoys and vests, they take up a lot of space.
And guys, there is a sea in which even a person can safely lie on the surface. It's called the Dead Sea. Its water is very salty. It is impossible to drown in this sea because the water in it is very salty, which means it is very dense.
This means that we can conclude that those objects that are made of materials that are lighter than water do not sink. And those that are heavier than water sink.
Let's take a look at the items on my desk again. Get loose. I will show, and you will name what it is from, and sinking or not. (Show Items) If the subject sinking, then you sit down, if not, then you remain standing. Everyone understood. Then let's start.
Well done boys! All well remembered. Now let's play a game called "INFLATE THE BUBBLE"
Task: to teach the child to perform two roles - inviting to the circle, to give the opportunity to show attention to other children and feel their attention. The game requires great coordination and attention to the partner.
Rules of the game:
1) when the bubble is inflated - move back, holding hands.
2) Per word "CLAP"
3) Give a hand to anyone who invites you.
Game progress: the teacher approaches one of the children - invites him to play. For example, asks: "What is your name? "Ivan"… - "Ivan, let's go play!"- takes the child by the hand, goes with him to the next child. Ivan asks what his name is. Calling him by name, invites him to play, taking his hand. Together, the children move on, and the second child invites the one he likes. When all the children are invited, they join hands with the adults, forming a circle. teacher speaks: “Look how many of us! What a big circle. What does he look like? (children's answers) Right! It also looks like a bubble! "Now let's make a little circle". All together become a tight circle and begin "blow up the bubble" taking a step back. At the same time, the following words: "Inflate the bubble, inflate big, stay like that, but don't burst!" when you get a big circle, the teacher enters it and speaks: "Bubble burst!" everyone clap their hands, say the word "CLAP" and run towards the center. Let's inflate the bubble faster, otherwise it drown! The game is repeated.
Rules of the game:
4) when the bubble is inflated - move back, holding hands.
5) Per word "CLAP" hands part, and everyone runs to the center.
6) Give a hand to anyone who invites you.
Veronika POLYANSKAYA
This fascinating material was originally called "33 wet experiments." Believe me, each of them deserves the most careful reading and immediate implementation, but, unfortunately, it is simply impossible to place such an impressive amount of scientific material in one issue of the journal. Therefore, we have to study the basics of physics in parts (more precisely, by numbers) - slowly and thoughtfully, as, in fact, befits serious researchers.
Physics begins with attentiveness and curiosity to simple objects and states familiar to us. What could be simpler than water? It is these transparent droplets, clouds and snowflakes that surround us in the daily stream of being. We, adults, got used to them even before we understood the mechanism of the three states, and our little whys continue to push us with questions.
Let's not destroy the first sprouts of interest in the world around us and try to play real scientists with the child. Who knows, maybe in a couple of decades it will be your snub-nosed inquisitive naughty who will receive the Nobel Prize?
Let's get serious. A real scientist needs a journal of observations in which he records the order of the experiment and its results.
The journal will help you navigate the material covered, and the child - to streamline the knowledge gained. A blank notebook or notepad is quite suitable as a journal of observations. On the cover, write the topic "Water Research" and be sure to include the child's name, age, and start date of the diary. This will help him feel the seriousness of the moment and tune in to a scientific way.
Any of the experiments below can be done using household items at hand. Stock up on cups, bowls, plastic bottles various volumes, yogurt cups, tubules. Additionally, you may need a funnel, scissors, adhesive tape"adhesive tape" or adhesive tape, as well as a clock with a second hand and a measuring ruler.
Experiment N1: "Sinking - not sinking"
Invite your child to check which of the objects around you sink in water and which remain on its surface. For the experiment, tablespoons, corks, toothpicks, beads, pieces of plasticine, favorite Lego parts and other household trifles are suitable. One by one, lower these objects into a basin of water and watch what happens. It is better to immediately enter the results in a table.
Watch for those objects that are left floating on the surface of the water. Do they swim the same? Which part of them is under water, and which part is above water: larger or smaller? Do not forget to write down your observations and at the same time unobtrusively tell the baby that all the objects and substances around us consist of tiny, invisible particles - molecules. And those substances in which the molecules are located very close to each other - they are friends and hold tightly to the handles - have a greater density.
Do not be afraid to pronounce unfamiliar terms: molecules, density, substance. Gentle children's ears quickly get used to them and soon perceive them as long-familiar friends. It’s better to immediately introduce the correct terminology than to relearn later, isn’t it?
Congratulations! You have just performed a scientific experiment and recorded its result in your observation log.
Experiment N2: “Sinking? Or does it not sink?
As we found out from the first experience, some of the objects sink, and some remain floating on the surface. Let's try to complicate the task: let's combine sinking and non-sinking objects, lower them into the water and see what happens.
For the experiment, we need: a transparent jar of clean water, plasticine, wooden toothpicks, a watch and a ruler.
Dip a toothpick into the jar and make sure it floats on the surface. Then we tear off a piece of plasticine, immerse it in water and observe how it sinks to the bottom.
And now we take a piece of plasticine, fix it on a toothpick and put it vertically in a jar. We observe what is happening: the toothpick begins to sink, as the plasticine pulls it to the bottom, then it turns horizontally, and then rises again vertically, like a float.
If you conduct this experiment with pieces of plasticine of different sizes, you will notice that the larger the piece of plasticine, the faster the structure sinks and floats worse, or even does not float at all. If a piece of plasticine is relatively small, then the toothpick tends to turn around from the float state to a horizontal position. At the same time, time is measured by the second hand of the clock, and the size of the plasticine ball - very approximately - by a ruler.
So the second table will look like this:
At the end of this experiment, you can tell the child that you were experimenting with an object consisting of substances of different density. Water molecules "feel" their overall density.
Experiment N3: "Doesn't sink no matter how hard you try"
Very wet and fun, but educational nonetheless. Keep your observation log away from the lab and take the lab directly into the bathtub.
You will need a bowl and balloon: fill a bowl with water, and inflate the balloon. Now try to drown the balloon in a bowl of water. Try again, and then again and again, and so on until you get bored, or the ball bursts, or the water in the basin runs out, or the indignant neighbors from below come running. Ask the child why the balloon failed to sink. If his answer even hints at the concept of density, you can be congratulated on an excellent result. And if not - do not despair, but say it yourself, you know it, don't you? At the end of this experiment, draw the child's attention to the fact that the ball from below, from the basin, was affected by the force of Archimedes, which pushed the ball to the surface. It is this force that “feels” the density of a substance immersed in water.
Record the results of the experiment in a journal. After all, you were engaged in serious scientific research and confirmed one of the fundamental laws of physics.
Experiment N4: "Why doesn't it sink, or does it all depend on the shape?"
In the first three simple experiments, you have already allowed your baby to make sure that the objects from various materials behave differently in water. So, for example, a metal spoon went to the bottom, and a wooden one remained floating on the surface, like a boat.
Water has another secret: “sinking” material can also float on its surface, the main thing is to give it the desired shape. The following simple experiment will help us to verify this, for which we will need: a large jar, plasticine and a felt-tip pen, which leaves marks on the glass.
Fill the jar with water and mark its level, then dip a piece of plasticine into it. The larger the piece, the clearer the experience will be. Naturally, the plasticine will sink, and the water in the jar will rise. Pay attention to the child that the water has risen due to the plasticine that displaced it, i.e. the same force of Archimedes acted on the water, which did not allow the inflated balloon to sink.
Mark the new water level and pull out the plasticine. Invite the child to make a bowl out of this piece and lower it upside down into the water. The magic happened, sinking material floats on the surface! Hey Archimedes!
At the end of the experiment, play with an ordinary tea cup or with a plate of foil: the cup sinks if you lower it sideways into the water, and floats if the bottom is pointing down. Foil sinks if you squeeze it into a ball and throw it into water. But if the same lump is shaped into a bowl, like plasticine, it remains on the surface. The same thing happens with large ships that do not sink, but continue to plow the oceans, despite heavy loads.
Be sure to record the results of your observations in a journal.
Experiment N5: "Submarine"
You will need: an empty metal can for any drink, a rubber tube and a large water container with transparent walls. An unused aquarium is ideal. In the absence of it, you can get by with the pelvis, but with the transparent walls of the vessel, the experience looks more spectacular.
Lower the empty jar with a tube inserted into the hole into a basin of water. Wait until the jar collects water and sinks. And now start blowing into the tube - the bank pops up. What are we doing? Right! We change the overall density in the same way as real submarines.
Experiment N6: "Density of Water"
You will need: a glass of clean water (incomplete), a raw egg and salt.
Place an egg in a glass; if the egg is fresh, it will sink to the bottom. Then start gently pouring salt into the glass and watch how the egg starts to float. Tell the child that there is an air bag in the egg, and when the density of the liquid changes, the egg floats to the surface in the manner of a submarine.
You can take a little walk on the world map and tell the kid about the Dead Sea, which is “very, very” salty, so much so that people do not drown in it, but lie on the water, like on a sofa.
You can also talk about how earlier, before the invention of refrigerators, our ancestors checked whether the egg was fresh or not: fresh eggs sink in clean water, and spoiled ones float up, as gas is formed inside them.
Experiment N7: Waterfowl Lemon
Very simple and visual experience.
Fill a container with water and dip a lemon into it. Is the lemon floating? Floats. Now peel it from the peel and put it back into the water. drowned? Drowned.
Explain to your child that the lemon has sunk because its density has increased. The skin of a lemon is less dense than its interior and contains many air particles that help the lemon stay on the surface of the water.
Surely you also asked yourself in childhood the question: why does ice float? Tell your child that when water freezes, air particles also freeze in it. This is what allows frozen water to float on the surface of liquid water. Dip the ice cube in the water, watch it. The following experience will allow you to visually show the child how the iceberg “works” and why it is fraught with danger to the ships that are next to it.
Experiment N8: "Iceberg"
Fill a balloon with water and put it in the freezer. After ten hours, the water in the balloon will completely freeze and you can cut the balloon with scissors. Put the ice block in a bucket of water. Observe its configuration: a small part of the ice will be above the surface, and everything else will be under water. This is a mini iceberg. Measure the protruding part with a ruler. Watch your ice block, measure the underwater and surface parts of the iceberg at regular intervals, wait for it to turn over. If you wish, you can make a plate, or a graph, or draw a picture.
Take a look around: how often do we not notice the amazing phenomena that occur in our Everyday life. When using dishwashing liquid, we do not think about the chemical process taking place on the surface of the plate. When opening a nylon umbrella, we do not pay attention to the material from which it is sewn. But we widely use this phenomenon of wetting / non-wetting in everyday life. Of course, you know that some surfaces absorb moisture, while others repel it. Talk to your child about this. Tell him why you wear rubber boots walking on a rainy morning kindergarten, and where did the expression "like water off a duck's back" come from. The concept of surface tension of a liquid and capillary phenomena are closely related to the wetting phenomenon, which can be demonstrated to a child by conducting a series of simple and informative experiments. You are ready?
topic today "Sinks - does not sink" (wet - dry) (dissolves - does not dissolve")
The topic is extensive. I think you can do it in 3 days. you can certainly do it in one. But ahead of the weekend is just convenient to divide into 3 days. Although the topic is not heavy at all. one follows from the other, so as not to be repeated later, I decided to combine them.
Plan:
For those who will be engaged in our TK plan and materials below.
Plan:
1. Acquaintance with the concept of ""sinks - does not sink" (wet - dry) (dissolves - does not dissolve")" in experiments, i.e. clearly demonstrating + pictures, books, manuals.
2. games on the topic (here in this topic, clauses 1 and 2 are essentially general, because acquaintance in theory will not work here, but only in a playful way)
3. Games with repetition previous topic(s) - repeat
- Big small. - objects that we will use with experiments are compared
- the same- items that we will use with experiments are compared
- day and night - here we must look at the street.
- one - few - a lot of
- hot - warm - cold(water is hot or cold, etc.)
(you can also in the pictures) the item is required!
4. Memory(attention, logic) - in each lesson we will definitely train. (you can hide, find, think something) - for example, show that mom throws 3 toys into the water that drowned. let the child remember which ones. (if they drowned in the bathroom, they cannot be seen through the water, etc.)
5. Creativity - any tasks to consolidate the material.
6. Letter (here it is usually offered tasks to the child so that he draws straight lines, curves are those that are required for his development at this stage) it can be like a pencil, chalk, paints, etc.
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exemplary course options:
because the general topic below is only general examples, conducting them and others that you yourself will ALWAYS remember that you need to touch on all points of the topic !!! For example: they threw a toy into the water, determined that it was dry, pulled it out of the water and determined that it was already wet. wipe with a towel - it was dry, after wiping the toy it became wet. the same with dissolves or not. Of course, immediately remember the previously covered topics and during the game ask questions: “Where do we have the same balls in the water? let's just catch them!" or "where big toys etc"
These concepts will help your child understand you more the next time you mention them in your speech.
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Sink - does not sink (Wet - dry)
Let's experiment with the properties of bodies in a liquid. Let's make a jellyfish out of a plastic bag and put it in a water bottle. Now is the time to remember fine motor skills and feed the jellyfish grits.
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This trick is based on the ability of various substances to sink or float depending on their density. Substances with a lower density float on the surface of denser substances.
For the experiment, you will need two raw eggs and two cans of water.
Read to your child a poem by A.L. Barto "Ball":
Our Tanya is crying loudly:
Dropped a ball into the river.
Hush, Tanechka, don't cry:
The ball will not sink in the river.
Check with your child whether the ball is sinking or floating?
Have your child check other items as well.
"We catch balls"
You will need a small strainer, 10 tennis balls, a bowl. Invite your child to catch the balls with a strainer and put them in a bowl. (You can do the same in the bathroom)
PAY ATTENTION TO THE BOOK! I need to look for one like this
Experience. Buoyancy test
material:
a bowl of water, various objects made of metal, plastic, wood, and in general everything that comes to hand
The child is offered a variety of objects of different sizes and made of different materials. Some objects sink, some float. Before lowering the object into the water, I asked Styopa a question, how does he think this object will float or will it sink, is it light or heavy?
Experience. Swimmer
Material: a container with water and two spoons: metal and wooden.
I show two spoons, iron and wooden - we discuss which spoon is made of what and think which one will sink and which one will float.
Paper clip vs rolling pin (large vs small)
You will need:
Vinegar + baking soda + food coloring + water.
Pour water into glasses for 2/3 and 1/3 of vinegar. Dissolve the dye in spoons and pour soda. It is advisable to do all this on a tray or in a bowl. Why? See)))
DISSOLVES - DOES NOT DISSOLVE
so, in front of you are six plates of cereals and six glasses of warm water
Salt, vermicelli, sugar, rice, coffee, buckwheat
Lilya Savchuk
game experiment with water
Form of organization: subgroup 6 people
Tasks:
- educational: extend property views water: heavy objects sink in water, and light ones float; practice experimentation skills (to make assumptions, draw conclusions, examine objects)
- developing: develop vocabulary and dialogic speech: answer questions, do not repeat the remarks of children; develop tactile - kinesthetic sensitivity, fine motor skills of the hands; develop an interest in experimentation; consolidate the concept of the properties of objects; develop logical thinking
- educational: to cultivate accuracy, diligence, discipline (repeat the rules of games with water maintain a positive mood
Target: to attach to the skills of experimentation; speculate, draw conclusions, draw conclusions conclusion: Heavy objects sink and light objects float.
Equipment and materials: Demo material: large transparent container, net, stones, sand, paper, foam plastic, wooden objects, metal objects, plastic, glass. Dispensing material: disposable transparent cups, spoons, all items by 1 piece, a table with pictures for each child.
1. Surprise moment: a bottle with a note inside. Content notes:
Save. Crashed. I'm sitting on an island. Help build a ship. Captain Vrungel.
caregiver: Guys, before we build a ship, we need to determine which objects float, which sink. We will now go to our laboratory and conduct an experiment.
I have a large container on my desk. water, and you have transparent cups, I have a net to get objects, and you have spoons. On the tables you have plates in them with items necessary for our experiment.
The teacher takes the first subject (glass ball) drops into the water.
caregiver: What happened to the ball?
Children: He drowned.
caregiver: try to do the same, maybe it will be different for you.
The teacher takes the next subject (wooden cube) drops into the water.
caregiver: What happened? Is the item sunk or not?
Children: It can be concluded that the tree in the water is not sinking.
Everyone takes turns lowering objects into the water, watching. Which items sink and which don't.
caregiver: Guys, so as not to forget, we will mark on our cards that sinking and what not. If the object sank, draw a down arrow; if the object remained afloat, draw an up arrow; if the object first floated and then sank, draw two arrows, one up and one down. After each experiment, the children record the result in a card. At the end of the experiment do conclusion: which objects sink, which don't, and why?
Can be summed up: Heavy objects sink, light ones do not.
caregiver: To help Vrungel, we will turn into craftsmen and make boats. Children make their ships using the origami technique. Each child comes up with a name for their ship.
caregiver: How many boats we made for Captain Vrungel. He will choose which one he likes best. And he will come to visit us. And now we will see a cartoon about a brave captain.
For this we need; items arranged in boxes into a subgroup children:
For each child, a form to fill out. The name of the child writes himself printed letters:
First, the teacher shows what and how to do, the children observe.
Then a subgroup of children performs, the other observes
children change places, who observed performs the task, and vice versa.
After the experiments, the guys write down the results.
Here we are experienced experimenters!
