DO teacher

MOU DO "Center for Children's Creativity"

Practical guide "Amazing experiments with plants"

Nadym: MOU DO "Center for Children's Creativity", 2014, 30p.

Editorial Council:

Deputy Director for Educational Work, MOU DOD

" Center of children's creativity"

Chairman of the expert commission, teacher of chemistry of the highest qualification category of the MOU "Secondary comprehensive school No. 9 in Nadym»

Biology teacher of the highest qualification category of the Municipal Educational Institution "Secondary School No. 9 in Nadym"

The practical guide presents experiments with plants that can be used in classes with students of primary and secondary school age to learn about the world around them.

This practical guide can be used by teachers additional education, primary school teachers , students and their parents when studying flora in class and outside of class

Introduction…………………………………………………………..............4

1. Experiments to identify the conditions for plant growth: .......... 7

1. 1. Effect of light on the growth and development of plants.

1. 2. Influence of temperature on the growth and development of plants.

Methodology: take two identical cuttings of indoor plants, place them in water. One to put in a closet, the other to leave in the light. After 7-10 days, compare the cuttings (pay attention to the intensity of leaf color and the presence of roots); draw a conclusion.

Experience #2:

Equipment: two coleus plants.

Methodology: place one coleus plant in a dark corner of the classroom and another in a sunlit window. After 1.5 - 2 weeks, compare the color intensity of the leaves; Describe the effect of light on leaf color.

Why? In order for photosynthesis to take place, plants need sunlight. Chlorophyll is a green pigment essential for photosynthesis. When there is no sun, the supply of chlorophyll molecules is depleted and not replenished. Because of this, the plant turns pale and sooner or later dies.

Influence of light orientation on the growth and development of plants.

Target: study the phototropism of plants.

Equipment: home plant (coleus, balsam).

Methodology: put the plant by the window for three days. Rotate the plant 180 degrees and leave it three more.

Conclusions: the leaves of the plant turn towards the window. Turning around, the plant changes the direction of the leaves, but after three days they again turn towards the light.

Why? Plants contain a substance called auxin, which promotes cell elongation. The accumulation of auxin occurs on the dark side of the stem. Excess auxin causes cells on the dark side to grow longer, causing stems to grow towards the light, a process called phototropism. Photo means light, and tropism means movement.

1.2. The influence of temperature on the growth and development of plants

Aqua protection of plants from low temperatures.

Target: show how water protects plants from low temperatures.

Equipment: two thermometers, aluminum foil, paper napkins, two saucers, refrigerator.

Methodology: roll the foil into a thermometer case. Insert each thermometer into such a pencil case so that its end remains outside. Wrap each pencil case in a paper towel. Wet one of the wrapped pencil cases with water. Make sure that water does not get inside the canister. Put thermometers on saucers and put them in the freezer. After two minutes, compare the thermometer readings. Monitor thermometer readings every two minutes for ten minutes.

Conclusions: the thermometer, which is in a pencil case wrapped in a wet napkin, shows a higher temperature.

Why? Freezing of water in a wet napkin is called a phase transformation, and thermal energy also changes, due to which heat is either released or absorbed. As can be seen from the readings of thermometers, the heat generated heats the surrounding space. Thus, the plant can be protected from low temperatures by watering them with water. However, this method is not suitable when the frost continues long enough or when the temperature drops below the freezing point of water.

Effect of temperature on the timing of seed germination.

Target: show how temperature affects seed germination.

Equipment: seeds of heat-loving crops (beans, tomatoes, sunflowers) and those not demanding on heat (peas, wheat, rye, oats); 6-8 transparent plastic boxes with lids, glass jars or Petri dishes - vegetable; gauze or filter paper, newsprint for making lids for glass jars, thread or rubber rings, a thermometer.

Methodology: 10-20 seeds of any heat-loving plant species, such as tomatoes, are placed in 3-4 plants on wet gauze or filter paper. 10-20 seeds are placed in other 3-4 plants

plants that do not require heat, such as peas. The amount of water in the plants for one plant should be the same. Water should not completely cover the seeds. The growers are covered with lids (for jars, the lids are made of two layers of newsprint). Germination of seeds is carried out at different temperatures: 25-30°C, 18-20°C (in a thermostat or in a room greenhouse, near a battery or stove), 10-12°C (between frames, outdoors), 2-6°C (in the refrigerator, cellar). After 3-4 days, we compare the results. We draw a conclusion.

Effect of low temperature on plant development.

Target: identify the need for indoor plants for warmth.

Equipment: houseplant leaf.

Methodology: take out a leaf of a houseplant in the cold. Compare this leaf with the leaves of this plant. Make a conclusion.

Influence of temperature change on the growth and development of plants.

Target:

Equipment: two plastic glasses with water, two willow branches.

Methodology: put two willow branches in jars of water: one on a window illuminated by the sun, the other between the window frames. Every 2-3 days to compare plants, then draw a conclusion.

Effect of temperature on the rate of plant development.

Target: identify the plant's need for heat.

Equipment: any two identical indoor plants.

Methodology: growing identical plants in the classroom on a warm southern window and on a cold northern one. Compare plants after 2-3 weeks. Make a conclusion.

1.3. Influence of humidity on the growth and development of plants.

Study of transpiration in plants.

Target: show how a plant loses moisture through evaporation.

Equipment: potted plant, plastic bag, adhesive tape.

Methodology: place the bag over the plant and securely attach it to the stem with duct tape. Place the plant in the sun for 2-3 hours. See how the package has become from the inside.

Conclusions: water droplets are visible on the inner surface of the bag and it seems that the bag is filled with fog.

Why? The plant absorbs water from the soil through its roots. Water goes along the stems, from where about 9/10 of the water evaporates through the stomata. Some trees evaporate up to 7 tons of water per day. Stomata are affected by temperature and humidity. The loss of moisture by plants through the stomata is called transpiration.

Influence of turgor pressure on plant development.

Target: demonstrate how plant stems wither due to changes in water pressure in the cell.

Equipment: withered celery root, glass, blue food coloring.

Methodology: ask an adult to cut off the middle of the stem. Fill the glass halfway with water and add dye enough to darken the water. Put a stalk of celery in this water and leave overnight.

Conclusions: celery leaves become bluish-greenish in color, and the stalk straightens, and becomes tight and dense.

Why? A fresh cut tells us that the celery cells have not closed and dried out. Water enters the xylems - the tubes through which it passes. These tubes run the entire length of the stem. Soon, water leaves the xylem and enters other cells. If the stem is gently bent, it will usually straighten out and return to its original position. This is because every cell in a plant is filled with water. The pressure of the water filling the cells makes them strong and makes the plant not easily bent. The plant wilts due to lack of water. Like a half-deflated balloon, its cells shrink, causing leaves and stems to droop. The pressure of water in the cells of a plant is called turgor pressure.

Effect of moisture on seed development.

Target: identify the dependence of plant growth and development on the presence of moisture.

Experience 1.

Equipment: two glasses with soil (dry and wet); bean seeds, sweet peppers or other vegetable crops.

Methodology: sow seeds in moist and dry soil. Compare the result. Make a conclusion.

Experience 2.

Equipment: small seeds, polyethylene or plastic bag, braid.

Methodology: wet the sponge, place the seeds in the holes in the sponge. Keep the sponge in the bag. Hang the bag on the window and observe the germination of seeds. Draw conclusions based on the results obtained.

Experience 3.

Equipment: small seeds of grass or watercress, sponge.

Methodology: wet the sponge, roll it over the grass seeds, put it on a saucer, water moderately. Draw conclusions based on the results obtained.

1.4. Influence of soil composition on the growth and development of plants.

Influence of soil loosening on the growth and development of plants.

Target: find out the need for loosening the soil.

Equipment: any two indoor plants.

Methodology: take two plants, one growing in loose soil, the other in hard soil, water them. Within 2-3 weeks to conduct observations, on the basis of which to draw conclusions about the need for loosening.

The composition of the soil is a necessary condition for the growth and development of plants.

Target: find out that a certain soil composition is necessary for plant life.

Equipment: two flower pots, soil, sand, two cuttings of indoor plants.

Methodology: plant one plant in a container with earth, the other in a container with sand. Within 2-3 weeks to conduct observations, on the basis of which to draw conclusions about the dependence of plant growth on the composition of the soil.

2. Experiments on the study of life processes.

2.1. Nutrition.

Study of the process of self-regulation in plants.

Target: show how a plant can feed itself.

Equipment: large (4 liters) wide-mouth jar with a lid, a small plant in a pot.

Methodology: water the plant, put the pot with the whole plant in a jar. Close the jar tightly with a lid, put it in a bright place where the sun is. Do not open the jar for a month.

Conclusions: water droplets regularly appear on the inner surface of the jar, the flower continues to grow.

Why? Water droplets are moisture evaporated from the soil and the plant itself. Plants use the sugar and oxygen in their cells to produce carbon dioxide, water and energy. This is called the breath response. The plant uses carbon dioxide, water, chlorophyll and light energy to produce sugar, oxygen and energy from them. This process is called photosynthesis. Note that the products of the respiration reaction support the photosynthesis reaction and vice versa. This is how plants make their own food. However, once the nutrients in the soil run out, the plant will die.

Influence of seed nutrients on the growth and development of seedlings.

Target: show that the growth and development of seedlings occurs due to the reserve substances of the seed.

Equipment: seeds of peas or beans, wheat, rye, oats; chemical beakers or glass jars; filter paper, newsprint for covers.

Methodology: a glass or glass jar is lined with filter paper from the inside. Pour a little water on the bottom so that the filter paper is wet. Seeds, such as wheat, are placed between the walls of the glass (jar) and the filter paper at the same level. The glass (jar) is covered with a lid made of two layers of newsprint. Germination of seeds is carried out at a temperature of 20-22°C. The experiment can be done in several ways: using large and small wheat seeds; pre-sprouted pea or bean seeds (whole seed, with one cotyledon and with half a cotyledon). Draw conclusions based on the results of observations.

The effect of abundant watering on the surface layer of the soil.

Target: show how rain acts on the top layer of soil, washing away nutrients from it.

Equipment: soil, red tempera powder, teaspoon, funnel, glass jar, filter paper, glass, water.

Methodology: mix a quarter teaspoon of tempera (paint) with a quarter cup of earth. Insert a funnel with a filter (special chemical or blotting paper) into the jar. Pour soil with paint onto the filter. Pour about a quarter cup of water onto the soil. Explain the result.

2.2. Breath.

Study of the process of respiration in plant leaves.

Target: find out from which side of the leaf air enters the plant.

Equipment: flower in a pot, vaseline.

Methodology: Smear a thick layer of petroleum jelly on the surface of four leaves. Smear a thick layer of Vaseline on the undersides of the other four leaves. Watch the leaves daily for a week.

Conclusions: the leaves, on which the Vaseline was applied from below, withered, while the others were not affected.

Why? Holes on the lower surface of the leaves - stomata - serve to allow gases to enter the leaf and exit them. Vaseline closed the stomata, blocking access to the leaf for carbon dioxide, which is necessary for its life, and prevents excess oxygen from escaping from the leaf.

The study of the process of movement of water in the stems and leaves of plants.

Target: show that the leaves and stems of plants can behave like straws.

Equipment: glass bottle, ivy leaf on a stem, plasticine, pencil, straw, mirror.

Methodology: pour water into the bottle, leaving it 2-3 cm empty. Take a piece of plasticine and spread it around the stem closer to the leaf. Insert the stem into the neck of the bottle, immersing its tip in water and covering the neck with plasticine like a cork. With a pencil, make a hole in the plasticine for a straw, insert a straw into the hole so that its end does not reach the water. Fix the straw in the hole with plasticine. Take the bottle in your hand and stand in front of the mirror to see her reflection in it. Suck the air out of the bottle through a straw. If you have covered the neck well with plasticine, then it will not be easy.

Conclusions: air bubbles begin to emerge from the submerged end of the stem.

Why? The leaf has openings called stomata, from which microscopic tubes - xylems - go to the stem. When you sucked air out of the bottle through a straw, it penetrated the leaf through these holes - stomata and entered the bottle through the xylems. So the leaf and stem play the role of a straw. In plants, stomata and xylem are used to move water.

Studying the process of air exchange in plants.

Target: find out from which side of the leaf air enters the plant.

Equipment: flower in a pot, vaseline.

Methodology: Smear Vaseline on the top side of four leaves of a houseplant and the bottom surface of the other four leaves of the same plant. Keep an eye on it for a few days. Holes on the lower surface of the leaves - stomata - serve to allow gases to enter the leaf and exit them. Vaseline closed the stomata, blocking access to the leaf for the air necessary for its life.

2.3. Reproduction.

Plant propagation methods.

Target: show the variety of ways in which plants reproduce.

Experience 1.

Equipment: three pots of soil, two potatoes.

Methodology: hold 2 potatoes in a warm place until the eyes sprout 2 cm. Prepare a whole potato, a half and a part with one eye. Place them in different pots with soil. Follow up for several weeks. Draw a conclusion based on their results.

Experience 2.

Equipment: a container with soil, a shoot of tradescantia, water.

Methodology: put a sprig of tradescantia on the surface of a flower pot and sprinkle with soil; moisturize regularly. The experiment is best done in the spring. Follow up for 2-3 weeks. Draw a conclusion from the results.

Experience 3.

Equipment: sand pot, tops of carrots.

Methodology: in wet sand, plant the tops of the carrots cut down. Put on the light, water. Follow up for 3 weeks. Draw a conclusion from the results.

Effect of gravity on plant growth.

Target: find out how gravity affects plant growth.

Equipment: house plant, several books.

Methodology: place the plant pot on the books at an angle. During the week, observe the position of the stems and leaves.

Conclusions: stems and leaves rise to the top.

Why? The plant contains the so-called growth substance - auxin, which stimulates plant growth. Due to gravity, auxin is concentrated at the bottom of the stem. This part, where auxin has accumulated, grows more vigorously and the stem stretches upwards.

Effect of environment isolation on plant development.

Target: observe the growth and development of a cactus in a closed vessel, identify the influence of conditions environment on development and growth processes.

Equipment: round flask, Petri dish. Cactus, paraffin, soil.

Methodology: place a cactus in the center of the Petri dish on moist soil, cover with a round flask, and mark its dimensions by sealing it with paraffin. Observe the growth of a cactus in a closed vessel, draw a conclusion.

2.4. Growth and development.

The effect of nutrients on plant growth.

Target: follow the awakening of trees after winter, identify the need for nutrients for plant life (a branch dies in water after some time).

Equipment: vessel with water, willow branch.

Methodology: place a willow branch (in spring) in a vessel of water. Observe the development of the willow branch. Make a conclusion.

Study of the process of seed germination.

Target: show the children how the seeds germinate and the first roots appear.

Equipment: seeds, paper napkin, water, glass.

Methodology: wrap the inside of the glass with a damp paper towel. Place the seeds between the paper and the glass, pour water (2 cm) into the bottom of the glass. Monitor the emergence of seedlings.

3. Experiments with mushrooms.

3.1. Studying the process of mold formation.

Target: expand children's knowledge about the diversity of the living world.

Equipment: a piece of bread, two saucers, water.

Methodology: put soaked bread on a saucer, wait about an hour. Cover the bread with a second saucer. Add water drop by drop from time to time. The result is best observed under a microscope. A white fluff will appear on the bread, which after a while will turn black.

3 .2. Growing mold.

Target: grow a fungus called bread mold.

Equipment: a slice of bread, a plastic bag, a pipette.

Methodology: put the bread in a plastic bag, put 10 drops of water into the bag, close the bag. Put the bag in a dark place for 3-5 days, examine the bread through the plastic. After examining the bread, throw it away with the bag.

Conclusions: there is something black growing on the bread that looks like hair.

Why? Mold is a type of fungus. It is growing and spreading very fast. The mold produces tiny, hard-shelled cells called spores. Spores are much smaller than dust and can be airborne over long distances. There were already spores on the piece of bread when we put it in the bag. Moisture, heat and darkness create good conditions for mold to grow. Mold has good and bad qualities. Some types of mold spoil the taste and smell of food, but due to it, some foods taste very good. There is a lot of mold in certain types of cheeses, but at the same time they are very tasty. A greenish mold that grows on bread and oranges is used for a drug called penicillin.

3 .3. Cultivation of yeast fungi.

Target: see what effect a sugar solution has on yeast growth.

Equipment: a bag of dry yeast, sugar, a measuring cup (250 ml) or a tablespoon, a glass bottle (0.5 l.), a balloon (25 cm.).

Methodology: mix yeast and 1 gram sugar in a cup of warm water. Make sure the water is warm, not hot. Pour the solution into a bottle. Pour another cup of warm water into the bottle. Release the air from the balloon and put it on the neck of the bottle. Put the bottle in a dark, dry place for 3-4 days. Monitor the bottle daily.

Conclusions: bubbles are constantly forming in the liquid. The balloon is partially inflated.

Why? Yeast are fungi. They do not have chlorophyll, as in other plants, and they cannot provide themselves with food. Like animals, yeast needs other food, like sugar, to maintain energy. Under the influence of yeast, sugar is converted into alcohol and carbon dioxide with the release of energy. The bubbles we saw are carbon dioxide. The same gas causes the dough in the oven to rise. Holes are visible in the finished bread due to the release of gas. Thanks in part to the alcohol fumes, freshly baked bread gives off a very pleasant smell.

4. Experiments with bacteria.

4.1. Effect of temperature on bacterial growth.

Target: Demonstrate the effect that temperature has on bacterial growth.

Equipment: milk, measuring cup (250 ml.), two 0.5 l each, refrigerator.

Methodology: pour a cup of milk into each jar

Close banks. Put one jar in the refrigerator and the other in a warm place. Check both cans daily for a week.

Conclusions: warm milk smells sour and contains dense white lumps. Cold milk still looks and smells quite edible.

Why? Heat promotes the development of bacteria that spoil food. Cold slows down the growth of bacteria, but sooner or later the milk in the refrigerator will spoil. When it's cold, bacteria still grow, albeit slowly.

5. Additional information for teachers on setting up a biological experiment.

1. Until February, it is better not to carry out experimental work that uses cuttings of indoor plants. During the polar night, the plants are in a state of relative rest, and either the rooting of the cuttings is very slow, or the cutting dies.

2. For experiments with onions, the bulbs should be selected according to the following criteria: they should be firm to the touch, the outer scales and the neck should be dry (rustling).

3. In experimental work, vegetable seeds that have been previously tested for germination should be used. Since seed germination deteriorates with each year of storage, not all seeds sown will sprout, as a result of which the experiment may not work.

6. Memo about conducting experiments.

Scientists observe the phenomenon, try to understand and explain it, and for this they conduct research and experiments. The purpose of this manual is to lead you up step by step in doing these kinds of experiments. You will learn to identify the best way problem solving and find answers to emerging questions.

1. Purpose of the experiment: Why are we experimenting?

2. Equipment: a list of everything needed for the experiment.

3. Methodology: step-by-step instructions for conducting experiments.

4. Conclusions: a precise description of the expected result. You will be inspired by the result that met expectations, and if you make a mistake, then its causes are usually easily visible, and you can avoid them next time.

5. Why? The results of the experiment are explained to the reader unfamiliar with scientific terms in an accessible language.

When you conduct an experiment, first carefully read the instructions. Do not skip a single step, do not replace the required materials with others, and you will be rewarded.

Basic instructions.

2. COLLECT ALL MATERIALS REQUIRED. To ensure that the experiments you are conducting do not disappoint you and that they bring only pleasure, make sure that you have at hand everything you need to conduct them. When you have to stop and look for one or the other, this can disrupt the course of the experiment.

3. EXPERIMENT. Proceed gradually and very carefully, never get ahead of yourself or add anything of your own. The most important thing is your safety, so follow the instructions carefully. Then you can be sure that nothing unexpected will happen.

4. OBSERVE. If the results obtained do not match those described in the manual, carefully read the instructions and start the experiment again.

7. Instructions for the design by students of diaries of observations/experiments/.

To design the diaries of experiments, they usually use checkered notebooks or albums. The text is written on one side of the notebook or album.

The cover is designed with a photograph or a color illustration on the theme of the experience.

TITLE PAGE. At the top of the page, the place of the experiment / city, CTC, associations is indicated, in the middle of the sheet “Diary of experiments / observations /”. Below, on the right - supervisor /F. I.O., position /, start time of the experience. If the observation diary of one student, his data /F. I., class / are written immediately after the words "Diary of observations." If the experience was set by several students, then the list of the link is written on the back of the title page.

2 sheet. THEME OF EXPERIENCE, PURPOSE. In the middle is written the theme of the experience and the goal.

3 sheet. BIOLOGICAL DATA. A description of the species, variety under observation is given. Perhaps the description will take several pages of the diary.

4 sheet. EXPERIMENTAL METHOD. Most often, from the literature, teaching aids the method of setting up and conducting this experiment or observation is fully described.

5 sheet. EXPERIMENTAL PLAN. Based on the methodology of the experiment, a plan is drawn up for all necessary work and observations. The dates are approximate, it can be in decades.

6 sheet. WORKING PROCESS. Describes the calendar process of work. All phenological observations during the experiment are also noted here. The scheme of the experiment with variants and repetitions, with exact dimensions, is described in detail and graphically depicted.

7 sheet. EXPERIENCE RESULTS. It summarizes the entire course of the experiment in the form of tables, diagrams, diagrams, graphs. The final results are indicated by harvest, measurements, weighing, etc.

8 sheet. CONCLUSIONS. Based on the theme of the experience, the goal and results, certain conclusions are drawn from the experience or observations.

9 sheet. BIBLIOGRAPHY. The list is presented alphabetically: author, source name, place and year of publication.

8. Instructions for preparing a report on experiments.

1. The theme of experience.

2. Purpose of experience.

3. Experience plan.

4. Equipment.

5. Work progress (observation calendar)

b) what do I do?

c) what I see.

6. Photos at all stages of work.

7. Results.

8. Conclusions.

Literature

1. Practical work with plants. - M., "Experiments and Observations", 2007

2. Biological experiment at school. - M., "Enlightenment", 2009

3. 200 experiments. - M., "AST - PRESS", 2002

4. Methodology for setting up experiments with fruit, berry and flower-ornamental plants. - M., "Enlightenment", 2004

5. School of young naturalists. - M., "Children's literature", 2008

6. Educational and experimental work at the school site. - M., "Enlightenment", 2008

Helpful Hints

Children are always trying to find out something new every day and they always have a lot of questions.

They can explain some phenomena, or you can show how this or that thing, this or that phenomenon works.

In these experiments, children not only learn something new, but also learn create differentcrafts with which they can play further.

1. Experiments for children: lemon volcano

You will need:

2 lemons (for 1 volcano)

Baking soda

Food coloring or watercolors

Dishwashing liquid

Wooden stick or spoon (optional)

1. Cut off the bottom of the lemon so it can be placed on a flat surface.

2. On the reverse side, cut a piece of lemon as shown in the image.

* You can cut half a lemon and make an open volcano.

3. Take the second lemon, cut it in half and squeeze the juice out of it into a cup. This will be the backup lemon juice.

4. Place the first lemon (with the part cut out) on the tray and spoon "remember" the lemon inside to squeeze out some of the juice. It is important that the juice is inside the lemon.

5. Add food coloring or watercolor to the inside of the lemon, but do not stir.

6. Pour dishwashing liquid inside the lemon.

7. Add a full tablespoon of baking soda to the lemon. The reaction will start. With a stick or spoon, you can stir everything inside the lemon - the volcano will begin to foam.

8. To make the reaction last longer, you can gradually add more soda, dyes, soap and reserve lemon juice.

2. Home experiments for children: electric eels from chewing worms

You will need:

2 glasses

small capacity

4-6 chewable worms

3 tablespoons of baking soda

1/2 spoon of vinegar

1 cup water

Scissors, kitchen or clerical knife.

1. With scissors or a knife, cut lengthwise (just lengthwise - this will not be easy, but be patient) of each worm into 4 (or more) parts.

* The smaller the piece, the better.

* If scissors don't want to cut properly, try washing them with soap and water.

2. Mix water and baking soda in a glass.

3. Add pieces of worms to the solution of water and soda and stir.

4. Leave the worms in the solution for 10-15 minutes.

5. Using a fork, transfer the worm pieces to a small plate.

6. Pour half a spoon of vinegar into an empty glass and start putting worms in it one by one.

* The experiment can be repeated if the worms are washed with plain water. After a few attempts, your worms will begin to dissolve, and then you will have to cut a new batch.

3. Experiments and experiments: a rainbow on paper or how light is reflected on a flat surface

You will need:

bowl of water

Clear nail polish

Small pieces of black paper.

1. Add 1-2 drops of clear nail polish to a bowl of water. See how the varnish disperses through the water.

2. Quickly (after 10 seconds) dip a piece of black paper into the bowl. Take it out and let it dry on a paper towel.

3. After the paper has dried (it happens quickly) start turning the paper and look at the rainbow that is displayed on it.

* To better see the rainbow on paper, look at it under the sun's rays.

4. Experiments at home: a rain cloud in a jar

When small drops of water accumulate in a cloud, they become heavier and heavier. As a result, they will reach such a weight that they can no longer remain in the air and will begin to fall to the ground - this is how rain appears.

This phenomenon can be shown to children with simple materials.

You will need:

Shaving foam

Food coloring.

1. Fill the jar with water.

2. Apply shaving foam on top - it will be a cloud.

3. Let the child begin to drip food coloring onto the "cloud" until it starts to "rain" - drops of food coloring begin to fall to the bottom of the jar.

During the experiment, explain this phenomenon to the child.

You will need:

warm water

Sunflower oil

4 food coloring

1. Fill the jar 3/4 full with warm water.

2. Take a bowl and mix 3-4 tablespoons of oil and a few drops of food coloring in it. In this example, 1 drop of each of 4 dyes was used - red, yellow, blue and green.

3. Stir the dyes and oil with a fork.

4. Carefully pour the mixture into a jar of warm water.

5. Watch what happens - the food coloring will begin to slowly sink through the oil into the water, after which each drop will begin to disperse and mix with other drops.

* Food coloring dissolves in water, but not in oil, because. The density of oil is less than water (which is why it "floats" on water). A drop of dye is heavier than oil, so it will begin to sink until it reaches the water, where it begins to disperse and look like a small firework.

6. Interesting experiences: ina bowl in which colors merge

You will need:

- a printout of the wheel (or you can cut out your own wheel and draw all the colors of the rainbow on it)

Elastic band or thick thread

Glue stick

Scissors

A skewer or screwdriver (to make holes in the paper wheel).

1. Choose and print the two templates you want to use.

2. Take a piece of cardboard and use a glue stick to glue one template to the cardboard.

3. Cut out the glued circle from the cardboard.

4. Glue the second template to the back of the cardboard circle.

5. Use a skewer or screwdriver to make two holes in the circle.

6. Pass the thread through the holes and tie the ends into a knot.

Now you can spin your spinning top and watch how the colors merge on the circles.

7. Experiments for children at home: jellyfish in a jar

You will need:

Small transparent plastic bag

Transparent plastic bottle

Food coloring

Scissors.

1. Lay the plastic bag on a flat surface and smooth it out.

2. Cut off the bottom and handles of the bag.

3. Cut the bag lengthwise on the right and left so that you have two sheets of polyethylene. You will need one sheet.

4. Find the center of the plastic sheet and fold it like a ball to make a jellyfish head. Tie the thread around the "neck" of the jellyfish, but not too tight - you need to leave a small hole through which to pour water into the head of the jellyfish.

5. There is a head, now let's move on to the tentacles. Make cuts in the sheet - from the bottom to the head. You need about 8-10 tentacles.

6. Cut each tentacle into 3-4 smaller pieces.

7. Pour some water into the jellyfish's head, leaving room for air so the jellyfish can "float" in the bottle.

8. Fill the bottle with water and put your jellyfish in it.

9. Drop a couple of drops of blue or green food coloring.

* Close the lid tightly so that water does not spill out.

* Have the children turn the bottle over and watch the jellyfish swim in it.

8. Chemical experiments: magic crystals in a glass

You will need:

Glass cup or bowl

plastic bowl

1 cup Epsom salt (magnesium sulfate) - used in bath salts

1 cup hot water

Food coloring.

1. Pour Epsom salt into a bowl and add hot water. You can add a couple of drops of food coloring to the bowl.

2. Stir the contents of the bowl for 1-2 minutes. Most of the salt granules should dissolve.

3. Pour the solution into a glass or glass and place it in the freezer for 10-15 minutes. Don't worry, the solution isn't hot enough to crack the glass.

4. After freezing, move the solution to the main compartment of the refrigerator, preferably on the top shelf and leave overnight.

The growth of crystals will be noticeable only after a few hours, but it is better to wait out the night.

This is what the crystals look like the next day. Remember that crystals are very fragile. If you touch them, they are most likely to break or crumble immediately.

9. Experiments for children (video): soap cube

10. Chemical experiments for children (video): how to make a lava lamp with your own hands

Experiments and experiments in biology

Why experience is needed

Experience is one of the complex and time-consuming methods of teaching, which makes it possible to reveal the essence of a particular phenomenon, to establish cause-and-effect relationships. The application of this method in practice allows the teacher to simultaneously solve several problems.

Firstly, experimental activity in the classroom in creative associations of children allows the teacher to use the rich possibilities of the experiment for teaching, developing and educating students. She is the most important means to deepen and expand knowledge, contributes to the development logical thinking developing useful skills. The role of experiment in the formation and development of biological concepts, cognitive abilities of children is known. Klimenty Arkadyevich Timiryazev also noted: “People who have learned to observe and experiment acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.”

When setting and using the results of the experience, students:

• acquire new knowledge and skills;
• they are convinced of the natural character of biological phenomena and their material conditionality;
• check in practice the correctness of theoretical knowledge;
• learn to analyze, compare the observed, draw conclusions from experience.

Besides, there is no other effective method instilling curiosity, scientific style thinking of students, a creative attitude to business, rather than involving them in experiments. Experimental work is also an effective means of labor, aesthetic and environmental education of students, a way to get acquainted with the laws of nature. Experience brings up a creative, constructive attitude to nature, initiative, accuracy and accuracy in work.

Of course, not all educational and upbringing tasks are fully achieved as a result of experimental work, but much can be achieved, and especially in the upbringing respect.

Secondly, experimental work is a means of activating the cognitive and creative activity of students in the classroom. Children become active participants in the educational process.

Thirdly, experimental work contributes to the emergence and preservation of students' research interest, and allows them to gradually include children in research activities in the future.

But experimental work is useful only when it is carried out methodically correctly, and children see the results of their work.

These guidelines are addressed to teachers working with children of primary and secondary school age. A distinctive feature of these guidelines is their practice-oriented nature. The collection contains recommendations on the organization of experimental activities in various departments: plant growing, biological, department of ecology and nature protection.

The expected results from the use of the presented recommendations will be:

• the interest of teachers in the organization of experimental activities in the classroom in children's creative associations of ecological and biological orientation;
• creation of conditions for the development of cognitive activity and interest in research activities among students in the classroom in children's creative associations of ecological and biological orientation.

Requirements for conducting experiments

The requirements for biological experiments are as follows:

• availability;
• visibility;
• cognitive value.

Students should be introduced to the purpose of the experiment, armed with knowledge of the technique of its implementation, the ability to observe an object or process, record the results, and formulate conclusions. It should also be borne in mind that many experiments are lengthy, do not fit into one lesson, require the help of a teacher in their implementation, understanding the results, and formulating conclusions.

The setting of the experiment must be organized in such a way that there is complete clarity of the results and no subjective interpretations can arise.

In the first lessons, when students do not have the necessary stock of knowledge and skills to set up experiments, the laying of experiments is done in advance by the teacher. cognitive activity students at the same time is reproductive and exploratory in nature and is aimed at identifying the essence of experience, formulating conclusions by answering questions. As students master the technique of bookmarking experience, the proportion of search increases, and the degree of their independence increases.

Preliminary work is of great importance for students' understanding of experience: determining the purpose and technique of laying the experience, asking questions that help identify the essence of the experience and formulate a conclusion. It is important that students see the input data and the end results of the experience. Demonstration experiments, which are used to illustrate the teacher's story, play an important role in teaching. Demonstration of experience gives the greatest effect in combination with a conversation that allows you to comprehend the results of the experience.

Especially great cognitive and educational value are experiments in which students take Active participation. In the process of studying this or that question, it becomes necessary to get an answer to the problem with the help of experience, and on this basis, students themselves formulate its goal, determine the bookmarking technique, put forward a hypothesis about what the result will be. In this case, the experiment is exploratory in nature. When performing these studies, students will independently learn to acquire knowledge, observe experiments, record results, and draw conclusions from the data obtained.

The results of the experiments are recorded in the diary of observations. Entries in the diary can be arranged in the form of a table:

Also in the diary of observations, students make drawings that reflect the essence of the experience.

Experiences for classes in the department of crop production

Useful advice for a young naturalist when conducting experiments with plants

1. Starting experiments with plants, remember that working with them requires attention and accuracy from you.
2. Before the experiment, prepare everything you need for it: seeds, plants, materials, appliances. There should not be anything superfluous on the table.
3. Work slowly: haste, haste in work, as a rule, lead to poor results.
4. When growing plants, carefully look after them - weed in time, loosen the soil, fertilize. With poor care, do not expect a good result.
5. In experiments, it is always necessary to have experimental and control plants, which must be grown under the same conditions.
6. Experiments will be more valuable if their results are recorded in an observation diary.
7. In addition to notes, make drawings of experiments in the observation diary.
8. Make and write a conclusion.

Experiments for classes on the topic "Sheet"

Target: identify the plant's need for air, respiration; understand how the process of respiration occurs in plants.
Equipment: indoor plant, cocktail tubes, vaseline, magnifying glass.
Experience progress: The teacher asks if plants breathe, how to prove that they breathe. Students determine, based on knowledge about the process of breathing in humans, that when breathing, air must enter and exit the plant. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that the Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week. A week later, they conclude: the leaves “breathe” with their underside, because those leaves that were smeared with petroleum jelly from the underside died.

How do plants breathe?

Target: determine that all parts of the plant are involved in respiration.
Equipment: a transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass
Experience progress: The teacher offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). The teacher with the children conducts the experiment "Through the sheet" in the following sequence:

1. pour into a bottle of water, leaving it unfilled by 2-3 cm;
2. insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork;
3. here they make a hole for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine;
4. standing in front of a mirror, they suck the air out of the bottle.

Air bubbles begin to emerge from the submerged end of the stem. Children conclude that air passes through the leaf into the stem, as air bubbles are released into the water.
Target: to establish that the plant releases oxygen during photosynthesis.
Equipment: a large glass container with an airtight lid, a plant stem in water or a small pot with a plant, a splinter, matches.
Experience progress: The teacher invites the children to find out why it is so easy to breathe in the forest. Students assume that plants give off the oxygen needed for human respiration. The assumption is proved by experience: a pot with a plant (or a cutting) is placed inside a high transparent container with a sealed lid. Put in a warm, bright place (if the plant gives oxygen, there should be more of it in the jar). After 1-2 days, the teacher asks the children how to find out if oxygen has accumulated in the jar (oxygen burns). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid. Make a conclusion using the model of dependence of animals and humans on plants (plants are needed by animals and humans for breathing).

Do all leaves carry out photosynthesis?

Target: Prove that photosynthesis occurs in all leaves.
Equipment: boiling water, begonia leaf (the reverse side is painted burgundy), white container.
Experience progress: The teacher suggests finding out if photosynthesis occurs in leaves that are not colored green (in begonias, the reverse side of the leaf is burgundy). Students assume that photosynthesis does not occur in this leaf. The teacher offers the children to place the sheet in boiling water, after 5-7 minutes to examine it, to draw the result. The leaf turns green and the water changes color. It is concluded that photosynthesis occurs in the leaf.

labyrinth

Target: indicate the presence of phototropism in plants
Equipment: a cardboard box with a lid and partitions inside in the form of a labyrinth: a potato tuber in one corner, a hole in the opposite.
Experience progress: A tuber is placed in a box, closed it, put in a warm, but not hot place, with a hole towards the light source. Open the box after the emergence of potato sprouts from the hole. Consider, noting their direction, color (sprouts are pale, white, twisted in search of light in one direction). Leaving the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green). The students explain the result.
Target: set how the plant moves towards the light source.
Equipment: two identical plants (balsam, coleus).
Experience progress: The teacher draws the attention of the children to the fact that the leaves of the plants are turned in one direction. Set the plant to the window, marking the side of the pot with a symbol. Pay attention to the direction of the surface of the leaves (in all directions). Three days later, notice that all the leaves have reached for the light. Rotate the plant 180 degrees. Mark the direction of the leaves. They continue to observe for another three days, note the change in the direction of the leaves (they again turned towards the light). The results are drawn.

Does photosynthesis take place in the dark?

Target: prove that photosynthesis in plants occurs only in the light.
Equipment: indoor plants with hard leaves (ficus, sansevier), adhesive plaster.
Experience progress: The teacher offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). The assumptions of the children are tested by experience: a part of the leaf is sealed with a plaster, the plant is put to a light source for a week. After a week, the patch is removed. Children conclude: without light, photosynthesis does not occur in plants.
Target: to determine that the plant can provide food for itself.
Equipment: a plant pot inside a glass jar with a wide mouth, sealed lid.
Experience progress: Inside a transparent large container, children place a cutting of a plant in water or a small pot with a plant. The soil is watered. The container is hermetically sealed with a lid, put in a warm, bright place. Within a month, observe the plant. They find out why it did not die (the plant continues to grow: drops of water periodically appear on the walls of the jar, then disappear. (The plant feeds itself).

Evaporation of moisture from plant leaves

Target: check where the water disappears from the leaves.
Equipment: plant, plastic bag, thread.
Experience progress: Students examine the plant, clarify how water moves from the soil to the leaves (from the roots to the stems, then to the leaves); where it then disappears, why the plant needs to be watered (water evaporates from the leaves). The assumption is checked by putting a plastic bag on a piece of paper and fixing it. The plant is placed in a warm bright place. They notice that inside the bag is “fogged up”. A few hours later, removing the bag, they find water in it. They find out where it came from (evaporated from the surface of the leaf), why water is not visible on the remaining leaves (water evaporated into the surrounding air).
Target: establish the dependence of the amount of evaporated water on the size of the leaves.
Equipment
Experience progress: Cut cuttings for further planting, place them in flasks. Pour the same amount of water. After one or two days, the children check the water level in each flask. Find out why it is not the same (a plant with large leaves absorbs and evaporates more water).
Target: to establish the relationship between the structure of the surface of the leaves (density, pubescence) and their need for water.
Equipment: ficus, sansevera, dieffenbachia, violet, balsam, plastic bags, magnifying glass.
Experience progress: The teacher suggests finding out why ficus, violet and some other plants do not require a lot of water. Conduct an experiment: put on leaves different plants plastic bags, tightly fasten, observe the appearance of moisture in them, compare the amount of moisture during evaporation from the leaves of different plants (diffenbachia and ficus, violet and balsam).
Complication: each child chooses a plant for himself, conducts an experiment, discusses the results (violet often does not need to be watered: pubescent leaves do not give off, retain moisture; dense ficus leaves also evaporate less moisture than leaves of the same size, but loose).

What do you feel?

Target: find out what happens to the plant when water evaporates from the leaves.
Equipment: Sponge moistened with water.
Experience progress: The teacher invites the children to jump. Finds out how they feel when they jump (hot); when it's hot, what happens (sweat comes out, then it disappears, evaporates). Suggests to imagine that the hand is a leaf from which water evaporates; soak a sponge in water and run it along the inner surface of the forearm. Children convey their sensations until the complete disappearance of moisture (they felt cool). Find out what happens to the leaves when water evaporates from them (they cool).

What changed?

Target: prove that when water evaporates from the leaves, they cool.
Equipment: thermometers, two pieces of cloth, water.
Experience progress: Children examine the thermometer, note the readings. Wrap the thermometer in a wet cloth and put it in a warm place. Assume what should happen with the testimony. After 5-10 minutes, they check, explain why the temperature has dropped (when water evaporates from the tissue, cooling occurs).
Target: to reveal the dependence of the amount of evaporated liquid on the size of the leaves.
Equipment: three plants: one - with large leaves, the second - with ordinary leaves, the third - a cactus; cellophane bags, threads.
Experience progress: The teacher suggests finding out why plants with large leaves need to be watered more often than those with small ones. Children choose three plants with leaves of different sizes, conduct an experiment using an unfinished model of the relationship between leaf size and the amount of water released (there is no image of the symbol - a lot, a little water). Children perform the following actions: put the bags on the leaves, fix them, observe the changes during the day; compare the amount of evaporated liquid. They conclude (the larger the leaves, the more they evaporate moisture and the more often they need to be watered).

Experiments for classes on the topic "Root"

Target: identify the cause of the plant's need for loosening; prove that the plant breathes with all organs.
Equipment: a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.
Experience progress: Students figure out why one plant grows better than another. Consider, determine that in one pot the soil is dense, in the other - loose. Why is dense soil worse? They prove it by immersing identical lumps in water (water passes worse, there is little air, since fewer air bubbles are released from dense earth). They clarify whether the roots need air: for this, three identical bean sprouts are placed in transparent containers with water. Air is injected into one container with a spray gun to the roots, the second is left unchanged, in the third - a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. They observe the change in seedlings (it grows well in the first container, worse in the second, in the third - the plant dies), draw conclusions about the need for air for the roots, sketch the result. Plants need loose soil to grow, so that the roots have access to air.
Target: find out where the root growth is directed during seed germination.
Equipment: glass, filter paper, pea seeds.
Experience progress: Take a glass, a strip of filter paper and roll a cylinder out of it. Insert the cylinder into the glass so that it rests against the walls of the glass. Using a needle, place a few swollen peas between the wall of the glass and the paper cylinder at the same height. Then pour a little water into the bottom of the glass and put in a warm place. At the next lesson, observe the appearance of the roots. The teacher asks questions. Where are the tips of the roots directed? Why it happens?

What part of the spine receives the action of gravity

Target: find out the patterns of root growth.
Equipment: bar, needles, scissors, glass jar, pea seeds

Experience progress: Attach a few sprouted peas to a bar. For two seedlings, cut off the tips of the roots with scissors and cover the saucer with a glass jar. The next day, students will notice that only those roots that have tips left have bent and began to grow down. Roots with removed tips are not bent. The teacher asks questions. How do you explain this phenomenon? What is the significance of this for plants?

Burrowing spine

Target: Prove that roots always grow down.
Equipment: flower pot, sand or sawdust, sunflower seeds.
Experience progress: Put in a flower pot on wet sand or sawdust a few sunflower seeds soaked for a day. Cover them with a piece of gauze or filter paper. Students observe the appearance of roots and their growth. They draw conclusions.

Why does the root change its direction?

Target: show that the root can change direction of growth.
Equipment: tin can, gauze, pea seeds
Experience progress: In a small sieve or low tin can with the bottom removed and covered with gauze, put a dozen swollen peas, cover them with a layer of two to three centimeters of wet sawdust or earth on top and place over a bowl of water. As soon as the roots penetrate through the holes of the gauze, place the sieve obliquely against the wall. After a few hours, students will see that the tips of the roots have curved towards the gauze. On the second or third day, all the roots will grow, pressed against the gauze. The teacher asks questions to the students. How do you explain it? (The tip of the root is very sensitive to moisture, therefore, once in dry air, it bends towards the gauze, where there are wet sawdust).

What are roots for?

Target: to prove that the roots of the plant absorb water; clarify the function of plant roots; establish the relationship between the structure and function of the roots.
Equipment: stalk of geranium or balsam with roots, a container of water, closed with a lid with a slot for the stalk.
Experience progress: Students examine cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plant in the ground), whether they absorb water. An experiment is carried out: the plant is placed in a transparent container, the water level is noted, the container is tightly closed with a lid with a slot for the cutting. Determine what happened to the water after a few days (water became scarce). The assumption of the children is checked after 7-8 days (there is less water) and the process of absorption of water by the roots is explained. The children draw the result.

How to see the movement of water through the roots?

Target: prove that plant roots absorb water, clarify the function of plant roots, establish the relationship between the structure and function of roots.
Equipment: balsam stalk with roots, water with food coloring.
Experience progress: Students examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can take roots from the earth? Children's ideas are discussed. Consider food dry dye - "nutrition", add it to the water, stir. Find out what should happen if the roots can take up more than just water (the roots should turn a different color). A few days later, the children sketch the results of the experiment in a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

pump plant

Target: prove that the root of the plant absorbs water and the stem conducts it; explain the experience using the knowledge gained.
Equipment: curved glass tube inserted into a rubber tube 3 cm long; adult plant, transparent container, tube holder.
Experience progress: Children are offered to use an adult balsam plant on cuttings, put them in water. Put the end of the rubber tube on the stump remaining from the stem. The tube is fixed, the free end is lowered into a transparent container. Water the soil, observing what is happening (after a while, water appears in the glass tube and begins to drain into the container). Find out why (water from the soil through the roots reaches the stem and goes further). Children explain using knowledge about the functions of stem roots. The result is drawn.

living piece

Target: establish that the root crops have a supply of nutrients for the plant.
Equipment: flat container, root crops: carrots, radishes, beets, activity algorithm
Experience progress: The task is set for the students: to check whether there is a supply of nutrients in the root crops. Children determine the name of the root crop. Then they place the root crop in a warm, bright place, observe the appearance of greenery, sketch (the root crop provides nutrition for the leaves that appear). The root crop is cut to half the height, placed in a flat container with water, placed in a warm, bright place. Children observe the growth of greenery, sketch the result of observation. Observation is continued until the greens begin to wither. Children examine the root crop (it has become soft, lethargic, tasteless, there is little liquid in it).

Where do the roots go?

Target: establish a connection between the modifications of plant parts and the functions they perform and environmental factors.
Equipment: two plants in pots with a tray
Experience progress: The teacher suggests watering two plants in different ways: cyperus - in the pan, geranium - under the spine. After a while, the children notice that cyperus roots have appeared in the pan. Then they examine the geranium and find out why the roots did not appear in the geranium pan (the roots did not appear, as they are attracted by water; the geranium has moisture in the pot, not in the pan).

unusual roots

Target: to reveal the relationship between increased air humidity and the appearance of aerial roots in plants.
Equipment: Scindapsus, a transparent container with a tight lid with water at the bottom, a lattice.
Experience progress: The teacher invites the children to find out why there are plants with aerial roots in the jungle. Children examine the scindapsus plant, find buds - future aerial roots, place the stalk on a wire rack in a container of water, close it tightly with a lid. Observe for a month the appearance of "fog", and then drops on the lid inside the container (as in the jungle). The aerial roots that have appeared are considered, compared with other plants.

Experiments for classes on the topic "Stem"

In which direction does the stem grow?

Target: find out the characteristics of the growth of stems.
Equipment: bar, needles, glass jar, pea seeds
Experience progress: 2-3 pea seedlings with a stem and the first two leaves attached to a wooden block. After a few hours, the children will see that the stalk is bent upwards. They conclude that the stem, like the root, has a directed growth.

Movement of the growing organs of a plant

Target: find out the dependence of plant growth on light.
Equipment: 2 flower pots, grains of oats, rye, wheat, 2 cardboard boxes.
Experience progress: In two small flower pots filled with wet sawdust, sow two dozen seeds. Cover one pot with a cardboard box, close the other pot with the same box with a round hole on one of the walls. In the next lesson, remove the boxes from the pots. Children will notice that the oat sprouts that were covered in the cardboard box with the hole will lean towards the hole; in another pot, the seedlings will not lean. The teacher asks the students to draw a conclusion.

Is it possible to grow a plant with two stems from one seed?

Target: to introduce students to the artificial production of a two-stem plant.
Equipment: flower pot, pea seeds.
Experience progress: Take a few peas and sow them in a box of earth or in a small flower pot. When seedlings appear, with a sharp razor or scissors, cut off their stems at the very surface of the soil. After a few days, two new stalks will appear, from which two stalks of peas will develop. New shoots emerge from the axils of the cotyledons. This can be checked by carefully removing the seedlings from the soil. The artificial production of two-stemmed plants also has practical significance. For example, when growing shag, the top of the stems of the seedling is often cut off, as a result of which two stems appear, on which there are much more leaves than on one. In the same way, you can get a two-headed cabbage, which will give a larger yield than a single-headed one.

How does the stem grow?

Target: observation of stem growth.
Equipment: brush, ink, pea or bean sprout
Experience progress: Stem growth is possible with the help of labels. With a brush or a needle, apply marks on the stalk of sprouted peas or beans at the same distance from each other. Students should track how long it takes, on which part of the stem the marks will move apart. Write down and draw all the changes that occur.

What part of the stem carries water from the roots to the leaves?

Target: to prove that the water in the stem moves through the wood.
Equipment: stem cut, red ink.
Experience progress: Take a piece of the stem 10 cm long. Dip one end of it in red ink, and suck a little through the other. Then wipe the piece with paper and cut it lengthwise with a sharp knife. On the cut, students will see that the wood of the stem is stained. This experience can be done differently. Put a sprig of a houseplant of fuchsia or tradescantia in a jar of water, lightly tint the water with red ink or ordinary blue. After a few days, the children will see that the veins of the leaves turn pink or blue. Then cut along a piece of twig and see which part of it is stained. The teacher asks questions. What conclusion will you draw from this experience?

up to the leaves

Target: Prove that the stem conducts water to the leaves.
Equipment: balsam stalk, water with dye; birch or aspen bars (unpainted), a flat container with water, an experience algorithm.
Experience progress: Students examine the stalk of balsam with roots, paying attention to the structure (root, stem, leaves) and discussing how water from the roots gets to the leaves. The teacher suggests checking, using colored water, whether water passes through the stem. Children make up an algorithm of experience with or without the intended result. A hypothesis of future changes is expressed (if colored water goes through the plant, it should change color). After 1-2 weeks, the result of the experiment is compared with the expected one, a conclusion is made about the function of the stems (conduct water to the leaves). Children examine unpainted wooden blocks through a magnifying glass, determine that they have holes in them. They find out that the bars are part of a tree trunk. The teacher offers to find out if water passes through them to the leaves, lowers the bars with a cross section into the water. Finds out with the children what should happen to the bar if the trunks can conduct water (the bars should become wet). Children watch the bars getting wet, the level of water rising up the bars.

Like the stems

Target: show the process of water passing through the stems.
Equipment: cocktail tubes, mineral (or boiled) water, water container.
Experience progress: Children are looking at the tube. Find out if there is air inside by immersing it in water. It is believed that the tube can conduct water, since it has holes in it, like in stems. Having immersed one end of the tube in water, they try to easily draw air into themselves from the other end of the tube; watch the water move up.

thrifty stems

Target: reveal how stems (trunks) can accumulate moisture and retain it for a long time.
Equipment: sponges, unpainted wooden bars, magnifying glass, low water containers, deep water container
Experience progress: Students examine blocks of different types of wood through a magnifying glass, talk about their varying degrees absorption (in some plants, the stem can absorb water in the same way as a sponge). Pour the same amount of water into different containers. The bars are lowered into the first, sponges into the second, left for five minutes. They argue how much more water will be absorbed (in a sponge - there is more space for water in it). Observe the release of bubbles. Check the bars and sponges in the container. They clarify why there is no water in the second container (all absorbed into the sponge). Raise the sponge, water drips from it. They explain where the water will last longer (in the sponge, since there is more water in it). Assumptions are checked before the bar dries (1-2 hours).

Experiments for classes on the topic "Seeds"

Do the seeds absorb a lot of water?

Target: find out how much moisture is absorbed by germinating seeds.
Equipment: Measuring cylinder or glass, pea seeds, gauze
Experience progress: Pour 200 ml of water into a 250 ml measuring cylinder, then put the pea seeds in a gauze bag, tie with a thread so that its end is 15-20 cm long, and carefully lower the bag into a cylinder with water. To prevent water from evaporating from the cylinder, it is necessary to tie it on top with oiled paper. The next day, remove the paper and remove the bag with swollen peas from the cylinder by the end of the thread. Let the water drain from the bag into the cylinder. The teacher asks the students questions. How much water is left in the cylinder? How much water did the seeds absorb?

Is the pressure force of the swelling seeds great?

Target
Equipment: fabric bag, flask, pea seeds.
Experience progress: Pour pea seeds into a small bag, tie it tightly and lower it into a glass or jar of water. The next day, it turns out that the bag could not withstand the pressure of the seeds - it burst. The teacher asks the students why this happened. Also, swelling seeds can be put in a glass flask. In a few days, the power of the seeds will tear it apart. These experiments show that the strength of the swelling seeds is great.

What weight can the swelling seeds lift?

Target: find out the strength of the swelling seeds.
Equipment: tin can, weight, peas.
Experience progress: Pour one third of the pea seeds into a tall tin can with holes in the bottom; put it in a pot of water so that the seeds are in the water. Put a circle of tin on the seeds and put a weight or any other load on top. See what weight swelling pea seeds can lift. The results of the students are recorded in the diary of observations.

Do germinating seeds breathe?

Target: prove that germinating seeds emit carbon dioxide.
Equipment: glass jar or bottle, pea seeds, splinter, matches.
Experience progress: In a tall bottle with a narrow neck, pour the "pecked" pea seeds and tightly close with a cork. In the next lesson, listen to the children's guesses about what kind of gas the seeds could give off and how to prove it. Open the bottle and prove the presence of carbon dioxide in it using a burning torch (the torch will go out, because carbon dioxide suppresses combustion).

Does respiration produce heat?

Target: to prove that the seeds emit heat during respiration.
Equipment: half-liter bottle with cork, pea seeds, thermometer.
Experience progress: Take a half-liter bottle, fill it with slightly “pecked” seeds of rye, wheat or peas and plug it with a cork, insert a chemical thermometer through the cork hole to measure the water temperature. Then wrap the bottle tightly with newsprint and place in a small box to avoid heat loss. After a while, the students will observe the temperature inside the bottle rise by several degrees. The teacher asks the students to explain the reason for the increase in the temperature of the seeds. Record the results of the experiment in the diary of observations.

Vershki-roots

Target: find out which organ comes out of the seed first.
Equipment: beans (peas, beans), wet cloth (paper napkins), transparent containers, sketch using plant structure symbols, activity algorithm.
Experience progress: Children choose any of the proposed seeds, create conditions for germination (a warm place). A damp paper towel is placed tightly against the walls in a transparent container. Soaked beans (peas, beans) are placed between the napkin and the walls; The cloth is constantly moistened. Changes are observed daily for 10-12 days: a root will first appear from the bean, then stalks; the roots will grow, the upper shoot will increase.

Experiments for classes on the topic "Plant reproduction"

Such different flowers

Target: to establish the features of pollination of plants with the help of wind, to detect pollen on flowers.
Equipment: catkins of flowering birch, aspen, coltsfoot flowers, dandelion; magnifying glass, cotton ball.
Experience progress: Students examine flowers, describe them. Find out where the flower might have pollen and find it with a cotton ball. They examine flowering birch catkins through a magnifying glass, find similarities with meadow flowers (there is pollen). The teacher invites the children to come up with symbols to designate the flowers of birch, willow, aspen (earrings are also flowers). Clarifies why bees fly to flowers, whether plants need it (bees fly for nectar and pollinate the plant).

How do bees carry pollen?

Target: to identify how the process of pollination occurs in plants.
Equipment: cotton balls, two-color dye powder, flower layouts, insect collection, magnifying glass
Experience progress: Children examine the structure of the limbs and bodies of insects through a magnifying glass (hairy, covered with hairs, as it were). They imagine that cotton balls are insects. Imitating the movement of insects, they touch the flowers with balls. After touching, "pollen" remains on them. Determine how insects can help plants in pollination (pollen sticks to the limbs and bodies of insects).

Pollination with wind

Target: to establish the features of the process of pollination of plants with the help of wind.
Equipment: two linen bags with flour, a paper fan or fan, birch catkins.
Experience progress: Students find out what flowers birch, willow have, why insects do not fly to them (they are very small, not attractive to insects; when they bloom, there are few insects). They perform the experiment: they shake bags filled with flour - “pollen”. Figure out what it takes to get the pollen from one plant to another (the plants need to grow close together or someone needs to transfer the pollen to them). Use a fan or fan for "pollination". Children come up with symbols for flowers pollinated by the wind.

Why do fruits need wings?

Target
Equipment: lionfish, berries; fan or fan.
Experience progress: Children consider fruits, berries and lionfish. Find out what helps lionfish seeds to disperse. Observe the "flight" of lionfish. The teacher offers to remove their "wings". Repeat the experiment using a fan or fan. Determine why maple seeds grow far from their native tree (the wind helps the "wings" to carry the seeds over long distances).

Why does a dandelion need "parachutes"?

Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: dandelion seeds, magnifier, fan or fan.
Experience progress: Children find out why there are so many dandelions. They examine a plant with ripe seeds, compare dandelion seeds with others by weight, observe the flight, the fall of seeds without “parachutes”, draw a conclusion (the seeds are very small, the wind helps the “parachutes” fly far).

Why does the burdock need hooks?

Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: burdock fruits, pieces of fur, fabrics, magnifying glass, fruit plates.
Experience progress: Children find out who will help the burdock to scatter its seeds. They break the fruits, find the seeds, examine them through a magnifying glass. Children specify whether the wind can help them (the fruits are heavy, there are no wings and "parachutes", so the wind will not carry them away). They determine whether animals want to eat them (the fruits are hard, prickly, tasteless, the box is hard). They call what these fruits have (tenacious spines-hooks). Using pieces of fur and fabric, the teacher, together with the children, demonstrates how this happens (the fruits cling to fur, fabric with thorns).

Experiments for classes on the topic "Plants and Environment"

With and without water

Target: highlight the environmental factors necessary for the growth and development of plants (water, light, heat).
Equipment: two identical plants (balsam), water.
Experience progress: The teacher suggests finding out why plants cannot live without water (the plant will wither, the leaves will dry out, there is water in the leaves); what happens if one plant is watered and the other is not (without watering, the plant will dry out, turn yellow, the leaves and stem will lose their elasticity, etc.). The results of monitoring the state of plants depending on watering are drawn within one week. They make a model of the dependence of a plant on water. Children conclude that plants cannot live without water.

In the light and in the dark

Target: to determine the environmental factors necessary for the growth and development of plants.
Equipment: a bow, a box made of durable cardboard, two containers with earth.
Experience progress: The teacher offers to find out by growing onions whether light is needed for plant life. Close part of the bow with a cap made of thick dark cardboard. Sketch the result of the experiment after 7-10 days (the onion under the cap has become light). Remove the cap. After 7-10 days, the result is again sketched (the onion turned green in the light - which means photosynthesis (nutrition) occurs in it).

In the heat and in the cold

Target: highlight favorable conditions for the growth and development of plants.
Equipment: winter or spring tree branches, coltsfoot rhizome with part of the soil, flowers from a flower bed with part of the soil (in autumn); model of plant dependence on heat.
Experience progress: The teacher asks why there are no leaves on the branches on the street (it's cold outside, the trees are "sleeping"). Offers to bring branches into the room. Students observe the change in buds (the buds increase in size, burst), the appearance of leaves, their growth, compare them with branches on the street (branches without leaves), draw, build a model of the dependence of plants on heat (plants need heat for life and growth). The teacher suggests finding out how to see the first spring flowers as soon as possible (bring them into the room so that they become warm). Children dig out the rhizome of the coltsfoot with part of the soil, transfer it to the room, observe the time of the appearance of flowers indoors and out (flowers appear indoors after 4-5 days, outdoors after one to two weeks). The results of the observation are presented in the form of a model of the dependence of plants on heat (cold - plants grow slowly, warm - grow quickly). The teacher suggests determining how to extend the summer for flowers (bring flowering plants from the flower bed into the room, digging up the roots of plants with a large clod of earth so as not to damage them). Students observe the change in flowers indoors and in the flower bed (flowers withered, froze, died in the flower bed; indoors they continue to bloom). The results of observations are presented in the form of a model of the dependence of plants on heat.

Who is better?

Target
Equipment: two identical cuttings, a container of water, a pot of soil, plant care items.
Experience progress: The teacher suggests determining whether plants can live for a long time without soil (they cannot); where they grow better - in water or in soil. Children place geranium cuttings in different containers - with water, earth. Watch them until the first new leaf appears; They draw up the results of the experiment in the diary of observations and in the form of a model of the dependence of the plant on the soil (for a plant in the soil, the first leaf appears faster, the plant gains strength better; in water, the plant is weaker)

How faster?

Target: highlight favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.
Equipment: twigs of birch or poplar (spring), water with mineral fertilizers and without them.
Experience progress: The teacher invites students to determine whether plants need fertilizer and choose different plant care: one is to water with plain water, the other is water with fertilizers. Children label containers with different symbols. They observe until the first leaves appear, monitor growth (in fertilized soil, the plant is stronger, grows faster). The results are presented in the form of a model of the dependence of plants on the richness of the soil (in rich, fertilized soil, the plant is stronger, grows better).

Where is the best place to grow?

Target
Equipment: tradescantia cuttings, black soil, clay with sand
Experience progress: The teacher chooses the soil for planting plants (chernozem, a mixture of sand and clay). Children plant two identical cuttings of Tradescantia in different soil. They observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, the plant does well in chernozem). The stalk is transplanted from the sandy-clay mixture into the black soil. Two weeks later, the result of the experiment is noted (the plants show good growth), they are recorded in a diary and models of the dependence of plant growth on soil composition.

Green figurines

Target: establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, highlight soils that are different in composition.
Equipment: watercress seeds, wet paper towels, soil, activity algorithm
Experience progress: The teacher offers a riddle letter using an unfinished experience algorithm with unknown seeds and suggests finding out what will grow. The experiment is carried out according to the algorithm: several paper napkins placed on top of each other are soaked in water; lay them out in cookie cutters; seeds are poured there, distributing over the entire surface; wipes moisturize every day. Some of the seeds are placed in a pot of earth and sprinkled with soil. Watch the watercress grow. Plants are compared and an answer is drawn up in the form of a model of the dependence of a plant on environmental factors: light, water, heat + soil. They conclude: in the soil, plants are stronger, live longer.

Why do flowers wither in autumn?

Target: to establish the dependence of plant growth on temperature, the amount of moisture.
Equipment: a pot with an adult plant; a curved glass tube inserted into a rubber tube 3 cm long, corresponding to the diameter of the plant stem; transparent container.
Experience progress: The teacher invites students to measure the temperature of the water before watering (the water is warm), pour the stump remaining from the stem, on which they first put on a rubber tube with a glass tube inserted into it and fixed. Children watch water flow out of a glass tube. They cool the water with the help of snow, measure the temperature (it has become colder), water it, but no water enters the tube. Find out why the flowers wither in autumn, although there is a lot of water (the roots do not absorb cold water).

What then?

Target: to systematize knowledge about the development cycles of all plants.
Equipment: seeds of herbs, vegetables, flowers, plant care items.
Experience progress: The teacher offers a riddle letter with seeds, finds out what the seeds turn into. During the summer, plants are grown, fixing all the changes as they develop. After collecting the fruits, they compare their sketches, draw up a general scheme for all plants using symbols, reflecting the main stages of plant development: seed-sprout - adult plant - flower - fruit.

What is in the soil?

Target: establish dependency of factors inanimate nature from living (soil fertility from rotting plants).
Equipment: a lump of earth, a metal (from a thin plate) plate, a spirit lamp, the remains of dry leaves, a magnifying glass, tweezers.
Experience progress: Children are invited to consider forest soil and soil from the site. With the help of a magnifying glass, children determine where the soil is (there is a lot of humus in the forest). They find out on which soil plants grow better, why (there are more plants in the forest, there is more food for them in the soil). The teacher, together with the children, burns the forest soil in a metal plate, pays attention to the smell during combustion. Tries to burn a dry leaf. Children determine what makes the soil rich (there is a lot of rotten foliage in the soil of the forest). Discuss the composition of the soil of the city. Specify how to find out if she is rich. They examine it with a magnifying glass, burn it on a plate. Children come up with symbols for different soils: rich and poor.

What is under our feet?

Target: bring children to the understanding that the soil has a different composition.
Equipment: soil, magnifying glass, spirit lamp, metal plate, glass, transparent container (glass), spoon or stirring stick.
Experience progress: Children examine the soil, find the remains of plants in it. The teacher heats the soil in a metal plate over a spirit lamp, holding glass over the soil. Together with the children, he finds out why the glass is fogged up (there is water in the soil). The teacher continues to heat the soil, offers to determine by the smell of smoke what is in the soil (nutrients: leaves, parts of insects). The soil is then heated until the smoke disappears. Find out what color it is (light), what has disappeared from it (moisture, organic matter). Children pour the soil into a glass of water, mix. After sedimentation of soil particles in water, the sediment (sand, clay) is considered. They find out why nothing grows in the forest at the site of fires (all nutrients burn out, the soil becomes poor).

Where is longer?

Target: find out the reason for the conservation of moisture in the soil.
Equipment: pots with plants.
Experience progress: The teacher suggests watering the soil in two pots of the same size with an equal amount of water, put one pot in the sun, the other in the shade. Children explain why the soil is dry in one pot and wet in the other (water evaporated in the sun, but not in the shade). The teacher invites the children to solve the problem: it rained over the meadow and forest; where the ground will remain wet longer and why (in the forest the ground will remain wet longer than in the meadow, since there is more shade, less sun.

Is there enough light?

Target: to identify the reason that there are few plants in the water.
Equipment: a flashlight, a transparent container with water.
Experience progress: The teacher draws the attention of children to indoor plants located near the window. Finds out where the plants grow better - near the window or away from it, why (those plants that are closer to the window - they get more light). Children examine plants in an aquarium (pond), determine whether plants will grow at great depths of water bodies (no, light does not pass well through water). For proof, they shine a flashlight through the water, specify where the plants are better (closer to the surface of the water).

Where do plants get water faster?

Target: identify the ability of different soils to pass water.
Equipment: funnels, glass rods, transparent container, water, cotton wool, soil from the forest and from the path.
Experience progress: Children consider soils: determine where is forest and where is urban. They consider the algorithm of the experiment, discuss the sequence of work: put cotton wool on the bottom of the funnel, then the soil to be studied, put the funnel on the container. Measure the same amount of water for both soils. Slowly pour water over a glass rod into the center of the funnel until water appears in the container. Compare the amount of liquid. Water passes through the forest soil faster and is better absorbed.
Output: plants get drunk faster in the forest than in the city.

Is water good or bad?

Target: select algae from a variety of plants.
Equipment: aquarium, elodea, duckweed, houseplant leaf.
Experience progress: Students examine algae, highlighting their features and varieties (grow completely in water, on the surface of the water, in the water column and on land). Children try to change the habitat of the plant: a begonia leaf is lowered into the water, an elodea is raised to the surface, a duckweed is lowered into the water. They observe what happens (elodea dries, begonia rots, duckweed folds the leaf). Explain the characteristics of plants in different growing environments.
Target: Find plants that can grow in the desert, savannah.
Equipment: Plants: ficus, sansevera, violet, dieffenbachia, magnifier, plastic bags.
Experience progress: The teacher invites the children to prove that there are plants that can live in the desert or savannah. Children independently choose plants that, in their opinion, should evaporate little water, have long roots, and accumulate moisture. Then they perform an experiment: they put a plastic bag on the sheet, observe the appearance of moisture inside it, and compare the behavior of plants. It is proved that the leaves of these plants evaporate little moisture.
Target: Set the dependence of the amount of evaporated moisture on the size of the leaves.
Equipment: glass flasks, dieffenbachia and coleus cuttings.
Experience progress: The teacher invites the children to find out which of the plants can live in the jungle, forest zone, savannah. Children assume that plants with large leaves can live in the jungle, taking a lot of water; in the forest - ordinary plants; in the savannah - plants that accumulate moisture. Children, according to the algorithm, perform the experiment: pour the same amount of water into flasks, place plants there, mark the water level; after one or two days, a change in the water level is noted. Children conclude: plants with large leaves absorb more water and evaporate moisture more - they can grow in the jungle, where there is a lot of water in the soil, high humidity and hot.

What are the roots of tundra plants?

Target: understand the relationship between the structure of the roots and the characteristics of the soil in the tundra.
Equipment: sprouted beans, damp cloth, thermometer, cotton wool in a tall transparent container.
Experience progress: Children name the features of the soil in the tundra (permafrost). The teacher suggests finding out what the roots should be so that the plants can live in permafrost. Children conduct an experiment: they place the sprouted beans on a thick layer of damp cotton wool, cover with a damp cloth, put on a cold windowsill, observe the growth of the roots and their direction for a week. They conclude: in the tundra, the roots grow to the sides, parallel to the surface of the earth.

Experiments for classes in the biological department

Do fish breathe?

Target: establish the possibility of breathing fish in the water, confirm the knowledge that air is everywhere.
Equipment: a transparent container with water, an aquarium, a magnifying glass, a wand, a cocktail tube.
Experience progress: Children watch the fish and determine whether they breathe or not (follow the movement of the gills, air bubbles in the aquarium). Then exhale air through a tube into the water, observe the appearance of bubbles. Find out if there is air in the water. Move the algae in the aquarium with a stick, bubbles appear. They watch how the fish swim to the surface of the water (or to the compressor), capture air bubbles (breathe). The teacher leads the children to understand that the breathing of fish in the water is possible.

Who has beaks?

Target: to establish the relationship between the nature of nutrition and some features appearance animals.
Equipment: a dense clod of earth or clay, dummies of beaks from different materials, a container of water, small light pebbles, tree bark, grains, crumbs.
Experience progress: Children-"birds" choose what they want to eat, select the beak of the right size, shape, strength (made of paper, cardboard, wood, metal, plastic), "get" their own food with the help of a beak. They tell why they chose just such a beak (for example, a stork needs a long one to get food out of the water; a strong hooked one is needed by birds of prey to tear, split prey; thin and short - for insectivorous birds).

How easy is it to swim?

Target
Equipment: paw models of waterfowl and ordinary birds, a container with water, mechanical floating toys (penguin, duck), wire foot.
Experience progress: The teacher suggests finding out what the limbs of those who swim should be. To do this, children choose paw layouts that are suitable for waterfowl; prove their choice by imitating rowing with their paws. Consider mechanical floating toys, pay attention to the structure of rotating parts. In some toys, instead of blades, they insert contour paws made of wire (without membranes), launch both types of toys, determine who will swim faster, why (paws with membranes scoop up more water - it’s easier, faster to swim).

Why do they say "like water off a duck's back"?

Target: to establish a connection between the structure and lifestyle of birds in an ecosystem.
Equipment: chicken and goose feathers, water containers, fat, pipette, vegetable oil, “loose” paper, brush.
Experience progress: Students examine goose and down chicken feathers, moisten with water, find out why water does not linger on goose feathers. They put vegetable oil on the paper, moisten the sheet with water, see what happened (the water rolled down, the paper remained dry). It turns out that waterfowl have a special fatty gland, with the fat of which geese and ducks smear feathers with their beaks.

How are bird feathers arranged?

Target: to establish a connection between the structure and lifestyle of birds in an ecosystem.
Equipment: chicken feathers, goose feathers, magnifier, zipper, candle, hair, tweezers.
Experience progress: Children examine the fly feather of a bird, paying attention to the rod and the fan attached to it. They find out why it falls slowly, smoothly circling (the feather is light, since there is emptiness inside the rod). The teacher offers to wave the feather, observe what happens to it when the bird flaps its wings (the feather elastically springs without unhooking the hairs, preserving the surface). The fan is examined through a strong magnifying glass or a microscope (there are protrusions and hooks on the grooves of the feather, which can be firmly and easily combined with each other, as if fastening the surface of the feather). They examine the downy feather of a bird, find out how it differs from the fly feather (the downy feather is soft, the hairs are not linked to each other, the rod is thin, the feather is much smaller in size). Children argue why birds need such feathers (they serve to preserve body heat). A bird's hair and feather are set on fire over a burning candle. The same smell is formed. Children conclude that human hair and bird feathers have the same composition.

Why do waterfowl have such a beak?

Target: to determine the relationship between the structure and lifestyle of birds in an ecosystem.
Equipment: Grain, duck beak mockup, water container, bread crumbs, bird illustrations.
Experience progress: The teacher in the illustrations of birds closes the images of their limbs. Children choose waterfowl from all birds and explain their choice (they should have beaks that will help them get food in the water; storks, cranes, herons have long beaks; geese, ducks, swans have flat, wide beaks). Children find out why birds have different beaks (a stork, a crane, a heron need to get frogs from the bottom; geese, swans, ducks - to catch food by filtering water). Each child chooses a beak layout. The teacher suggests using the selected beak to collect food from the ground and from the water. The result is explained.

Who eats algae?

Target: to identify interdependencies in the wildlife of the "pond" ecosystem.
Equipment: two transparent containers with water, algae, mollusks (without fish) and fish, a magnifying glass.
Experience progress: Students examine algae in an aquarium, find individual parts, pieces of algae. Find out who eats them. The teacher separates the inhabitants of the aquarium: in the first jar he puts fish and algae, in the second - algae and mollusks. Within a month, children observe the changes. In the second jar, the algae are damaged, mollusk eggs have appeared on them.

Who cleans the aquarium?

Target: to identify relationships in the wildlife of the "pond" ecosystem.
Equipment: an aquarium with "old" water, shellfish, a magnifying glass, a piece of white cloth.
Experience progress: Children examine the walls of the aquarium with "old" water, find out who leaves traces (stripes) on the walls of the aquarium. To this end, they draw a white cloth along the inside of the aquarium, observe the behavior of the mollusks (they move only where the plaque remains). Children explain whether mollusks interfere with fish (no, they clear the water of mud).

Wet breath

Target
Equipment: mirror.
Experience progress: Children find out which way air passes when inhaling and exhaling (when inhaling, air enters the lungs through the respiratory tract, when exhaling, it leaves). Children exhale on the mirror surface, note that the mirror is fogged up, moisture has appeared on it. The teacher invites the children to answer where the moisture came from (together with the exhaled air, moisture is taken out of the body), what will happen if animals living in the desert lose moisture when they breathe (they die), which animals survive in the desert (camels). The teacher talks about the structure of the camel's respiratory organs, which help to conserve moisture (the nasal passages of a camel are long and winding, moisture settles in them during exhalation).

Why are animals in the desert lighter in color than in the forest?

Target: understand and explain the dependence of the appearance of an animal on factors of inanimate nature (natural and climatic zones).
Equipment: fabric of light and dark tones, mittens made of black and light-colored drape, a model of the relationship between living and inanimate nature.
Experience progress: Children find out the temperature features in the desert compared to the forest zone, comparing their position relative to the equator. The teacher invites children in sunny but cold weather to put on mittens of the same density (preferably drape): on one hand - from light fabric, on the other - from dark; expose your hands to the sun, after 3-5 minutes compare the sensations (it is warmer in a dark mitten). The teacher asks the children about what tones of clothing should be in the cold and hot seasons for a person, the skin for animals. Based on the actions performed, children conclude: in hot weather it is better to have light-colored clothes (it repels the sun's rays); in cool weather it is warmer in dark weather (it attracts the sun's rays).

Growing babies

Target: to reveal that there are the smallest living organisms in the products.
Equipment: containers with a lid, milk.
Experience progress: Children assume that the smallest organisms are in many foods. In heat, they grow and spoil food. According to the beginning of the experiment algorithm, children choose places (cold and warm) in which they put milk in closed containers. Observe for 2-3 days; sketch (in heat, these organisms develop rapidly). Children tell what people use to store food (refrigerators, cellars) and why (cold prevents organisms from multiplying, and food does not spoil).

moldy bread

Target: establish that certain conditions are needed for the growth of the smallest living organisms (fungi).
Equipment: plastic bag, slices of bread, pipette, magnifier.
Experience progress: Children know that bread can spoil - the smallest organisms (molds) begin to grow on it. They make up an experiment algorithm, place the bread in different conditions: a) in a warm, dark place, in a plastic bag; b) in a cold place; c) in a warm dry place, without a plastic bag. Conduct observations for several days, consider the results through a magnifying glass, sketch (in humid warm conditions - the first option - mold appeared; in dry or cold conditions, mold does not form). Children tell how people have learned to preserve bread products at home (stored in the refrigerator, dry crackers from bread).

suckers

Target: to identify the features of the lifestyle of the simplest marine organisms (anemones).
Equipment: a stone, a suction cup for attaching a soap dish to a tile, illustrations of mollusks, sea anemones.
Experience progress: Children look at illustrations of living marine organisms and find out what kind of life they lead, how they move (they cannot move themselves, they move with the flow of water). Children find out why some marine organisms can stay on rocks. The teacher demonstrates the action of the suction cup. Children try to attach a dry suction cup (does not attach), then moisten it (attach). Children conclude that the bodies of marine animals are moist, which allows them to attach well to objects with the help of suction cups.

Do worms have respiratory organs?

Target: show that a living organism adapts to environmental conditions
Equipment: earthworms, paper napkins, cotton ball, odorous liquid (ammonia), magnifying glass.
Experience progress: Children examine a worm through a magnifying glass, find out the features of its structure (a flexible jointed body, a shell, processes with which it moves); determine if he has a sense of smell. To do this, cotton wool is moistened with an odorous liquid, brought to different parts of the body and the conclusion is drawn: the worm smells with its whole body.

Why did shellfish disappear?

Target: to identify the cause of the emergence of new species of fish.
Equipment: shell fish layout, flexible material sharks, large water tank, aquarium, fish, symbol.
Experience progress: Children examine the fish in the aquarium (movement of the body, tail, fins), and then the model of the armored fish. An adult invites the children to think about why the armored fish disappeared (the shell did not allow the fish to breathe freely: like a hand in plaster). The teacher invites the children to come up with a symbol of an armored fish and depict it.

Why didn't the first birds fly?

Target: identify the structural features of birds that help them stay in the air.
Equipment: models of wings, weights of different weights, bird feather, magnifying glass, paper, cardboard, thin paper.
Experience progress: Children look at illustrations of the first birds (very large bodies and small wings). Materials for the experiment are chosen: paper, weights ("trunks"). They make wings from cardboard, thin paper, wings with weights; check how different “wings” plan, and conclude: with small wings, it was difficult for large birds to fly

Why were dinosaurs so big?

Target: clarify the mechanism of adaptation to the life of cold-blooded animals.
Equipment: small and large containers with hot water.
Experience progress: Children examine a live frog, find out its way of life (offspring breeds in water, finds food on land, cannot live far from a reservoir - the skin must be moist); touch, finding out the temperature of the body. The teacher explains that scientists assume that dinosaurs were as cold as frogs. During this period, the temperature on the planet was not constant. The teacher finds out from the children what the frogs do in winter (hibernate), how they escape from the cold (burrow into the mud). The teacher invites the children to find out why dinosaurs were big. To do this, one must imagine that the containers are dinosaurs that have warmed up from high temperature. Together with the children, the teacher pours hot water into the containers, touches them, pours out the water. After a while, the children again check the temperature of the containers by touch and conclude that the large jar is hotter - it needs more time to cool. The teacher finds out from the children which dinosaurs were easier to deal with the cold in size (large dinosaurs retained their temperature for a long time, so they did not freeze during cold periods when the sun did not heat them).

Experiences for classes in the department of ecology and nature protection

When is summer in the Arctic?

Target: to identify the features of the manifestation of the seasons in the Arctic.
Equipment: globe, model "Sun - Earth", thermometer, measuring ruler, candle.
Experience progress: The teacher introduces children to the annual movement of the Earth: it goes one revolution around the Sun (this acquaintance is best done in winter in the evening). Children remember how day follows night on Earth (the change of day and night occurs due to the rotation of the Earth around its axis). They find the Arctic on the globe, mark it on the layout with a white outline, light a candle in a darkened room that imitates the Sun. Children, under the guidance of a teacher, demonstrate the effect of the layout: they put the Earth in the “summer at the South Pole” position, note that the degree of illumination of the pole depends on the distance of the Earth from the Sun. Determine what time of year it is in the Arctic (winter), in the Antarctic (summer). Slowly rotating the Earth around the Sun, note the change in the illumination of its parts as they move away from the candle, which imitates the Sun.

Why doesn't the sun set in the Arctic in summer?

Target: to identify the features of the manifestation of the summer season in the Arctic.
Equipment: layout "Sun - Earth".
Experience progress: Children under the guidance of a teacher demonstrate on the "Sun - Earth" model the annual rotation of the Earth around the Sun, paying attention to the fact that part of the annual rotation of the Earth is turned towards the Sun so that it is constantly illuminated North Pole. They find out where at this time on the planet there will be a long night (the South Pole will remain unlit).

Where is the hottest summer?

Target: determine where is the hottest summer on the planet.
Equipment: layout "Sun - Earth".
Experience progress: Children, under the guidance of a teacher, demonstrate on the layout the annual rotation of the Earth around the Sun, determine the hottest place on the planet at different moments of rotation, put conditional icons. They prove that the hottest place is near the equator.

Like in the jungle

Target: identify the causes of high humidity in the jungle.
Equipment: Model "Earth - Sun", a map of climatic zones, a globe, a baking sheet, a sponge, a pipette, a transparent container, a device for monitoring changes in humidity.
Experience progress: Children discuss the temperature features of the jungle, using the layout of the annual rotation of the Earth around the Sun. They are trying to find out the cause of frequent rains, considering the globe and the map of climatic zones (an abundance of seas and oceans). They set up an experiment to saturate the air with moisture: drip water from a pipette onto a sponge (the water remains in the sponge); put the sponge into the water, turning it several times in the water; lift the sponge, watch the water flow. With the help of the actions performed, children find out why it can rain without clouds in the jungle (the air, like a sponge, is saturated with moisture and can no longer hold it). Children check the appearance of rain without clouds: pour water into a transparent container, cover it with a lid, put it in a hot place, observe the appearance of “fog” for one or two days, the spread of drops over the lid (water evaporates, moisture accumulates in the air when it becomes too much a lot, it's raining).

The forest is a protector and healer

Target: to reveal the protective role of the forest in the forest-steppe climatic zone.
Equipment: layout "Sun - Earth", map of climatic zones, indoor plants, fan or fan, small pieces of paper, two small trays and one large one, water containers, soil, leaves, twigs, grass, watering can, pallet with soil.
Experience progress: Children find out the features of the forest-steppe zone using a map of natural and climatic zones and a globe: large open spaces, warm climate, proximity to deserts. The teacher tells the children about the winds that occur in open spaces and imitates the wind with the help of a fan; offers to calm the wind. Children make assumptions (you need to fill the space with plants, objects, create a barrier out of them) and check them: put a barrier of houseplants in the way of the wind, place pieces of paper in front of the forest and behind it. Children demonstrate the process of soil erosion during rains: they water a pallet with soil (the pallet is tilted) from a watering can from a height of 10-15 cm and observe the formation of "ravines". The teacher invites children to help nature preserve the surface, to prevent water from washing away the soil. Children perform actions: soil is poured onto the pallet, leaves, grass, branches are scattered over the soil; pour water onto the soil from a height of 15 cm. Check whether the soil has eroded under the greens, and conclude: the plant cover holds the soil.

Why is it always damp in the tundra?

Target
Equipment
Experience progress: Children find out the temperature features of the tundra, using the layout of the annual rotation of the Earth around the Sun (when the Earth rotates around the Sun, for some time the rays of the Sun do not fall on the tundra at all, the temperature is low). The teacher clarifies with the children what happens to water when it hits the surface of the earth (usually some goes into the soil, some evaporates). Proposes to determine whether water absorption by the soil depends on the characteristics of the soil layer (for example, whether water will easily pass into the frozen soil layer of the tundra). Children perform actions: they bring a transparent container with frozen ground into the room, give it the opportunity to thaw a little, pour water, it remains on the surface (permafrost does not let water through).

Where is faster?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: water containers, model of the soil layer of the tundra, thermometer, model "Sun - Earth".
Experience progress: The teacher invites the children to find out how long water will evaporate from the soil surface in the tundra. For this purpose, long-term observation is organized. According to the activity algorithm, children perform the following actions: pour the same amount of water into two containers; note its level; containers are placed in places of different temperature (warm and cold); a day later, changes are noted (in a warm place, there is less water, in a cold place, the amount has not changed much). The teacher suggests solving the problem: it rained over the tundra and over our city, where the puddles will last longer and why (in the tundra, since in a cold climate the evaporation of water will be slower than in the middle lane, where it is warmer, the soil thaws and there is where to leave the water ).

Why is there dew in the desert?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: Container with water, cover with snow (ice), spirit lamp, sand, clay, glass.
Experience progress: Children find out the temperature features of the desert, using the model of the annual rotation of the Earth around the Sun (the rays of the Sun are closer to this part of the Earth's surface - the desert; the surface heats up to 70 degrees; the air temperature in the shade is more than 40 degrees; the night is cool). The teacher invites the children to answer where the dew comes from. Children conduct an experiment: they heat the soil, hold glass chilled with snow over it, observe the appearance of moisture on the glass - dew falls (there is water in the soil, the soil heats up during the day, cools at night, and dew falls in the morning).

Why is there little water in the desert?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: layout "Sun - Earth", two funnels, transparent containers, measuring containers, sand, clay.
Experience progress: The teacher invites the children to answer what soils exist in the desert (sandy and clayey). Children examine the landscapes of sandy and clay soils of the desert. They find out what happens to moisture in the desert (it quickly goes down through the sand; on clay soils, without having time to penetrate inside, it evaporates). They prove it by experience, choosing the appropriate algorithm of actions: they fill the funnels with sand and wet clay, compact them, pour water, and place them in a warm place. They make a conclusion.

How did the seas and oceans appear?

Target: to explain the changes taking place in nature, using the knowledge gained earlier about condensation.
Equipment: a container with hot water or heated plasticine, covered with a lid, snow or ice.
Experience progress: Children say that the planet Earth was once a hot body, there is a cold space around it. They discuss what should happen to it during cooling, comparing it with the process of cooling a hot object (when the object cools, warm air from the cooling object rises and, falling on a cold surface, turns into a liquid - condenses). Children observe the cooling and condensation of hot air when it comes into contact with a cold surface. They discuss what will happen if a very large body, the whole planet, cools (when the Earth cools, the long-term rainy season began on the planet).

live lumps

Target: to determine how the first living cells were formed.
Equipment: container with water, pipette, vegetable oil.
Experience progress: The teacher discusses with the children whether all living organisms that live now could immediately appear on Earth. Children explain that neither a plant nor an animal can immediately appear from nothing, they suggest what the first living organisms could be, observing single oil specks in the water. Children rotate, shake the container, consider what is happening with the spots (they come together). They conclude: perhaps this is how living cells unite.

How did the islands, continents?

Target: explain the changes taking place on the planet using the knowledge gained.
Equipment: a container with soil, pebbles, filled with water.
Experience progress: The teacher invites the children to find out how islands, continents (land) could appear on a planet completely flooded with water. Children learn this by experience. They create a model: they carefully pour water into a container filled with soil and pebbles, heat it with the help of a teacher, observe that the water evaporates (with the warming of the climate on Earth, water in the seas began to evaporate, rivers dried up, land appeared). Children draw observations.

Experiments and experiments in biology

Why experience is needed

Experience is one of the complex and time-consuming methods of teaching, which makes it possible to reveal the essence of a particular phenomenon, to establish cause-and-effect relationships. The application of this method in practice allows the teacher to simultaneously solve several problems.

Firstly, experimental activity in the classroom in creative associations of children allows the teacher to use the rich possibilities of the experiment for teaching, developing and educating students. It is the most important tool for deepening and expanding knowledge, contributes to the development of logical thinking, the development of useful skills. The role of experiment in the formation and development of biological concepts, cognitive abilities of children is known. Klimenty Arkadyevich Timiryazev also noted: “People who have learned to observe and experiment acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.”

When setting and using the results of the experience, students:

• acquire new knowledge and skills;
• they are convinced of the natural character of biological phenomena and their material conditionality;
• check in practice the correctness of theoretical knowledge;
• learn to analyze, compare the observed, draw conclusions from experience.

In addition, there is no other more effective method of cultivating curiosity, a scientific style of thinking in students, a creative attitude to business than involving them in experiments. Experimental work is also an effective means of labor, aesthetic and environmental education of students, a way to get acquainted with the laws of nature. Experience brings up a creative, constructive attitude to nature, initiative, accuracy and accuracy in work.

Of course, not all educational and upbringing tasks are fully achieved as a result of experimental work, but much can be achieved, and especially in the upbringing respect.

Secondly, experimental work is a means of activating the cognitive and creative activity of students in the classroom. Children become active participants in the educational process.

Thirdly, experimental work contributes to the emergence and preservation of students' research interest, and allows them to gradually include children in research activities in the future.

But experimental work is useful only when it is carried out methodically correctly, and children see the results of their work.

These guidelines are addressed to teachers working with children of primary and secondary school age. A distinctive feature of these guidelines is their practice-oriented nature. The collection contains recommendations on the organization of experimental activities in various departments: plant growing, biological, department of ecology and nature protection.

The expected results from the use of the presented recommendations will be:

• the interest of teachers in the organization of experimental activities in the classroom in children's creative associations of ecological and biological orientation;
• creation of conditions for the development of cognitive activity and interest in research activities among students in the classroom in children's creative associations of ecological and biological orientation.

Requirements for conducting experiments

The requirements for biological experiments are as follows:

• availability;
• visibility;
• cognitive value.

Students should be introduced to the purpose of the experiment, armed with knowledge of the technique of its implementation, the ability to observe an object or process, record the results, and formulate conclusions. It should also be borne in mind that many experiments are lengthy, do not fit into one lesson, require the help of a teacher in their implementation, understanding the results, and formulating conclusions.

The setting of the experiment must be organized in such a way that there is complete clarity of the results and no subjective interpretations can arise.

In the first lessons, when students do not have the necessary stock of knowledge and skills to set up experiments, the laying of experiments is done in advance by the teacher. At the same time, the cognitive activity of students is of a reproductive and exploratory nature and is aimed at identifying the essence of experience, formulating conclusions by answering questions. As students master the technique of bookmarking experience, the proportion of search increases, and the degree of their independence increases.

Preliminary work is of great importance for students' understanding of experience: determining the purpose and technique of laying the experience, asking questions that help identify the essence of the experience and formulate a conclusion. It is important that students see the input data and the end results of the experience. Demonstration experiments, which are used to illustrate the teacher's story, play an important role in teaching. Demonstration of experience gives the greatest effect in combination with a conversation that allows you to comprehend the results of the experience.

Especially great cognitive and educational value are experiments in which students take an active part. In the process of studying this or that question, it becomes necessary to get an answer to the problem with the help of experience, and on this basis, students themselves formulate its goal, determine the bookmarking technique, put forward a hypothesis about what the result will be. In this case, the experiment is exploratory in nature. When performing these studies, students will independently learn to acquire knowledge, observe experiments, record results, and draw conclusions from the data obtained.

The results of the experiments are recorded in the diary of observations. Entries in the diary can be arranged in the form of a table:

Also in the diary of observations, students make drawings that reflect the essence of the experience.

Experiences for classes in the department of crop production

Useful advice for a young naturalist when conducting experiments with plants

1. Starting experiments with plants, remember that working with them requires attention and accuracy from you.
2. Before the experiment, prepare everything you need for it: seeds, plants, materials, appliances. There should not be anything superfluous on the table.
3. Work slowly: haste, haste in work, as a rule, lead to poor results.
4. When growing plants, carefully look after them - weed in time, loosen the soil, fertilize. With poor care, do not expect a good result.
5. In experiments, it is always necessary to have experimental and control plants, which must be grown under the same conditions.
6. Experiments will be more valuable if their results are recorded in an observation diary.
7. In addition to notes, make drawings of experiments in the observation diary.
8. Make and write a conclusion.

Experiments for classes on the topic "Sheet"

Target: identify the plant's need for air, respiration; understand how the process of respiration occurs in plants.
Equipment: indoor plant, cocktail tubes, vaseline, magnifying glass.
Experience progress: The teacher asks if plants breathe, how to prove that they breathe. Students determine, based on knowledge about the process of breathing in humans, that when breathing, air must enter and exit the plant. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that the Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week. A week later, they conclude: the leaves “breathe” with their underside, because those leaves that were smeared with petroleum jelly from the underside died.

How do plants breathe?

Target: determine that all parts of the plant are involved in respiration.
Equipment: a transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass
Experience progress: The teacher offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). The teacher with the children conducts the experiment "Through the sheet" in the following sequence:

1. pour into a bottle of water, leaving it unfilled by 2-3 cm;
2. insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork;
3. here they make a hole for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine;
4. standing in front of a mirror, they suck the air out of the bottle.

Air bubbles begin to emerge from the submerged end of the stem. Children conclude that air passes through the leaf into the stem, as air bubbles are released into the water.
Target: to establish that the plant releases oxygen during photosynthesis.
Equipment: a large glass container with an airtight lid, a plant stem in water or a small pot with a plant, a splinter, matches.
Experience progress: The teacher invites the children to find out why it is so easy to breathe in the forest. Students assume that plants give off the oxygen needed for human respiration. The assumption is proved by experience: a pot with a plant (or a cutting) is placed inside a high transparent container with a sealed lid. Put in a warm, bright place (if the plant gives oxygen, there should be more of it in the jar). After 1-2 days, the teacher asks the children how to find out if oxygen has accumulated in the jar (oxygen burns). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid. Make a conclusion using the model of dependence of animals and humans on plants (plants are needed by animals and humans for breathing).

Do all leaves carry out photosynthesis?

Target: Prove that photosynthesis occurs in all leaves.
Equipment: boiling water, begonia leaf (the reverse side is painted burgundy), white container.
Experience progress: The teacher suggests finding out if photosynthesis occurs in leaves that are not colored green (in begonias, the reverse side of the leaf is burgundy). Students assume that photosynthesis does not occur in this leaf. The teacher offers the children to place the sheet in boiling water, after 5-7 minutes to examine it, to draw the result. The leaf turns green and the water changes color. It is concluded that photosynthesis occurs in the leaf.

labyrinth

Target: indicate the presence of phototropism in plants
Equipment: a cardboard box with a lid and partitions inside in the form of a labyrinth: a potato tuber in one corner, a hole in the opposite.
Experience progress: A tuber is placed in a box, closed it, put in a warm, but not hot place, with a hole towards the light source. Open the box after the emergence of potato sprouts from the hole. Consider, noting their direction, color (sprouts are pale, white, twisted in search of light in one direction). Leaving the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green). The students explain the result.
Target: set how the plant moves towards the light source.
Equipment: two identical plants (balsam, coleus).
Experience progress: The teacher draws the attention of the children to the fact that the leaves of the plants are turned in one direction. Set the plant to the window, marking the side of the pot with a symbol. Pay attention to the direction of the surface of the leaves (in all directions). Three days later, notice that all the leaves have reached for the light. Rotate the plant 180 degrees. Mark the direction of the leaves. They continue to observe for another three days, note the change in the direction of the leaves (they again turned towards the light). The results are drawn.

Does photosynthesis take place in the dark?

Target: prove that photosynthesis in plants occurs only in the light.
Equipment: indoor plants with hard leaves (ficus, sansevier), adhesive plaster.
Experience progress: The teacher offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). The assumptions of the children are tested by experience: a part of the leaf is sealed with a plaster, the plant is put to a light source for a week. After a week, the patch is removed. Children conclude: without light, photosynthesis does not occur in plants.
Target: to determine that the plant can provide food for itself.
Equipment: a plant pot inside a glass jar with a wide mouth, sealed lid.
Experience progress: Inside a transparent large container, children place a cutting of a plant in water or a small pot with a plant. The soil is watered. The container is hermetically sealed with a lid, put in a warm, bright place. Within a month, observe the plant. They find out why it did not die (the plant continues to grow: drops of water periodically appear on the walls of the jar, then disappear. (The plant feeds itself).

Evaporation of moisture from plant leaves

Target: check where the water disappears from the leaves.
Equipment: plant, plastic bag, thread.
Experience progress: Students examine the plant, clarify how water moves from the soil to the leaves (from the roots to the stems, then to the leaves); where it then disappears, why the plant needs to be watered (water evaporates from the leaves). The assumption is checked by putting a plastic bag on a piece of paper and fixing it. The plant is placed in a warm bright place. They notice that inside the bag is “fogged up”. A few hours later, removing the bag, they find water in it. They find out where it came from (evaporated from the surface of the leaf), why water is not visible on the remaining leaves (water evaporated into the surrounding air).
Target: establish the dependence of the amount of evaporated water on the size of the leaves.
Equipment
Experience progress: Cut cuttings for further planting, place them in flasks. Pour the same amount of water. After one or two days, the children check the water level in each flask. Find out why it is not the same (a plant with large leaves absorbs and evaporates more water).
Target: to establish the relationship between the structure of the surface of the leaves (density, pubescence) and their need for water.
Equipment: ficus, sansevera, dieffenbachia, violet, balsam, plastic bags, magnifying glass.
Experience progress: The teacher suggests finding out why ficus, violet and some other plants do not require a lot of water. They conduct an experiment: they put plastic bags on the leaves of different plants, tightly fasten them, observe the appearance of moisture in them, compare the amount of moisture during evaporation from the leaves of different plants (diffenbachia and ficus, violet and balsam).
Complication: each child chooses a plant for himself, conducts an experiment, discusses the results (violet often does not need to be watered: pubescent leaves do not give off, retain moisture; dense ficus leaves also evaporate less moisture than leaves of the same size, but loose).

What do you feel?

Target: find out what happens to the plant when water evaporates from the leaves.
Equipment: Sponge moistened with water.
Experience progress: The teacher invites the children to jump. Finds out how they feel when they jump (hot); when it's hot, what happens (sweat comes out, then it disappears, evaporates). Suggests to imagine that the hand is a leaf from which water evaporates; soak a sponge in water and run it along the inner surface of the forearm. Children convey their sensations until the complete disappearance of moisture (they felt cool). Find out what happens to the leaves when water evaporates from them (they cool).

What changed?

Target: prove that when water evaporates from the leaves, they cool.
Equipment: thermometers, two pieces of cloth, water.
Experience progress: Children examine the thermometer, note the readings. Wrap the thermometer in a wet cloth and put it in a warm place. Assume what should happen with the testimony. After 5-10 minutes, they check, explain why the temperature has dropped (when water evaporates from the tissue, cooling occurs).
Target: to reveal the dependence of the amount of evaporated liquid on the size of the leaves.
Equipment: three plants: one - with large leaves, the second - with ordinary leaves, the third - a cactus; cellophane bags, threads.
Experience progress: The teacher suggests finding out why plants with large leaves need to be watered more often than those with small ones. Children choose three plants with leaves of different sizes, conduct an experiment using an unfinished model of the relationship between leaf size and the amount of water released (there is no image of the symbol - a lot, a little water). Children perform the following actions: put the bags on the leaves, fix them, observe the changes during the day; compare the amount of evaporated liquid. They conclude (the larger the leaves, the more they evaporate moisture and the more often they need to be watered).

Experiments for classes on the topic "Root"

Target: identify the cause of the plant's need for loosening; prove that the plant breathes with all organs.
Equipment: a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.
Experience progress: Students figure out why one plant grows better than another. Consider, determine that in one pot the soil is dense, in the other - loose. Why is dense soil worse? They prove it by immersing identical lumps in water (water passes worse, there is little air, since fewer air bubbles are released from dense earth). They clarify whether the roots need air: for this, three identical bean sprouts are placed in transparent containers with water. Air is injected into one container with a spray gun to the roots, the second is left unchanged, in the third - a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. They observe the change in seedlings (it grows well in the first container, worse in the second, in the third - the plant dies), draw conclusions about the need for air for the roots, sketch the result. Plants need loose soil to grow, so that the roots have access to air.
Target: find out where the root growth is directed during seed germination.
Equipment: glass, filter paper, pea seeds.
Experience progress: Take a glass, a strip of filter paper and roll a cylinder out of it. Insert the cylinder into the glass so that it rests against the walls of the glass. Using a needle, place a few swollen peas between the wall of the glass and the paper cylinder at the same height. Then pour a little water into the bottom of the glass and put in a warm place. At the next lesson, observe the appearance of the roots. The teacher asks questions. Where are the tips of the roots directed? Why it happens?

What part of the spine receives the action of gravity

Target: find out the patterns of root growth.
Equipment: bar, needles, scissors, glass jar, pea seeds

Experience progress: Attach a few sprouted peas to a bar. For two seedlings, cut off the tips of the roots with scissors and cover the saucer with a glass jar. The next day, students will notice that only those roots that have tips left have bent and began to grow down. Roots with removed tips are not bent. The teacher asks questions. How do you explain this phenomenon? What is the significance of this for plants?

Burrowing spine

Target: Prove that roots always grow down.
Equipment: flower pot, sand or sawdust, sunflower seeds.
Experience progress: Put in a flower pot on wet sand or sawdust a few sunflower seeds soaked for a day. Cover them with a piece of gauze or filter paper. Students observe the appearance of roots and their growth. They draw conclusions.

Why does the root change its direction?

Target: show that the root can change direction of growth.
Equipment: tin can, gauze, pea seeds
Experience progress: In a small sieve or low tin can with the bottom removed and covered with gauze, put a dozen swollen peas, cover them with a layer of two to three centimeters of wet sawdust or earth on top and place over a bowl of water. As soon as the roots penetrate through the holes of the gauze, place the sieve obliquely against the wall. After a few hours, students will see that the tips of the roots have curved towards the gauze. On the second or third day, all the roots will grow, pressed against the gauze. The teacher asks questions to the students. How do you explain it? (The tip of the root is very sensitive to moisture, therefore, once in dry air, it bends towards the gauze, where there are wet sawdust).

What are roots for?

Target: to prove that the roots of the plant absorb water; clarify the function of plant roots; establish the relationship between the structure and function of the roots.
Equipment: stalk of geranium or balsam with roots, a container of water, closed with a lid with a slot for the stalk.
Experience progress: Students examine cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plant in the ground), whether they absorb water. An experiment is carried out: the plant is placed in a transparent container, the water level is noted, the container is tightly closed with a lid with a slot for the cutting. Determine what happened to the water after a few days (water became scarce). The assumption of the children is checked after 7-8 days (there is less water) and the process of absorption of water by the roots is explained. The children draw the result.

How to see the movement of water through the roots?

Target: prove that plant roots absorb water, clarify the function of plant roots, establish the relationship between the structure and function of roots.
Equipment: balsam stalk with roots, water with food coloring.
Experience progress: Students examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can take roots from the earth? Children's ideas are discussed. Consider food dry dye - "nutrition", add it to the water, stir. Find out what should happen if the roots can take up more than just water (the roots should turn a different color). A few days later, the children sketch the results of the experiment in a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

pump plant

Target: prove that the root of the plant absorbs water and the stem conducts it; explain the experience using the knowledge gained.
Equipment: curved glass tube inserted into a rubber tube 3 cm long; adult plant, transparent container, tube holder.
Experience progress: Children are offered to use an adult balsam plant on cuttings, put them in water. Put the end of the rubber tube on the stump remaining from the stem. The tube is fixed, the free end is lowered into a transparent container. Water the soil, observing what is happening (after a while, water appears in the glass tube and begins to drain into the container). Find out why (water from the soil through the roots reaches the stem and goes further). Children explain using knowledge about the functions of stem roots. The result is drawn.

living piece

Target: establish that the root crops have a supply of nutrients for the plant.
Equipment: flat container, root crops: carrots, radishes, beets, activity algorithm
Experience progress: The task is set for the students: to check whether there is a supply of nutrients in the root crops. Children determine the name of the root crop. Then they place the root crop in a warm, bright place, observe the appearance of greenery, sketch (the root crop provides nutrition for the leaves that appear). The root crop is cut to half the height, placed in a flat container with water, placed in a warm, bright place. Children observe the growth of greenery, sketch the result of observation. Observation is continued until the greens begin to wither. Children examine the root crop (it has become soft, lethargic, tasteless, there is little liquid in it).

Where do the roots go?

Target: establish a connection between the modifications of plant parts and the functions they perform and environmental factors.
Equipment: two plants in pots with a tray
Experience progress: The teacher suggests watering two plants in different ways: cyperus - in the pan, geranium - under the spine. After a while, the children notice that cyperus roots have appeared in the pan. Then they examine the geranium and find out why the roots did not appear in the geranium pan (the roots did not appear, as they are attracted by water; the geranium has moisture in the pot, not in the pan).

unusual roots

Target: to reveal the relationship between increased air humidity and the appearance of aerial roots in plants.
Equipment: Scindapsus, a transparent container with a tight lid with water at the bottom, a lattice.
Experience progress: The teacher invites the children to find out why there are plants with aerial roots in the jungle. Children examine the scindapsus plant, find buds - future aerial roots, place the stalk on a wire rack in a container of water, close it tightly with a lid. Observe for a month the appearance of "fog", and then drops on the lid inside the container (as in the jungle). The aerial roots that have appeared are considered, compared with other plants.

Experiments for classes on the topic "Stem"

In which direction does the stem grow?

Target: find out the characteristics of the growth of stems.
Equipment: bar, needles, glass jar, pea seeds
Experience progress: 2-3 pea seedlings with a stem and the first two leaves attached to a wooden block. After a few hours, the children will see that the stalk is bent upwards. They conclude that the stem, like the root, has a directed growth.

Movement of the growing organs of a plant

Target: find out the dependence of plant growth on light.
Equipment: 2 flower pots, grains of oats, rye, wheat, 2 cardboard boxes.
Experience progress: In two small flower pots filled with wet sawdust, sow two dozen seeds. Cover one pot with a cardboard box, close the other pot with the same box with a round hole on one of the walls. In the next lesson, remove the boxes from the pots. Children will notice that the oat sprouts that were covered in the cardboard box with the hole will lean towards the hole; in another pot, the seedlings will not lean. The teacher asks the students to draw a conclusion.

Is it possible to grow a plant with two stems from one seed?

Target: to introduce students to the artificial production of a two-stem plant.
Equipment: flower pot, pea seeds.
Experience progress: Take a few peas and sow them in a box of earth or in a small flower pot. When seedlings appear, with a sharp razor or scissors, cut off their stems at the very surface of the soil. After a few days, two new stalks will appear, from which two stalks of peas will develop. New shoots emerge from the axils of the cotyledons. This can be checked by carefully removing the seedlings from the soil. The artificial production of two-stemmed plants also has practical significance. For example, when growing shag, the top of the stems of the seedling is often cut off, as a result of which two stems appear, on which there are much more leaves than on one. In the same way, you can get a two-headed cabbage, which will give a larger yield than a single-headed one.

How does the stem grow?

Target: observation of stem growth.
Equipment: brush, ink, pea or bean sprout
Experience progress: Stem growth is possible with the help of labels. With a brush or a needle, apply marks on the stalk of sprouted peas or beans at the same distance from each other. Students should track how long it takes, on which part of the stem the marks will move apart. Write down and draw all the changes that occur.

What part of the stem carries water from the roots to the leaves?

Target: to prove that the water in the stem moves through the wood.
Equipment: stem cut, red ink.
Experience progress: Take a piece of the stem 10 cm long. Dip one end of it in red ink, and suck a little through the other. Then wipe the piece with paper and cut it lengthwise with a sharp knife. On the cut, students will see that the wood of the stem is stained. This experience can be done differently. Put a sprig of a houseplant of fuchsia or tradescantia in a jar of water, lightly tint the water with red ink or ordinary blue. After a few days, the children will see that the veins of the leaves turn pink or blue. Then cut along a piece of twig and see which part of it is stained. The teacher asks questions. What conclusion will you draw from this experience?

up to the leaves

Target: Prove that the stem conducts water to the leaves.
Equipment: balsam stalk, water with dye; birch or aspen bars (unpainted), a flat container with water, an experience algorithm.
Experience progress: Students examine the stalk of balsam with roots, paying attention to the structure (root, stem, leaves) and discussing how water from the roots gets to the leaves. The teacher suggests checking, using colored water, whether water passes through the stem. Children make up an algorithm of experience with or without the intended result. A hypothesis of future changes is expressed (if colored water goes through the plant, it should change color). After 1-2 weeks, the result of the experiment is compared with the expected one, a conclusion is made about the function of the stems (conduct water to the leaves). Children examine unpainted wooden blocks through a magnifying glass, determine that they have holes in them. They find out that the bars are part of a tree trunk. The teacher offers to find out if water passes through them to the leaves, lowers the bars with a cross section into the water. Finds out with the children what should happen to the bar if the trunks can conduct water (the bars should become wet). Children watch the bars getting wet, the level of water rising up the bars.

Like the stems

Target: show the process of water passing through the stems.
Equipment: cocktail tubes, mineral (or boiled) water, water container.
Experience progress: Children are looking at the tube. Find out if there is air inside by immersing it in water. It is believed that the tube can conduct water, since it has holes in it, like in stems. Having immersed one end of the tube in water, they try to easily draw air into themselves from the other end of the tube; watch the water move up.

thrifty stems

Target: reveal how stems (trunks) can accumulate moisture and retain it for a long time.
Equipment: sponges, unpainted wooden bars, magnifying glass, low water containers, deep water container
Experience progress: Students examine blocks of different types of wood through a magnifying glass, talk about their different degrees of absorption (in some plants, the stem can absorb water in the same way as a sponge). Pour the same amount of water into different containers. The bars are lowered into the first, sponges into the second, left for five minutes. They argue how much more water will be absorbed (in a sponge - there is more space for water in it). Observe the release of bubbles. Check the bars and sponges in the container. They clarify why there is no water in the second container (all absorbed into the sponge). Raise the sponge, water drips from it. They explain where the water will last longer (in the sponge, since there is more water in it). Assumptions are checked before the bar dries (1-2 hours).

Experiments for classes on the topic "Seeds"

Do the seeds absorb a lot of water?

Target: find out how much moisture is absorbed by germinating seeds.
Equipment: Measuring cylinder or glass, pea seeds, gauze
Experience progress: Pour 200 ml of water into a 250 ml measuring cylinder, then put the pea seeds in a gauze bag, tie with a thread so that its end is 15-20 cm long, and carefully lower the bag into a cylinder with water. To prevent water from evaporating from the cylinder, it is necessary to tie it on top with oiled paper. The next day, remove the paper and remove the bag with swollen peas from the cylinder by the end of the thread. Let the water drain from the bag into the cylinder. The teacher asks the students questions. How much water is left in the cylinder? How much water did the seeds absorb?

Is the pressure force of the swelling seeds great?

Target
Equipment: fabric bag, flask, pea seeds.
Experience progress: Pour pea seeds into a small bag, tie it tightly and lower it into a glass or jar of water. The next day, it turns out that the bag could not withstand the pressure of the seeds - it burst. The teacher asks the students why this happened. Also, swelling seeds can be put in a glass flask. In a few days, the power of the seeds will tear it apart. These experiments show that the strength of the swelling seeds is great.

What weight can the swelling seeds lift?

Target: find out the strength of the swelling seeds.
Equipment: tin can, weight, peas.
Experience progress: Pour one third of the pea seeds into a tall tin can with holes in the bottom; put it in a pot of water so that the seeds are in the water. Put a circle of tin on the seeds and put a weight or any other load on top. See what weight swelling pea seeds can lift. The results of the students are recorded in the diary of observations.

Do germinating seeds breathe?

Target: prove that germinating seeds emit carbon dioxide.
Equipment: glass jar or bottle, pea seeds, splinter, matches.
Experience progress: In a tall bottle with a narrow neck, pour the "pecked" pea seeds and tightly close with a cork. In the next lesson, listen to the children's guesses about what kind of gas the seeds could give off and how to prove it. Open the bottle and prove the presence of carbon dioxide in it using a burning torch (the torch will go out, because carbon dioxide suppresses combustion).

Does respiration produce heat?

Target: to prove that the seeds emit heat during respiration.
Equipment: half-liter bottle with cork, pea seeds, thermometer.
Experience progress: Take a half-liter bottle, fill it with slightly “pecked” seeds of rye, wheat or peas and plug it with a cork, insert a chemical thermometer through the cork hole to measure the water temperature. Then wrap the bottle tightly with newsprint and place in a small box to avoid heat loss. After a while, the students will observe the temperature inside the bottle rise by several degrees. The teacher asks the students to explain the reason for the increase in the temperature of the seeds. Record the results of the experiment in the diary of observations.

Vershki-roots

Target: find out which organ comes out of the seed first.
Equipment: beans (peas, beans), wet cloth (paper napkins), transparent containers, sketch using plant structure symbols, activity algorithm.
Experience progress: Children choose any of the proposed seeds, create conditions for germination (a warm place). A damp paper towel is placed tightly against the walls in a transparent container. Soaked beans (peas, beans) are placed between the napkin and the walls; The cloth is constantly moistened. Changes are observed daily for 10-12 days: a root will first appear from the bean, then stalks; the roots will grow, the upper shoot will increase.

Experiments for classes on the topic "Plant reproduction"

Such different flowers

Target: to establish the features of pollination of plants with the help of wind, to detect pollen on flowers.
Equipment: catkins of flowering birch, aspen, coltsfoot flowers, dandelion; magnifying glass, cotton ball.
Experience progress: Students examine flowers, describe them. Find out where the flower might have pollen and find it with a cotton ball. They examine flowering birch catkins through a magnifying glass, find similarities with meadow flowers (there is pollen). The teacher invites the children to come up with symbols to designate the flowers of birch, willow, aspen (earrings are also flowers). Clarifies why bees fly to flowers, whether plants need it (bees fly for nectar and pollinate the plant).

How do bees carry pollen?

Target: to identify how the process of pollination occurs in plants.
Equipment: cotton balls, two-color dye powder, flower layouts, insect collection, magnifying glass
Experience progress: Children examine the structure of the limbs and bodies of insects through a magnifying glass (hairy, covered with hairs, as it were). They imagine that cotton balls are insects. Imitating the movement of insects, they touch the flowers with balls. After touching, "pollen" remains on them. Determine how insects can help plants in pollination (pollen sticks to the limbs and bodies of insects).

Pollination with wind

Target: to establish the features of the process of pollination of plants with the help of wind.
Equipment: two linen bags with flour, a paper fan or fan, birch catkins.
Experience progress: Students find out what flowers birch, willow have, why insects do not fly to them (they are very small, not attractive to insects; when they bloom, there are few insects). They perform the experiment: they shake bags filled with flour - “pollen”. Figure out what it takes to get the pollen from one plant to another (the plants need to grow close together or someone needs to transfer the pollen to them). Use a fan or fan for "pollination". Children come up with symbols for flowers pollinated by the wind.

Why do fruits need wings?

Target
Equipment: lionfish, berries; fan or fan.
Experience progress: Children consider fruits, berries and lionfish. Find out what helps lionfish seeds to disperse. Observe the "flight" of lionfish. The teacher offers to remove their "wings". Repeat the experiment using a fan or fan. Determine why maple seeds grow far from their native tree (the wind helps the "wings" to carry the seeds over long distances).

Why does a dandelion need "parachutes"?

Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: dandelion seeds, magnifier, fan or fan.
Experience progress: Children find out why there are so many dandelions. They examine a plant with ripe seeds, compare dandelion seeds with others by weight, observe the flight, the fall of seeds without “parachutes”, draw a conclusion (the seeds are very small, the wind helps the “parachutes” fly far).

Why does the burdock need hooks?

Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: burdock fruits, pieces of fur, fabrics, magnifying glass, fruit plates.
Experience progress: Children find out who will help the burdock to scatter its seeds. They break the fruits, find the seeds, examine them through a magnifying glass. Children specify whether the wind can help them (the fruits are heavy, there are no wings and "parachutes", so the wind will not carry them away). They determine whether animals want to eat them (the fruits are hard, prickly, tasteless, the box is hard). They call what these fruits have (tenacious spines-hooks). Using pieces of fur and fabric, the teacher, together with the children, demonstrates how this happens (the fruits cling to fur, fabric with thorns).

Experiments for classes on the topic "Plants and Environment"

With and without water

Target: highlight the environmental factors necessary for the growth and development of plants (water, light, heat).
Equipment: two identical plants (balsam), water.
Experience progress: The teacher suggests finding out why plants cannot live without water (the plant will wither, the leaves will dry out, there is water in the leaves); what happens if one plant is watered and the other is not (without watering, the plant will dry out, turn yellow, the leaves and stem will lose their elasticity, etc.). The results of monitoring the state of plants depending on watering are drawn within one week. They make a model of the dependence of a plant on water. Children conclude that plants cannot live without water.

In the light and in the dark

Target: to determine the environmental factors necessary for the growth and development of plants.
Equipment: a bow, a box made of durable cardboard, two containers with earth.
Experience progress: The teacher offers to find out by growing onions whether light is needed for plant life. Close part of the bow with a cap made of thick dark cardboard. Sketch the result of the experiment after 7-10 days (the onion under the cap has become light). Remove the cap. After 7-10 days, the result is again sketched (the onion turned green in the light - which means photosynthesis (nutrition) occurs in it).

In the heat and in the cold

Target: highlight favorable conditions for the growth and development of plants.
Equipment: winter or spring tree branches, coltsfoot rhizome with part of the soil, flowers from a flower bed with part of the soil (in autumn); model of plant dependence on heat.
Experience progress: The teacher asks why there are no leaves on the branches on the street (it's cold outside, the trees are "sleeping"). Offers to bring branches into the room. Students observe the change in buds (the buds increase in size, burst), the appearance of leaves, their growth, compare them with branches on the street (branches without leaves), draw, build a model of the dependence of plants on heat (plants need heat for life and growth). The teacher suggests finding out how to see the first spring flowers as soon as possible (bring them into the room so that they become warm). Children dig out the rhizome of the coltsfoot with part of the soil, transfer it to the room, observe the time of the appearance of flowers indoors and out (flowers appear indoors after 4-5 days, outdoors after one to two weeks). The results of the observation are presented in the form of a model of the dependence of plants on heat (cold - plants grow slowly, warm - grow quickly). The teacher suggests determining how to extend the summer for flowers (bring flowering plants from the flower bed into the room, digging up the roots of plants with a large clod of earth so as not to damage them). Students observe the change in flowers indoors and in the flower bed (flowers withered, froze, died in the flower bed; indoors they continue to bloom). The results of observations are presented in the form of a model of the dependence of plants on heat.

Who is better?

Target
Equipment: two identical cuttings, a container of water, a pot of soil, plant care items.
Experience progress: The teacher suggests determining whether plants can live for a long time without soil (they cannot); where they grow better - in water or in soil. Children place geranium cuttings in different containers - with water, earth. Watch them until the first new leaf appears; They draw up the results of the experiment in the diary of observations and in the form of a model of the dependence of the plant on the soil (for a plant in the soil, the first leaf appears faster, the plant gains strength better; in water, the plant is weaker)

How faster?

Target: highlight favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.
Equipment: twigs of birch or poplar (in spring), water with and without mineral fertilizers.
Experience progress: The teacher invites students to determine whether plants need fertilizer and choose different plant care: one is to water with plain water, the other is water with fertilizers. Children label containers with different symbols. They observe until the first leaves appear, monitor growth (in fertilized soil, the plant is stronger, grows faster). The results are presented in the form of a model of the dependence of plants on the richness of the soil (in rich, fertilized soil, the plant is stronger, grows better).

Where is the best place to grow?

Target
Equipment: tradescantia cuttings, black soil, clay with sand
Experience progress: The teacher chooses the soil for planting plants (chernozem, a mixture of sand and clay). Children plant two identical cuttings of Tradescantia in different soil. They observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, the plant does well in chernozem). The stalk is transplanted from the sandy-clay mixture into the black soil. Two weeks later, the result of the experiment is noted (the plants show good growth), they are recorded in a diary and models of the dependence of plant growth on soil composition.

Green figurines

Target: establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, highlight soils that are different in composition.
Equipment: watercress seeds, wet paper towels, soil, activity algorithm
Experience progress: The teacher offers a riddle letter using an unfinished experience algorithm with unknown seeds and suggests finding out what will grow. The experiment is carried out according to the algorithm: several paper napkins placed on top of each other are soaked in water; lay them out in cookie cutters; seeds are poured there, distributing over the entire surface; wipes moisturize every day. Some of the seeds are placed in a pot of earth and sprinkled with soil. Watch the watercress grow. Plants are compared and an answer is drawn up in the form of a model of the dependence of a plant on environmental factors: light, water, heat + soil. They conclude: in the soil, plants are stronger, live longer.

Why do flowers wither in autumn?

Target: to establish the dependence of plant growth on temperature, the amount of moisture.
Equipment: a pot with an adult plant; a curved glass tube inserted into a rubber tube 3 cm long, corresponding to the diameter of the plant stem; transparent container.
Experience progress: The teacher invites students to measure the temperature of the water before watering (the water is warm), pour the stump remaining from the stem, on which they first put on a rubber tube with a glass tube inserted into it and fixed. Children watch water flow out of a glass tube. They cool the water with the help of snow, measure the temperature (it has become colder), water it, but no water enters the tube. Find out why the flowers wither in autumn, although there is a lot of water (the roots do not absorb cold water).

What then?

Target: to systematize knowledge about the development cycles of all plants.
Equipment: seeds of herbs, vegetables, flowers, plant care items.
Experience progress: The teacher offers a riddle letter with seeds, finds out what the seeds turn into. During the summer, plants are grown, fixing all the changes as they develop. After collecting the fruits, they compare their sketches, draw up a general scheme for all plants using symbols, reflecting the main stages of plant development: seed-sprout - adult plant - flower - fruit.

What is in the soil?

Target: to establish the dependence of the factors of inanimate nature on living (soil fertility from rotting plants).
Equipment: a lump of earth, a metal (from a thin plate) plate, a spirit lamp, the remains of dry leaves, a magnifying glass, tweezers.
Experience progress: Children are invited to consider forest soil and soil from the site. With the help of a magnifying glass, children determine where the soil is (there is a lot of humus in the forest). They find out on which soil plants grow better, why (there are more plants in the forest, there is more food for them in the soil). The teacher, together with the children, burns the forest soil in a metal plate, pays attention to the smell during combustion. Tries to burn a dry leaf. Children determine what makes the soil rich (there is a lot of rotten foliage in the soil of the forest). Discuss the composition of the soil of the city. Specify how to find out if she is rich. They examine it with a magnifying glass, burn it on a plate. Children come up with symbols for different soils: rich and poor.

What is under our feet?

Target: bring children to the understanding that the soil has a different composition.
Equipment: soil, magnifying glass, spirit lamp, metal plate, glass, transparent container (glass), spoon or stirring stick.
Experience progress: Children examine the soil, find the remains of plants in it. The teacher heats the soil in a metal plate over a spirit lamp, holding glass over the soil. Together with the children, he finds out why the glass is fogged up (there is water in the soil). The teacher continues to heat the soil, offers to determine by the smell of smoke what is in the soil (nutrients: leaves, parts of insects). The soil is then heated until the smoke disappears. Find out what color it is (light), what has disappeared from it (moisture, organic matter). Children pour the soil into a glass of water, mix. After sedimentation of soil particles in water, the sediment (sand, clay) is considered. They find out why nothing grows in the forest at the site of fires (all nutrients burn out, the soil becomes poor).

Where is longer?

Target: find out the reason for the conservation of moisture in the soil.
Equipment: pots with plants.
Experience progress: The teacher suggests watering the soil in two pots of the same size with an equal amount of water, put one pot in the sun, the other in the shade. Children explain why the soil is dry in one pot and wet in the other (water evaporated in the sun, but not in the shade). The teacher invites the children to solve the problem: it rained over the meadow and forest; where the ground will remain wet longer and why (in the forest the ground will remain wet longer than in the meadow, since there is more shade, less sun.

Is there enough light?

Target: to identify the reason that there are few plants in the water.
Equipment: a flashlight, a transparent container with water.
Experience progress: The teacher draws the attention of children to indoor plants located near the window. Finds out where the plants grow better - near the window or away from it, why (those plants that are closer to the window - they get more light). Children examine plants in an aquarium (pond), determine whether plants will grow at great depths of water bodies (no, light does not pass well through water). For proof, they shine a flashlight through the water, specify where the plants are better (closer to the surface of the water).

Where do plants get water faster?

Target: identify the ability of different soils to pass water.
Equipment: funnels, glass rods, transparent container, water, cotton wool, soil from the forest and from the path.
Experience progress: Children consider soils: determine where is forest and where is urban. They consider the algorithm of the experiment, discuss the sequence of work: put cotton wool on the bottom of the funnel, then the soil to be studied, put the funnel on the container. Measure the same amount of water for both soils. Slowly pour water over a glass rod into the center of the funnel until water appears in the container. Compare the amount of liquid. Water passes through the forest soil faster and is better absorbed.
Output: plants get drunk faster in the forest than in the city.

Is water good or bad?

Target: select algae from a variety of plants.
Equipment: aquarium, elodea, duckweed, houseplant leaf.
Experience progress: Students examine algae, highlighting their features and varieties (grow completely in water, on the surface of the water, in the water column and on land). Children try to change the habitat of the plant: a begonia leaf is lowered into the water, an elodea is raised to the surface, a duckweed is lowered into the water. They observe what happens (elodea dries, begonia rots, duckweed folds the leaf). Explain the characteristics of plants in different growing environments.
Target: Find plants that can grow in the desert, savannah.
Equipment: Plants: ficus, sansevera, violet, dieffenbachia, magnifier, plastic bags.
Experience progress: The teacher invites the children to prove that there are plants that can live in the desert or savannah. Children independently choose plants that, in their opinion, should evaporate little water, have long roots, and accumulate moisture. Then they perform an experiment: they put a plastic bag on the sheet, observe the appearance of moisture inside it, and compare the behavior of plants. It is proved that the leaves of these plants evaporate little moisture.
Target: Set the dependence of the amount of evaporated moisture on the size of the leaves.
Equipment: glass flasks, dieffenbachia and coleus cuttings.
Experience progress: The teacher invites the children to find out which of the plants can live in the jungle, forest zone, savannah. Children assume that plants with large leaves can live in the jungle, taking a lot of water; in the forest - ordinary plants; in the savannah - plants that accumulate moisture. Children, according to the algorithm, perform the experiment: pour the same amount of water into flasks, place plants there, mark the water level; after one or two days, a change in the water level is noted. Children conclude: plants with large leaves absorb more water and evaporate moisture more - they can grow in the jungle, where there is a lot of water in the soil, high humidity and hot.

What are the roots of tundra plants?

Target: understand the relationship between the structure of the roots and the characteristics of the soil in the tundra.
Equipment: sprouted beans, damp cloth, thermometer, cotton wool in a tall transparent container.
Experience progress: Children name the features of the soil in the tundra (permafrost). The teacher suggests finding out what the roots should be so that the plants can live in permafrost. Children conduct an experiment: they place the sprouted beans on a thick layer of damp cotton wool, cover with a damp cloth, put on a cold windowsill, observe the growth of the roots and their direction for a week. They conclude: in the tundra, the roots grow to the sides, parallel to the surface of the earth.

Experiments for classes in the biological department

Do fish breathe?

Target: establish the possibility of breathing fish in the water, confirm the knowledge that air is everywhere.
Equipment: a transparent container with water, an aquarium, a magnifying glass, a wand, a cocktail tube.
Experience progress: Children watch the fish and determine whether they breathe or not (follow the movement of the gills, air bubbles in the aquarium). Then exhale air through a tube into the water, observe the appearance of bubbles. Find out if there is air in the water. Move the algae in the aquarium with a stick, bubbles appear. They watch how the fish swim to the surface of the water (or to the compressor), capture air bubbles (breathe). The teacher leads the children to understand that the breathing of fish in the water is possible.

Who has beaks?

Target: to establish the relationship between the nature of nutrition and some features of the appearance of animals.
Equipment: a dense clod of earth or clay, dummies of beaks from different materials, a container of water, small light pebbles, tree bark, grains, crumbs.
Experience progress: Children-"birds" choose what they want to eat, select the beak of the right size, shape, strength (made of paper, cardboard, wood, metal, plastic), "get" their own food with the help of a beak. They tell why they chose just such a beak (for example, a stork needs a long one to get food out of the water; a strong hooked one is needed by birds of prey to tear, split prey; thin and short - for insectivorous birds).

How easy is it to swim?

Target
Equipment: paw models of waterfowl and ordinary birds, a container with water, mechanical floating toys (penguin, duck), wire foot.
Experience progress: The teacher suggests finding out what the limbs of those who swim should be. To do this, children choose paw layouts that are suitable for waterfowl; prove their choice by imitating rowing with their paws. Consider mechanical floating toys, pay attention to the structure of rotating parts. In some toys, instead of blades, they insert contour paws made of wire (without membranes), launch both types of toys, determine who will swim faster, why (paws with membranes scoop up more water - it’s easier, faster to swim).

Why do they say "like water off a duck's back"?

Target: to establish a connection between the structure and lifestyle of birds in an ecosystem.
Equipment: chicken and goose feathers, water containers, fat, pipette, vegetable oil, “loose” paper, brush.
Experience progress: Students examine goose and down chicken feathers, moisten with water, find out why water does not linger on goose feathers. They put vegetable oil on the paper, moisten the sheet with water, see what happened (the water rolled down, the paper remained dry). It turns out that waterfowl have a special fatty gland, with the fat of which geese and ducks smear feathers with their beaks.

How are bird feathers arranged?

Target: to establish a connection between the structure and lifestyle of birds in an ecosystem.
Equipment: chicken feathers, goose feathers, magnifier, zipper, candle, hair, tweezers.
Experience progress: Children examine the fly feather of a bird, paying attention to the rod and the fan attached to it. They find out why it falls slowly, smoothly circling (the feather is light, since there is emptiness inside the rod). The teacher offers to wave the feather, observe what happens to it when the bird flaps its wings (the feather elastically springs without unhooking the hairs, preserving the surface). The fan is examined through a strong magnifying glass or a microscope (there are protrusions and hooks on the grooves of the feather, which can be firmly and easily combined with each other, as if fastening the surface of the feather). They examine the downy feather of a bird, find out how it differs from the fly feather (the downy feather is soft, the hairs are not linked to each other, the rod is thin, the feather is much smaller in size). Children argue why birds need such feathers (they serve to preserve body heat). A bird's hair and feather are set on fire over a burning candle. The same smell is formed. Children conclude that human hair and bird feathers have the same composition.

Why do waterfowl have such a beak?

Target: to determine the relationship between the structure and lifestyle of birds in an ecosystem.
Equipment: Grain, duck beak mockup, water container, bread crumbs, bird illustrations.
Experience progress: The teacher in the illustrations of birds closes the images of their limbs. Children choose waterfowl from all birds and explain their choice (they should have beaks that will help them get food in the water; storks, cranes, herons have long beaks; geese, ducks, swans have flat, wide beaks). Children find out why birds have different beaks (a stork, a crane, a heron need to get frogs from the bottom; geese, swans, ducks - to catch food by filtering water). Each child chooses a beak layout. The teacher suggests using the selected beak to collect food from the ground and from the water. The result is explained.

Who eats algae?

Target: to identify interdependencies in the wildlife of the "pond" ecosystem.
Equipment: two transparent containers with water, algae, mollusks (without fish) and fish, a magnifying glass.
Experience progress: Students examine algae in an aquarium, find individual parts, pieces of algae. Find out who eats them. The teacher separates the inhabitants of the aquarium: in the first jar he puts fish and algae, in the second - algae and mollusks. Within a month, children observe the changes. In the second jar, the algae are damaged, mollusk eggs have appeared on them.

Who cleans the aquarium?

Target: to identify relationships in the wildlife of the "pond" ecosystem.
Equipment: an aquarium with "old" water, shellfish, a magnifying glass, a piece of white cloth.
Experience progress: Children examine the walls of the aquarium with "old" water, find out who leaves traces (stripes) on the walls of the aquarium. To this end, they draw a white cloth along the inside of the aquarium, observe the behavior of the mollusks (they move only where the plaque remains). Children explain whether mollusks interfere with fish (no, they clear the water of mud).

Wet breath

Target
Equipment: mirror.
Experience progress: Children find out which way air passes when inhaling and exhaling (when inhaling, air enters the lungs through the respiratory tract, when exhaling, it leaves). Children exhale on the mirror surface, note that the mirror is fogged up, moisture has appeared on it. The teacher invites the children to answer where the moisture came from (together with the exhaled air, moisture is taken out of the body), what will happen if animals living in the desert lose moisture when they breathe (they die), which animals survive in the desert (camels). The teacher talks about the structure of the camel's respiratory organs, which help to conserve moisture (the nasal passages of a camel are long and winding, moisture settles in them during exhalation).

Why are animals in the desert lighter in color than in the forest?

Target: understand and explain the dependence of the appearance of an animal on factors of inanimate nature (natural and climatic zones).
Equipment: fabric of light and dark tones, mittens made of black and light-colored drape, a model of the relationship between living and inanimate nature.
Experience progress: Children find out the temperature features in the desert compared to the forest zone, comparing their position relative to the equator. The teacher invites children in sunny but cold weather to put on mittens of the same density (preferably drape): on one hand - from light fabric, on the other - from dark; expose your hands to the sun, after 3-5 minutes compare the sensations (it is warmer in a dark mitten). The teacher asks the children about what tones of clothing should be in the cold and hot seasons for a person, the skin for animals. Based on the actions performed, children conclude: in hot weather it is better to have light-colored clothes (it repels the sun's rays); in cool weather it is warmer in dark weather (it attracts the sun's rays).

Growing babies

Target: to reveal that there are the smallest living organisms in the products.
Equipment: containers with a lid, milk.
Experience progress: Children assume that the smallest organisms are in many foods. In heat, they grow and spoil food. According to the beginning of the experiment algorithm, children choose places (cold and warm) in which they put milk in closed containers. Observe for 2-3 days; sketch (in heat, these organisms develop rapidly). Children tell what people use to store food (refrigerators, cellars) and why (cold prevents organisms from multiplying, and food does not spoil).

moldy bread

Target: establish that certain conditions are needed for the growth of the smallest living organisms (fungi).
Equipment: plastic bag, slices of bread, pipette, magnifier.
Experience progress: Children know that bread can spoil - the smallest organisms (molds) begin to grow on it. They make up an experiment algorithm, place the bread in different conditions: a) in a warm, dark place, in a plastic bag; b) in a cold place; c) in a warm dry place, without a plastic bag. Conduct observations for several days, consider the results through a magnifying glass, sketch (in humid warm conditions - the first option - mold appeared; in dry or cold conditions, mold does not form). Children tell how people have learned to preserve bread products at home (stored in the refrigerator, dry crackers from bread).

suckers

Target: to identify the features of the lifestyle of the simplest marine organisms (anemones).
Equipment: a stone, a suction cup for attaching a soap dish to a tile, illustrations of mollusks, sea anemones.
Experience progress: Children look at illustrations of living marine organisms and find out what kind of life they lead, how they move (they cannot move themselves, they move with the flow of water). Children find out why some marine organisms can stay on rocks. The teacher demonstrates the action of the suction cup. Children try to attach a dry suction cup (does not attach), then moisten it (attach). Children conclude that the bodies of marine animals are moist, which allows them to attach well to objects with the help of suction cups.

Do worms have respiratory organs?

Target: show that a living organism adapts to environmental conditions
Equipment: earthworms, paper napkins, cotton ball, odorous liquid (ammonia), magnifying glass.
Experience progress: Children examine a worm through a magnifying glass, find out the features of its structure (a flexible jointed body, a shell, processes with which it moves); determine if he has a sense of smell. To do this, cotton wool is moistened with an odorous liquid, brought to different parts of the body and the conclusion is drawn: the worm smells with its whole body.

Why did shellfish disappear?

Target: to identify the cause of the emergence of new species of fish.
Equipment: shell fish layout, flexible material sharks, large water tank, aquarium, fish, symbol.
Experience progress: Children examine the fish in the aquarium (movement of the body, tail, fins), and then the model of the armored fish. An adult invites the children to think about why the armored fish disappeared (the shell did not allow the fish to breathe freely: like a hand in plaster). The teacher invites the children to come up with a symbol of an armored fish and depict it.

Why didn't the first birds fly?

Target: identify the structural features of birds that help them stay in the air.
Equipment: models of wings, weights of different weights, bird feather, magnifying glass, paper, cardboard, thin paper.
Experience progress: Children look at illustrations of the first birds (very large bodies and small wings). Materials for the experiment are chosen: paper, weights ("trunks"). They make wings from cardboard, thin paper, wings with weights; check how different “wings” plan, and conclude: with small wings, it was difficult for large birds to fly

Why were dinosaurs so big?

Target: clarify the mechanism of adaptation to the life of cold-blooded animals.
Equipment: small and large containers with hot water.
Experience progress: Children examine a live frog, find out its way of life (offspring breeds in water, finds food on land, cannot live far from a reservoir - the skin must be moist); touch, finding out the temperature of the body. The teacher explains that scientists assume that dinosaurs were as cold as frogs. During this period, the temperature on the planet was not constant. The teacher finds out from the children what the frogs do in winter (hibernate), how they escape from the cold (burrow into the mud). The teacher invites the children to find out why dinosaurs were big. To do this, imagine that the containers are dinosaurs that have warmed up from high temperatures. Together with the children, the teacher pours hot water into the containers, touches them, pours out the water. After a while, the children again check the temperature of the containers by touch and conclude that the large jar is hotter - it needs more time to cool. The teacher finds out from the children which dinosaurs were easier to deal with the cold in size (large dinosaurs retained their temperature for a long time, so they did not freeze during cold periods when the sun did not heat them).

Experiences for classes in the department of ecology and nature protection

When is summer in the Arctic?

Target: to identify the features of the manifestation of the seasons in the Arctic.
Equipment: globe, model "Sun - Earth", thermometer, measuring ruler, candle.
Experience progress: The teacher introduces children to the annual movement of the Earth: it goes one revolution around the Sun (this acquaintance is best done in winter in the evening). Children remember how day follows night on Earth (the change of day and night occurs due to the rotation of the Earth around its axis). They find the Arctic on the globe, mark it on the layout with a white outline, light a candle in a darkened room that imitates the Sun. Children, under the guidance of a teacher, demonstrate the effect of the layout: they put the Earth in the “summer at the South Pole” position, note that the degree of illumination of the pole depends on the distance of the Earth from the Sun. Determine what time of year it is in the Arctic (winter), in the Antarctic (summer). Slowly rotating the Earth around the Sun, note the change in the illumination of its parts as they move away from the candle, which imitates the Sun.

Why doesn't the sun set in the Arctic in summer?

Target: to identify the features of the manifestation of the summer season in the Arctic.
Equipment: layout "Sun - Earth".
Experience progress: Children under the guidance of a teacher demonstrate on the "Sun - Earth" model the annual rotation of the Earth around the Sun, paying attention to the fact that part of the annual rotation of the Earth is turned towards the Sun so that the North Pole is constantly illuminated. They find out where at this time on the planet there will be a long night (the South Pole will remain unlit).

Where is the hottest summer?

Target: determine where is the hottest summer on the planet.
Equipment: layout "Sun - Earth".
Experience progress: Children, under the guidance of a teacher, demonstrate on the layout the annual rotation of the Earth around the Sun, determine the hottest place on the planet at different moments of rotation, put conditional icons. They prove that the hottest place is near the equator.

Like in the jungle

Target: identify the causes of high humidity in the jungle.
Equipment: Model "Earth - Sun", a map of climatic zones, a globe, a baking sheet, a sponge, a pipette, a transparent container, a device for monitoring changes in humidity.
Experience progress: Children discuss the temperature features of the jungle, using the layout of the annual rotation of the Earth around the Sun. They are trying to find out the cause of frequent rains, considering the globe and the map of climatic zones (an abundance of seas and oceans). They set up an experiment to saturate the air with moisture: drip water from a pipette onto a sponge (the water remains in the sponge); put the sponge into the water, turning it several times in the water; lift the sponge, watch the water flow. With the help of the actions performed, children find out why it can rain without clouds in the jungle (the air, like a sponge, is saturated with moisture and can no longer hold it). Children check the appearance of rain without clouds: pour water into a transparent container, cover it with a lid, put it in a hot place, observe the appearance of “fog” for one or two days, the spread of drops over the lid (water evaporates, moisture accumulates in the air when it becomes too much a lot, it's raining).

The forest is a protector and healer

Target: to reveal the protective role of the forest in the forest-steppe climatic zone.
Equipment: layout "Sun - Earth", map of climatic zones, indoor plants, fan or fan, small pieces of paper, two small trays and one large one, water containers, soil, leaves, twigs, grass, watering can, pallet with soil.
Experience progress: Children find out the features of the forest-steppe zone using a map of natural and climatic zones and a globe: large open spaces, warm climate, proximity to deserts. The teacher tells the children about the winds that occur in open spaces and imitates the wind with the help of a fan; offers to calm the wind. Children make assumptions (you need to fill the space with plants, objects, create a barrier out of them) and check them: put a barrier of houseplants in the way of the wind, place pieces of paper in front of the forest and behind it. Children demonstrate the process of soil erosion during rains: they water a pallet with soil (the pallet is tilted) from a watering can from a height of 10-15 cm and observe the formation of "ravines". The teacher invites children to help nature preserve the surface, to prevent water from washing away the soil. Children perform actions: soil is poured onto the pallet, leaves, grass, branches are scattered over the soil; pour water onto the soil from a height of 15 cm. Check whether the soil has eroded under the greens, and conclude: the plant cover holds the soil.

Why is it always damp in the tundra?

Target
Equipment
Experience progress: Children find out the temperature features of the tundra, using the layout of the annual rotation of the Earth around the Sun (when the Earth rotates around the Sun, for some time the rays of the Sun do not fall on the tundra at all, the temperature is low). The teacher clarifies with the children what happens to water when it hits the surface of the earth (usually some goes into the soil, some evaporates). Proposes to determine whether water absorption by the soil depends on the characteristics of the soil layer (for example, whether water will easily pass into the frozen soil layer of the tundra). Children perform actions: they bring a transparent container with frozen ground into the room, give it the opportunity to thaw a little, pour water, it remains on the surface (permafrost does not let water through).

Where is faster?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: water containers, model of the soil layer of the tundra, thermometer, model "Sun - Earth".
Experience progress: The teacher invites the children to find out how long water will evaporate from the soil surface in the tundra. For this purpose, long-term observation is organized. According to the activity algorithm, children perform the following actions: pour the same amount of water into two containers; note its level; containers are placed in places of different temperature (warm and cold); a day later, changes are noted (in a warm place, there is less water, in a cold place, the amount has not changed much). The teacher suggests solving the problem: it rained over the tundra and over our city, where the puddles will last longer and why (in the tundra, since in a cold climate the evaporation of water will be slower than in the middle lane, where it is warmer, the soil thaws and there is where to leave the water ).

Why is there dew in the desert?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: Container with water, cover with snow (ice), spirit lamp, sand, clay, glass.
Experience progress: Children find out the temperature features of the desert, using the model of the annual rotation of the Earth around the Sun (the rays of the Sun are closer to this part of the Earth's surface - the desert; the surface heats up to 70 degrees; the air temperature in the shade is more than 40 degrees; the night is cool). The teacher invites the children to answer where the dew comes from. Children conduct an experiment: they heat the soil, hold glass chilled with snow over it, observe the appearance of moisture on the glass - dew falls (there is water in the soil, the soil heats up during the day, cools at night, and dew falls in the morning).

Why is there little water in the desert?

Target: to explain some features of the natural and climatic zones of the Earth.
Equipment: layout "Sun - Earth", two funnels, transparent containers, measuring containers, sand, clay.
Experience progress: The teacher invites the children to answer what soils exist in the desert (sandy and clayey). Children examine the landscapes of sandy and clay soils of the desert. They find out what happens to moisture in the desert (it quickly goes down through the sand; on clay soils, without having time to penetrate inside, it evaporates). They prove it by experience, choosing the appropriate algorithm of actions: they fill the funnels with sand and wet clay, compact them, pour water, and place them in a warm place. They make a conclusion.

How did the seas and oceans appear?

Target: to explain the changes taking place in nature, using the knowledge gained earlier about condensation.
Equipment: a container with hot water or heated plasticine, covered with a lid, snow or ice.
Experience progress: Children say that the planet Earth was once a hot body, there is a cold space around it. They discuss what should happen to it during cooling, comparing it with the process of cooling a hot object (when the object cools, warm air from the cooling object rises and, falling on a cold surface, turns into a liquid - condenses). Children observe the cooling and condensation of hot air when it comes into contact with a cold surface. They discuss what will happen if a very large body, the whole planet, cools (when the Earth cools, the long-term rainy season began on the planet).

live lumps

Target: to determine how the first living cells were formed.
Equipment: container with water, pipette, vegetable oil.
Experience progress: The teacher discusses with the children whether all living organisms that live now could immediately appear on Earth. Children explain that neither a plant nor an animal can immediately appear from nothing, they suggest what the first living organisms could be, observing single oil specks in the water. Children rotate, shake the container, consider what is happening with the spots (they come together). They conclude: perhaps this is how living cells unite.

How did the islands, continents?

Target: explain the changes taking place on the planet using the knowledge gained.
Equipment: a container with soil, pebbles, filled with water.
Experience progress: The teacher invites the children to find out how islands, continents (land) could appear on a planet completely flooded with water. Children learn this by experience. They create a model: they carefully pour water into a container filled with soil and pebbles, heat it with the help of a teacher, observe that the water evaporates (with the warming of the climate on Earth, water in the seas began to evaporate, rivers dried up, land appeared). Children draw observations.

Every student can feel like a magician. And for this you don’t need a time machine, a magic wand, a flying carpet or some other fabulous “gadget” at all. It is enough to have an inquisitive mind and listen carefully to the teacher in the classroom. For the attention of young talented biologists, we offer a selection of experiments in biology for grade 5 with a description of their implementation at home.

Experiments with plants

In the 5th grade, experiments in biology with plants are carried out more often than others, because they are safe and allow you to clearly demonstrate their structure and properties.

colored celery

Water enters the plant through the "vessels" that run along the stem from the roots to the leaves. Experience will make it possible to see

For experience would need :

• stalk of celery with leaves;
• red and blue food coloring;
• three glasses;
• scissors.

Experiment progress:

1. Fill each of the three glasses with water by a third. Add red paint to one, blue to the other, and both to the third (to make purple).
2. Cut the stem of the plant along so that you get three strips, put each in a separate glass.
3. Leave the celery for a day or two.

Result:

Celery leaves will take on a different color. They take in red, blue and purple paint. Different leaves are colored differently.

colorless leaf

In autumn, the leaves on the trees turn yellow, orange, purple. In fact, these shades are always present in them, just a green pigment, chlorophyll, masks them. But in autumn, when it collapses, bright, beloved by many colors appear.

It is possible to isolate chloroplasts, bodies containing chlorophyll, using a simple experiment.

Experience will require:

• Alcohol.
• Petrol.
• Cup.
• Green leaf of any tree.

Experiment progress:

1. Pour some alcohol into a glass.
2. Place a leaf there and leave for a couple of hours.

Result:

The leaf will begin to turn pale, and the alcohol will turn green, as chlorophyll dissolves in alcohol.

Continuation of experience:

1. Pour some gasoline into a glass and shake the liquid.

Result:

Gasoline that floats to the top (it is lighter than alcohol) will turn emerald, and alcohol will turn yellow. This happens because chlorophyll passes into gasoline, and xanthophyll (yellow pigment) and carotene (orange), which passed from the leaf, remained in alcohol.

moving plant

Plants can move, and in a certain direction, make sure of this with the help of a simple experience in biology.

Experience will require:

• cotton wool;
• water;
• jar;
• a bean, sunflower or pea seed.

move experiment:

1. Soak the seed in water until it germinates.
2. Soak cotton wool in water.
3. Put it in an empty jar.
4. Place the sprout horizontally on the cotton wool and place it in the light.

Result:

The stem will stretch upward, directing the leaves towards the light.

Similar experiments in biology for grade 5 at home with the Sukhov test are offered in special workbooks created by this author.

Experiments with potatoes

Experiments in biology with a potato tuber "in leading role»are aimed mainly at studying the composition of the root crop. Let's take a look at these experiments.

green potatoes

During the growth of potato tops, the root crop absorbs many nutrients from it. The tuber must be preserved in its original form until the end of winter, so that new shoots begin to appear on it in the spring. The content of chlorophyll in will confirm the experiment.

Experience will require:

• Potato tuber.

Experiment progress:

1. Take out the potato and put it in a sunny place.
2. Leave the tuber there for a couple of days.

Result:

The root crop, which is in the light, begins to turn green. If you cut it, the green color is more visible. As you know, chlorophyll begins to be synthesized in the light, giving plants a green tint.

black potato

The potato tuber contains starch, the experience in biology for grade 5 at home with potatoes will help to make sure of this.

Experience will require:

• raw potato;

Experiment progress:

1. Cut the tuber in half.
2. Drop iodine on it.

Result:

The potatoes will darken instantly as the iodine turns blue-black when it comes into contact with the starch.

Egg experiments

Absolutely everyone can conduct biology experiments with eggs for grade 5 at home.

Drowning - not sinking

Experience will require:

• liter jar;
• water;
• a raw egg;
• 5 teaspoons of salt.

Experiment progress:

1. Pour water into a jar.
2. Put an egg.
3. Add salt.

Result:

The egg will sink in ordinary water, but as soon as you salt it well, it will float. The fact is that salt water is heavier than an egg, and fresh water is lighter.

Up down

Did you know that an egg can sink and float without your participation? Check this out with the following egg experiment.

Experience will require:

• Liter jar.
• raw egg dark color.
• Nine percent table vinegar.

Experiment progress:

1. Pour a glass of acetic acid into a jar.
2. Put an egg in there.

Result:

The egg will sink first. But gradually it will begin to bubble and float. But having floated to the surface, the egg will immediately sink again, and so on several times. Why it happens? It's simple: the eggshell consists of calcium, and when it reacts with acid, carbon dioxide is formed, the bubbles of which drag the egg up. When the egg floats, carbon dioxide passes into the air, the bubbles become smaller and the egg sinks again. The up and down movements of the egg will continue until the calcium carbonate is completely washed out of the shell. In this case, the egg will become quite fragile and brighten, and a brown foam will form on the surface of the liquid.

Hairstyle for an egg

Not all experiments are carried out so quickly, there are biology experiments for grade 5 at home that give results in a week or 10 days.

For experience you will need:

• a raw egg;
• cotton wool;
• toilet paper tube;
• alfalfa seeds;
• water.

Experiment progress:

1. Carefully make a hole in the top of the egg with a diameter of about 3 cm.
2. Fill the egg with cotton.
3. Put the shell in a tube of toilet paper.
4. Sprinkle seeds on the shell.
5. Pour abundantly with water.
6. Put on the window.

Result:

After about three days, the first shoots will begin to appear, and after a week the egg will already have a wonderful green hair.

Frost tolerant yeast

Pressed yeast for baking does not lose its properties when properly frozen and thawed. Verify this by doing a 5th grade biology experiment with yeast and flour.

Experience will require:

• pressed yeast;
• warm water;
• flour;
• basin.

Experiment progress:

1. Place the pressed yeast in the freezer for a day.
2. Take out the yeast, place in a bowl and leave for 3 hours at room temperature.
3. Add warm water and flour, mix.
4. Leave for another 2 hours.

Result:

The dough doubles in volume, which means that yeast fungi do not die even when frozen.

Lava lamp

This spectacular biology experience will attract the attention of not only children, but also parents.

Experience will require:

• Water.
• Rock salt.
• Vegetable oil.
• Food colorings.
• Liter glass jar.

Experiment progress:

1. Pour into a jar of water (about 2/3 capacity).
2. Add a glass of vegetable oil.
3. Pour food coloring into the jar.
4. Add a teaspoon of salt.

Result:

The colored bubbles will move up and down. Oil floats on the surface because it is lighter than water. By adding salt, you help the oil, along with the grains of salt, sink to the bottom of the jar. A little time passes, the salt dissolves and rises again. Food coloring makes the spectacle brighter.

Rainbow

The next biology experiment allows you to make your own rainbow.

Experience will require:

• basin;
• water;
• mirror;
• Lantern;
• sheet of paper (white).

Experiment progress:

1. Pour water into a bowl.
2. Put a mirror on the bottom.
3. Point your flashlight at a mirror.
4. Capture reflected light with paper.

Result:

A rainbow will appear on a white sheet. A beam of light, consisting of several colors, "decomposes" into them when passing through the water.

home volcano

A favorite experience in biology at home in grade 5 is making a volcano.

Experience will require:

• clay and sand;
• plastic bottle;
• red dye (food);
• vinegar;
• soda.

Experiment progress:

1. Cover the bottle with clay and sand to make it look like a volcano (leave the neck open).
2. Pour soda (2 tablespoons), ¼ cup of warm water, a little dye into the bottle.
3. Add ¼ cup of vinegar.

Result:

The eruption of the resulting volcano will begin as a result of the interaction of soda and vinegar. The resulting bubbles of carbon dioxide push out the contents of the bottle, just like lava erupts from a real volcano.

Bottle inflating balloon

Can an ordinary, unremarkable bottle inflate a balloon? Sounds weird, but let's try.

Experience will require:

• bottle;
• balloon;
• vinegar;
• soda.

Experiment progress:

1. Pour soda into the bowl.
2. Pour vinegar into a bottle.
3. Put the ball on the neck of the bottle.
4. Make sure that the soda from the ball spills into the vinegar.

Result:

The balloon starts to inflate. It is filled with carbon dioxide, which is formed as a result of the interaction of soda and vinegar.

Enzymes found in saliva

Experiments in biology aimed at studying ourselves are especially interesting. It turns out that the process of digestion of food begins immediately after it enters the mouth! An experiment will help verify this.

Experience will require:

• starch;
• cold water (boiled);
• hot water;
• 8 glass glasses;
• pot;
• pipette.

Experiment progress:

1. Prepare a paste: pour cold boiled water into a saucepan. Add 4 teaspoons of starch, mix. While stirring the starch, pour boiling water into the pan in a thin stream. Put the saucepan on the hot stove. Continue stirring until the contents become clear. Remove the saucepan from the stove and leave to cool.
2. Take cold boiled water into your mouth and rinse it for a minute - you will get a solution of saliva.
3. Spit the solution into a clean glass.
4. Add the same amount of paste to the glass with saliva.
5. Place it in a pot of warm water to keep the solution warm.
6. Prepare 7 clean glasses.
7. Take a little solution of saliva and starch into a pipette and pour it into the first glass.
8. Add a couple of drops of iodine there.
9. Do the same with the remaining six glasses with an interval of 2-3 minutes.

Result:

In the first glass, the solution will turn saturated blue. In each subsequent it will be a little paler. The color of the solution in the glasses, where iodine was added 15-20 minutes after the first, will remain unchanged. This suggests that the last glasses of starch were no longer contained, it was broken down by an enzyme called amylase contained in saliva.

Conducting experiments in biology for grade 5 at home is certainly an entertaining activity. However, fifth graders should not conduct them on their own. The presence of parents will make experiments safe and allow for fun and educational leisure.