Water properties project for children. Educational project "Water and its properties"

Publication date: 06/02/17

research project

"Water and its properties" for children middle group.

“Water is priceless gift of nature,

which must be carefully preserved.

Relevance:

Children are by nature explorers. Research activity, behavior - natural state child, he is tuned to the desire to know the world. This is what creates the conditions for mental development child initially unfolded as a process of self-development.

There is a relationship between the level of a child's cognitive interest and his assimilation of knowledge about the world around him; on the one hand, thanks to cognitive interest, the child's horizons are significantly expanded, on the other hand, knowledge is the most important " construction material”, which is the foundation for the development of cognitive interest.

Project type: Informative

Implementation timeline: Short term (1 week)

Project participants:

Children

teachers

Parents

Objective of the project: formation of ideas about the properties of water; to expand children's knowledge about the properties of water, the role of water in human life and other living organisms, to educate careful attitude to the natural resources of our planet.

Tasks:

1. Tell children about the importance of water in human life and other living organisms.

2. Introduce children to the basic properties of water by organizing experimental activities.

3. Instill initial research skills, cognitive activity, independence.

4. Increase the level of speech activity, mastery of experimental activities.

5. Enrich the store of knowledge of parents about the role of experimentation in the development of thought processes, creativity, on the formation of labor skills of preschoolers.

Project stages:

Preparatory:

Topic selection;

Formulation of the problem;

Definition of the purpose and objectives of the research work;

The study methodical literature;

Surveys of the level of development of cognitive interest in children;

Development of a project action plan.

Basic:

Lessons;

Observations on walks;

Experimental games;

Reading fiction;

Working with parents.

The final stage:

Re-examination of children;

Final lesson on the topic "Witch - water";

Creation of a file cabinet "Experiments and experiments with water";

Creation practical material for parents: memos, recommendations, booklets, consultations.

Forms of work:

Equipment in the experimentation and environmental research corner group;

Making a card index of entertaining experiments and experiments;

Conducting classes: Child and the world, Development of speech, Modeling, Drawing, Application on the topic of the project;

Didactic games, contributing to the implementation of the project goal (“who needs water?” “Where is the water hidden?”, “little men”, “good - bad”, “what would happen if ...”, “sinks-does not sink”);

Observations on walks for living and inanimate nature; observation in the group indoor plants;

Reading fiction: "The Journey of a Droplet",

“Little Men”, “The Story of the Water Cycle for Children” by S. Dobritskaya

Conversations: “What is water?”, “Where does water “live”?”, “What can water do?”; “The water cycle in nature”, “If there were no water”, “Why should water be saved?”

Experiments and experiments with water (“Disappearance of water”, “Appearance of water from air”, “Hide a toy in water”, “Filtration of water”, “Do all substances dissolve in water?”)

Experimental activities

within the framework of the project "Water and its properties"

WATER FLOW.

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

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

Conclusion:

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

TRANSPARENCY OF WATER.

Target : Lead the children to the generalization "clean water is transparent" and "dirty water is opaque."

Move: Prepare two jars or glasses of water and a set of small sinking objects (pebbles, buttons, beads, coins). Find out how the concept of "transparent" is learned: invite the child to find transparent objects in the room (glass, glass in the window, aquarium).

Give a task: prove that the water in the jar is also transparent (let the child dip into the glass small items and they will be visible).

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

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

Conclusion: Pure water transparent, objects can be seen through it; cloudy water opaque.

WHAT DISSOLVES IN WATER.

Target: Reveal the properties of water.

Take two glasses of water. In the first glass, add 1 tablespoon of salt, and stir well. Salt will dissolve in water.

In another glass, add 1 tablespoon of sugar and also stir.

Sugar will also dissolve in water.

Conclusion: salt and sugar dissolve in water.

State budgetary educational institution

gymnasium No. 107 of the Vyborgsky district of St. Petersburg

Project work

"Water is an amazing substance"

Did the job:

4th-1st grade students

Cl supervisor: Prasolova I.A.

St. Petersburg

1. Introduction.

2. Goals and objectives.

3.Sources of pollution:

Settlements,

Industry,

Agriculture,

How does water get into the faucet

4.Practical part

Laboratory work"Water Filtration"

public poll What kind of water do we drink?

Research work "How much water is in us"

5. Conclusion

6. Literature

Introduction

It can be boldly asserted that "man exists thanks to the water that fills him." Almost 89% of water contains human brain, up to 80% of water is part of human blood, more than 70% of human muscles contain all the same water, and even in the bones of the skeleton about 20% of moisture. Without food, a person can live for several weeks, but without water, he dies after a few days. Even a small deficiency of moisture in the body leads to severe disorders. The body strictly regulates the amount of water in each system, organ, cell. From all this it is not difficult to imagine what significance for the health and life of any living creature on the planet has quality the water they receive. And it is quite natural that among the ancient Romans, the word "doctor" meant the concept of "a specialist in hydrotherapy."

It should be noted that in preparing for the project, we relied on the following theses:

research work should be:

relevant

have a practical focus.

In the lessons of the world around us, we get acquainted with various substances, rocks, with different natural phenomena, but we were most interested in the lessons on the topic "Water", so for design work we decided at the beginning school year choose a topic about the most common substance on Earth, and at the same time about the most mysterious substance - water. And we started our work with a visit to the Museum of Water.

During the entire academic year, students of the 4th grade conducted scientific and research work made many interesting discoveries.

We have set ourselves the following problem- formation of natural-scientific ideas about water.

Goals:

To form initial knowledge about the properties of water, about the methods of its purification, the importance of water in nature and human life;

To form the skills of experimental work to awaken interest in research work and the manifestation of creative potential.

Tasks:

Visit the Water Museum;

Find out how water is purified;

Conduct laboratory work on the topic "Water Filtration";

Public poll "What kind of water we drink" to build diagrams based on the results of the survey;

5. Research work "How much water we have"

An object:

Primary natural science knowledge about the appearance of water in nature, why water does not disappear and where it comes from.

Subject:

Initial knowledge about the properties of water, about ways to purify it and the importance of water in nature and for humans.

To solve the design problem No. 1 we visited the St. Petersburg Museum of Water at Vodokanal. There were 25 of us on the tour. The museum shows a harmonious combination of history and modernity, the idea of ​​a traditional and interactive museum. It's stuffed interesting things: from a working model of ancient Chinese clocks driven by falling water to modern systems plumbing monitoring.

Conclusion: the museum won us over with its uniqueness and accessibility of exhibits, the opportunity to be participants in many processes taking place in the sewerage and water supply systems.

To solve the design problem No. 2 we met different ways water purification at industrial enterprises and at home. Settlements, industrial enterprises and agricultural facilities consume great amount fresh water. Many of them operate treatment facilities that prevent the discharge of wastewater into open water bodies. Many city dwellers use household filters for the cleaning drinking water, but many buy drinking water in stores.

Conclusion: not all treatment facilities thoroughly filter waste water - this leads to a fairly large level of environmental problems in various regions of our country. In order to prevent diseases and various health problems, we suggest drinking only filtered water or water bought in a store.

To solve the design problem No. 3 we conducted a laboratory work on the topic "Water Filtration". To do this, we have assembled a filtration unit. Using various substances(topsoil, gravel, clay, river sand) and water, we observed how the water was purified, the reaction rate for each individual substance.

Conclusion: Everyone has clearly seen that river sand is the best type of soil for filtration, therefore, groundwater is one of the most important natural resources.

To solve the design problem No. 4 we conducted a public survey on the topic "What kind of water do we drink." The survey participants were asked the following questions:

What kind of water do you drink? (raw, boiled, filtered);

You are drinking raw water? (yes, no, rarely);

Your forecast for the next 20 years;

What are your suggestions for improving water quality?

Conclusion: we interviewed 100 people and it turned out that people most often drink boiled water, that most likely a human mutation will occur in the near future, but the most unpleasant thing turned out to be that there are people who do not care environmental problems.

To solve the design problem No. 5 we did a research work on the topic "How much water we have". Each student learned their own weight. Then we found the total weight of the entire class and found the arithmetic mean of these indicators. It is known that in a person ¾ of its total mass is water. We divided our average and got the amount of water that is present in all the students in our class. The resulting indicator was divided by the number of students participating in the study, and received the average mass of water in each student.

Conclusion: this experiment gave a visual representation of the theoretical knowledge that we received from educational literature.

How did we start studying the material on the project, what questions did we find answers to and what conclusions did we draw?

We were interested to know where water comes from on Earth.

Is there a lot of water on Earth.

Where is water on Earth? (Only on the surface?)

What are the reserves of fresh water.

Why doesn't the water disappear?

Sources of pollution

There are many sources of water pollution, here are some of them:

The most well-known source of water pollution are household wastewater. Water consumption is usually estimated on the basis of an average daily water consumption per person of about 750 liters, which includes drinking water, for cooking and personal hygiene, for household plumbing, as well as for irrigation, firefighting and other urban needs. one

Industrial effluents into rivers are 3 times higher than domestic ones. Due to the growing volume industrial waste the ecological balance of many lakes and rivers is disturbed. The largest use of water is electricity generation, where it is used to cool steam. At the same time, water is heated by an average of 7 degrees C, after which it is discharged directly into rivers and lakes, being the main source of additional heat, which is called "thermal pollution"

AT agriculture water is used to irrigate fields. The water flowing from them is saturated with salt solutions, as well as residues chemical substances contributing to increased productivity. Except chemical compounds, a large amount of feces and other organic residues from farms where meat is grown in the rivers - dairy large cattle, pigs or poultry. 2

How does water get into the faucet

After all, if you lay pipes from the river to the house, then the water itself will not run. So we learned that we need a pump, a water treatment plant, a water tower. In order to see this more clearly, we visited the Water Museum at the St. Petersburg Vodokanal.

While working on the project, we also learned that people also built factories and factories near the river, because. Businesses need water to operate.

So, we faced the most, as we solved the main problem, in our research activities - the problem of pollution of natural water and methods for its purification.

Again, the portable laboratory "Water Filtration" allowed us to find answers to the questions posed. The experiments carried out with its help helped to visually verify the harmful effects of unreasonable human activity.

Practical part

Laboratory work "Water Filtration"

Public poll "What kind of water do we drink"

Study "How much water we have"

Laboratory work

"Water Filtration"

Equipment:

visual complex in natural science "Spektra" - portable laboratory

Substances: soil, clay, gravel, river sand, water.

Progress

1. Assembled 4 complete filter units, enough for group work.

Each student collected samples various types soils: river sand, gravel, clay, topsoil.

One of the types of the test substance was placed in a laboratory vessel and water was added.

Observations:

Recording reaction time

There is a reaction

Conclusion:

Everyone has clearly seen that sand is the best type of soil for filtering, therefore, groundwater is one of the most important natural resources.

The portable laboratory "Water Filtration" allowed us to answer the following questions:

What type of soil does water seep through the fastest?

What is water purification based on?

2. Public poll "What kind of water do we drink"

We interviewed 100 people (students, our relatives and our friends) to find out what Modern Citizen thinks about the quality of drinking water.

We asked a number of questions:

What kind of water do you drink more often?

boiled

filtered

Do you drink raw water?

What is your prediction for the next 20 years?

What are your suggestions for improving water quality?

Poll results

raw

boiled

filtered

Most often people drink boiled water - 67%, 35% drink raw water,

60% of the population believe that in the next 20 years a mutation of the body will begin, to improve the quality of water, 60% of the population sees in improving the system of its purification.

Study "How much water we have"

In the course of our research, we came to the conclusion that somewhere around 60% of the population does not take off their “pink glasses”, and is not going to do so in the next 10 years.

And we are offended! It's a shame that WE are suffering - their "hope" for better times! And with such an attitude, how can better times come? ..

So, having found answers to our questions, we made the first conclusion that water is indeed a miracle of nature. Water is life and nothing can replace it. She is a sorceress: she is a cloud, and fog, and a stream, and an ocean, and flies, and runs, and can be glass. Students made colorful drawings about this.

Next, we wanted to know how water enters our house? Water is one of the most common and important substances. The surface of the Earth occupied by water is 2.5 times the surface of the land. There is no pure water in nature - it always contains impurities. Pure water is obtained by distillation. Distilled water is called distilled.

where it is used to cool steam. At the same time, water is heated on average. The largest use of water is the production of electricity, by 7 ° C, after which it is discharged directly into rivers and lakes, being the main source of

Pure water is transparent, colorless, odorless and tasteless, inhabited by many fish, plants and animals. Polluted waters are cloudy, foul-smelling, unsuitable for drinking, and often contain large amounts of bacteria and algae.

It was very interesting for us to work on the study of the properties of water, we learned a lot about the most ordinary, as it seemed to us, substance. We will continue this work in the future course of studying subjects of the natural-scientific cycle.

Literature

1.Yu.Smirnov " Popular Encyclopedia rivers and lakes”, St. Petersburg, 1998.

2. J. Elliot, K. King "Children's Encyclopedia", Rosman, 1994

3. Encyclopedia “What is. Who is it, Pedagogy-Press, Moscow, 1995

4. S. Ismailova “Encyclopedia for children. Geography, Moscow, Avanta+, 2000.

Natalia Yurievna Rogozina
Project "Water and its properties"

Project"Water and its properties"

Relevance project

Children are by nature explorers. Exploratory activity is the natural state of the child, he is tuned to the desire to know the world. Children's experimentation has a huge developmental potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied.

GEF DO involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, development of imagination and creative activity; the formation of primary ideas about the objects of the surrounding world, about properties and relationships between objects in the environment.

Children's experimentation allows solving tasks in integration with various types activities.

Experimentation is closely connected with all kinds of activity, and first of all with such as observation and labor. Observation is indispensable integral part any experiment, since it is used to perceive the progress of work and its results. Experimentation and speech development are closely related. This can be clearly seen at all stages of the experiment - when formulating the goal, during the discussion of the course of the experiment, when summing up and verbally reporting on what was seen. The connection between children's experimentation and visual activity is also two-way. The more developed the visual abilities of the child, the more accurately the result of the natural history experiment will be recorded.

As a result of the use of experimental activities in working with children, memory is enriched, mental processes are activated, including active searches for solving problems, i.e. experimentation is a good remedy intellectual development of preschoolers.

Problem: The formation of ideas about water cannot be started without examining the level of children's ideas on the topic. To this end, before implementing project"Enchantress water» 15 children were surveyed in a group to determine knowledge about water properties. As a result, it was revealed: 10 children - know that ice is frozen water, 3 - children know that snow is too water. As a result of the diagnosis, it turned out that children do not want to think, but are waiting for a ready-made solution to the problem. Therefore, it is necessary to create conditions for independent experimentation and search activity of the children themselves, encouraging them to be creative

activities, self-expression and improvisation in its process.

Experimentation will provide an opportunity for the children to find answers to the questions "how?" and why?".

Target project: Formation of ideas about water properties

Tasks project:

expand and deepen children's ideas about water, its properties, states;

to form in children ideas about the importance of water in human life and all life on Earth;

activate creative thinking children;

to activate the dictionary of children, to learn to correctly name the observed phenomena;

develop observation, ingenuity, curiosity, perseverance;

develop the ability of children to analyze, compare and draw conclusions;

bring up cognitive interest to natural phenomena.

To enrich the stock of knowledge of parents about the role of experimentation in the development of thought processes, creative abilities, and in the formation of labor skills of preschoolers.

Implementation timeline: mid-term - December

Members project: children of the middle group, educator, parents.

Necessary materials:

Literary series: small folklore, fairy tales, stories, riddles, small folklore (rhymes).

musical series: audio recordings "Sounds of water in nature",

Equipment material for conducting experiments with water (glasses, paints, basin, Balloons) ; toys, attributes, substitute items for didactic and story games, dramatization games.

Intended Product project: presentation "Enchantress water» ; systematized literary and illustrated material on the topic; developed recommendations for parents.

Implementation stages project

Preparatory: setting goals and objectives, determining the directions of objects and methods of research, preliminary work with children. selection of visual and didactic material; fiction, reproductions of paintings; organization of the developing environment in the group.

main stage: introducing children to fiction; conducting conversations, games-experiments; search for answers to questions different ways, the study of natural objects.

Final: generalization of the results of the work, their analysis, consolidation of the acquired knowledge; creation of a file cabinet "Experiments and experiments with water"; creating a presentation

Related publications:

Research project "Water and its properties" for children of the middle group. Educator MBDOU Berezka Shcherbak S. V. "Water is an invaluable gift of nature that must be carefully preserved." Relevance: Children by nature.

Abstract of direct educational activity "Water and its properties" Tasks: - to develop the cognitive interest of the child in the process of experimenting with liquids; - introduce children to the properties of liquids.

Summary of GCD on environmental education in the senior group "Water and its properties" Purpose: to improve children's knowledge about the importance of water in human life, to teach children the skills of conducting simple laboratory experiments.

Goals, tasks: identification of the properties of water; determine whether water has a shape, taste, consolidate knowledge about the fluidity of water, show the value of water in.

Synopsis "Water in our life: its properties and movement" 1. Topic: "Water in our life: its properties and movement." 2. Purpose: to introduce children to the basic properties of water, based on what has been done.

Project relevance

Within the framework of the current standard of 2009, one of the most important requirements for the organization of pedagogical activity is the use of an activity approach in teaching. Therefore, it is necessary to use active methods and forms of work of students in the classroom. In our opinion, the most productive method is the search, experimental, research activities. It enables students to visually see the result of the activity and draw their own conclusions. And from a pedagogical point of view, it is an effective means of forming a number of important UUDs.

Water is the most amazing substance on Earth.

Each person is familiar with water: more than once he splashed in the rain, splashing puddles, let boats into streams, splashed in a river or sea. But let's take a closer look at it - get acquainted with the properties of this extraordinary substance.

Project Manager: Bykova L.S.

Academic disciplines: the world.

Direction: ecological - biological.

Project type: research, short-term, group.

Group members: Semyon Kovalenko, Timur Rasulov, Daniel Yaloma (grade 1)

Interest in this topic was generatedthe following questions, we wanted to:

learn more about the property of water, as it plays an important role in our life: we drink it, wash ourselves with water, wash clothes, etc.;

The purpose of our study:prove that water has different properties.

Research objectives:

find information in various sources,

experiment, observe,

to conclude.

Object of study: water.

Subject of study: water properties.

Research hypothesis:Water is not only an important substance for life, but also an object for observation and research.

Research methods and techniques:observation, conversation, experiment, analysis and generalization of results.

Equipment:flasks, beakers, water, salt, sugar, milk, sand.

Expected Result

Having gained knowledge about water and its properties, children will better navigate in environment; will expand them personal experience; interest in cognitive activity will increase; to interest parents for subsequent experimentation at home.

Stages of work on the project:

Preparatory stage

main stage

final

1. Preparatory stage

Purpose: To determine the directions of work for the implementation of the project.

To reveal the existing knowledge of children about water, the level of children's interest in this topic.

Determine the forms and methods of working with children to implement the tasks of the project

Create conditions for the organization of experimental activities

Involve parents in project activities define the role of parents in this project

Forms of work

The study of methodological literature on the topic of the project

Diagnosis of children. Conversation “What do we know about water? »

Selection of equipment for experimental activities. Development of a card index of water games.

Enrichment of the subject-developing environment.

2. Main stage

Target: Systematize children's knowledge about water, its purpose and use

clarify and consolidate the existing knowledge of children about water and its properties

(transparency, fluidity, absence of smell and taste)

Expand children's understanding of water. To acquaint children with the property of water to dissolve certain substances.

Improve children's knowledge about water.

To form the concept of the importance of water for the growth and development of a plant

To acquaint children with the properties of ice, to give the concept that this is one of the states of water.

To acquaint with the formation of frost, the conditions for its occurrence.

Forms of work

Conversation “Where is the water and who needs it? »

Experience "Properties of water"

3. Final stage

Target: To reveal children's knowledge about water, the level of children's interest in experimental activities

Presentation project activities: defense at the "Festival of Projects".

Chigurova Irina Alexandrovna

Topic

"Water and its properties"

Brief summary of the project

Water is the most abundant and vital substance on earth. I wanted the children, studying the topic "Water and its properties", to learn about it as much as possible. Independent work and practical work help students understand the material better.

Subject

The world

Guiding questions

Fundamental question: Why should a person take care of what is already very much on Earth?

Problem questions: What is the basis of life on Earth?

Study questions: What is water? What are its properties?

Project Plan

At the preliminary stage Presentation to parents of students brief information about the project method of teaching and obtaining their consent for the work of children on the Internet, the publication of texts and photographs of children - a booklet for parents. At the beginning of the project Formative assessment and planning: discussion during the demonstration introductory presentation teachers; discussion of the general plan of the project, planning work on the project in groups. In the process of project development Determining the direction of the search, searching for information in different sources(by groups). Organization and conduct of the necessary research. Critical reflection and analysis of information, the choice of the main thing. Comparative analysis of the results of theoretical and practical research. Preparation of information for use in products (presentations, publications, abstracts, wiki articles). Evaluation and adjustment of work plans in groups, filling out progress sheets for the project by the teacher and students, self-assessment and peer assessment based on the "Presentation and Publication Evaluation Criteria" in the assessment forms. self-assessment joint work in a project using checklists. Reflection. Next comes the creation of presentations, publications, abstracts, wiki - articles. Self-assessment and adjustment of products using rubrics. Self-evaluate collaboration on a project using checklists. Completion of project progress checklists by teacher and students. At the final stage Presentation of the project at the classroom parent meeting. Project protection for open lesson. Reviews of invitees, questioning of participants and parents. Reflection.