Experiments with indoor plants in kindergarten. Experiments with plants in kindergarten Experience what is needed to feed a plant drawing

CARD OF EXPERIMENTS AND EXPERIMENTS FOR PRESCHOOL CHILDREN “EXPERIMENTS WITH WATER”

Prepared by: teacher Nurullina G.R.

Target:

1. Help children get to know the world around them better.

2. Create favorable conditions for sensory perception, improving such vital mental processes as sensations, which are the first steps in understanding the world around us.

3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to determine the physical properties of water.

6. Teach children to make independent conclusions based on the results of the examination.

7. Nurture the moral and spiritual qualities of a child during his communication with nature.

EXPERIMENTS WITH WATER

Note to the teacher: You can buy equipment for conducting experiments in kindergarten in the specialized store “Kindergarten” detsad-shop.ru

Experiment No. 1. “Coloring water.”

Purpose: Identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.

Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water and find out why they are clearly visible (the water is clear). Next, find out how to color the water (add paint). An adult offers to color the water themselves (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass of warm water). How will the water color if there is more dye? (The water will become more colored).

Experiment No. 2. “Water has no color, but it can be colored.”

Open the tap and offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be colored by adding paint to it. (Children observe the coloring of the water). What color did the water become? (Red, blue, yellow, red). The color of the water depends on what color of dye was added to the water.

Conclusion: What did we learn today? What can happen to water if you add paint to it? (Water easily turns into any color).

Experiment No. 3. “Playing with colors.”

Purpose: To introduce the process of dissolving paint in water (at random and with stirring); develop observation and intelligence.

Materials: Two jars of clean water, paints, a spatula, a cloth napkin.

Colors like a rainbow

Children are delighted with their beauty

Orange, yellow, red,

Blue, green - different!

Add some red paint to a jar of water, what happens? (the paint will dissolve slowly and unevenly).

Add a little blue paint to another jar of water and stir. What's happening? (the paint will dissolve evenly).

Children mix water from two jars. What's happening? (when blue and red paint were combined, the water in the jar turned brown).

Conclusion: A drop of paint, if not stirred, dissolves in water slowly and unevenly, but when stirred, it dissolves evenly.

Experience No. 4. “Everyone needs water.”

Purpose: To give children an idea of ​​the role of water in plant life.

Progress: The teacher asks the children what will happen to the plant if it is not watered (it dries out). Plants need water. Look. Let's take 2 peas. Place one on a saucer in a wet cotton pad, and the second on another saucer in a dry cotton pad. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, but the other did not. Children are clearly convinced of the role of water in the development and growth of plants.

Experiment No. 5. “A droplet walks in a circle.”

Goal: To give children basic knowledge about the water cycle in nature.

Procedure: Let's take two bowls of water - a large and a small one, put them on the windowsill and watch from which bowl the water disappears faster. When there is no water in one of the bowls, discuss with the children where the water went? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; they water plants, under the rays of the sun they return home again - to the clouds from which they once came to earth in the form of rain.)

Experiment No. 6. “Warm and cold water.”

Purpose: To clarify children’s understanding that water comes in different temperatures - cold and hot; You can find out if you touch the water with your hands; soap lathers in any water: water and soap wash away dirt.

Material: Soap, water: cold, hot in basins, rag.

Procedure: The teacher invites the children to wash their hands with dry soap and without water. Then he offers to wet your hands and soap in a basin of cold water. He clarifies: the water is cold, transparent, soap is washed in it, after washing hands the water becomes opaque and dirty.

Then he suggests rinsing your hands in a basin of hot water.

Conclusion: Water is a good helper for humans.

Experiment No. 7. “When does it pour, when does it drip?”

Goal: Continue to introduce the properties of water; develop observation skills; consolidate knowledge of safety rules when handling glass objects.

Material: Pipette, two beakers, plastic bag, sponge, socket.

Procedure: The teacher invites the children to play with water and makes a hole in the bag of water. Children lift it above the socket. What's happening? (water drips, hitting the surface of the water, the droplets make sounds). Add a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?

Children pour water from one beaker to another. Do they observe when the water fills faster - when it drips or when it pours?

Children immerse a sponge in a beaker of water and take it out. What's happening? (water first flows out, then drips).

Experiment No. 8. “Which bottle will the water be poured into faster?”

Goal: Continue to introduce the properties of water, objects of different sizes, develop ingenuity, and teach how to follow safety rules when handling glass objects.

Material: A bath of water, two bottles of different sizes - with a narrow and a wide neck, a cloth napkin.

Progress: What song does the water sing? (Glug, glug, glug).

Let's listen to two songs at once: which one is better?

Children compare bottles by size: look at the shape of the neck of each of them; immerse a wide-necked bottle in water, looking at the clock to note how long it will take for it to fill with water; immerse a bottle with a narrow neck in water and note how many minutes it will take to fill it.

Find out from which bottle the water will pour out faster: a large one or a small one? Why?

Children immerse two bottles in water at once. What's happening? (water does not fill the bottles evenly)

Experiment No. 9. “What happens to steam when it cools?”

Purpose: Show children that steam in a room, cooling, turns into droplets of water; outside (in the cold) it becomes frost on the branches of trees and bushes.

Procedure: The teacher offers to touch the window glass to make sure that it is cold, then invites three children to breathe on the glass at one point. Observe how the glass fogs up and then a drop of water forms.

Conclusion: The vapor from breathing on cold glass turns into water.

During the walk, the teacher takes out a freshly boiled kettle, places it under the branches of a tree or bush, opens the lid and everyone watches how the branches are “overgrown” with frost.

Experiment No. 10. “Friends.”

Purpose: To introduce the composition of water (oxygen); develop ingenuity and curiosity.

Material: Glass and bottle of water, closed with a cork, cloth napkin.

Procedure: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).

Shake the water bottle as hard as you can. What's happening? (a large number of bubbles have formed)

Conclusion: Water contains oxygen; it “appears” in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.

Experiment No. 11. “Where did the water go?”

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).

Experiment No. 12. “Where does water come from?”

Purpose: To introduce the condensation process.

Material: Hot water container, cooled metal lid.

An adult covers a container of water with a cold lid. After some time, children are invited to examine the inside of the lid and touch it with their hands. They find out where the water comes from (water particles rose from the surface, they could not evaporate from the jar and settled on the lid). The adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher they conclude: the process of turning steam into water occurs when the steam cools.

Experiment No. 13. “Which puddle will dry up faster?”

Guys, do you remember what remains after the rain? (Puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain the puddles are: (small). Offers to see which puddle will dry faster - large or small. (The teacher spills water on the asphalt, creating puddles of different sizes). Why did the small puddle dry up faster? (There is less water there). And large puddles sometimes take a whole day to dry up.

Conclusion: What did we learn today? Which puddle dries out faster - big or small? (A small puddle dries faster).

Experiment No. 14. “Game of hide and seek.”

Goal: Continue to introduce the properties of water; develop observation, ingenuity, perseverance.

Material: Two plexiglass plates, a pipette, cups with clear and colored water.

One two three four five!

We'll look for a little bit

Appeared from a pipette

Dissolved on the glass...

Apply a drop of water from a pipette onto dry glass. Why doesn't it spread? (the dry surface of the plate interferes)

Children tilt the plate. What's happening? (drop flows slowly)

Moisten the surface of the plate and drop clear water onto it from a pipette. What's happening? (it will “dissolve” on a damp surface and become invisible)

Apply a drop of colored water to the damp surface of the plate using a pipette. What will happen? (colored water will dissolve in clear water)

Conclusion: When a transparent drop falls into water, it disappears; a drop of colored water on wet glass is visible.

Experiment No. 15. “How to push water out?”

Purpose: To form the idea that the water level rises if objects are placed in the water.

Material: Measuring container with water, pebbles, object in the container.

The children are given the task: to get an object from the container without putting their hands in the water and without using various assistant objects (for example, a net). If the children find it difficult to decide, the teacher suggests placing pebbles in the vessel until the water level reaches the brim.

Conclusion: Pebbles, filling the container, push out water.

Experiment No. 16. “Where does frost come from?”

Equipment: Thermos with hot water, plate.

Take a thermos with hot water for a walk. When children open it, they will see steam. You need to hold a cold plate over the steam. Children see how steam turns into water droplets. This steamed plate is then left for the rest of the walk. At the end of the walk, children can easily see frost forming on it. The experience should be supplemented with a story about how precipitation is formed on earth.

Conclusion: When heated, water turns into steam, when cooled, steam turns into water, water into frost.

Experiment No. 17. “Melting ice.”

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolor paints, strings, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why is the string holding on? (Frozen to the ice.)

How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.

Experiment No. 18. “Frozen water.”

Equipment: Pieces of ice, cold water, plates, a picture of an iceberg.

In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid. Can water be solid? What happens to water if it is cooled too much? (The water will turn into ice.)

Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.

Does ice float? The teacher puts a piece of ice in a bowl and the children watch. How much ice floats? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?

Experiment No. 19. “Water Mill”.

Equipment: Toy water mill, basin, jug with coda, rag, aprons according to the number of children.

Grandfather Znay talks with children about why water is needed for people. During the conversation, the children remember its properties. Can water make other things work? After the children’s answers, grandfather Znay shows them a water mill. What is this? How to make the mill work? Children put on aprons and roll up their sleeves; They take a jug of water in their right hand, and with their left they support it near the spout and pour water onto the blades of the mill, directing the stream of water to the center of the blade. What do we see? Why is the mill moving? What sets it in motion? Water drives the mill.

Children play with a mill.

It is noted that if you pour water in a small stream, the mill works slowly, and if you pour it in a large stream, the mill works faster.

Experiment No. 20. “Steam is also water.”

Equipment: Mug with boiling water, glass.

Take a mug of boiling water so the children can see the steam. Place glass over the steam; water droplets form on it.

Conclusion: Water turns into steam, and steam then turns into water.

Experiment No. 21. “Transparency of ice.”

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle and listen to the ice crunch. (Where there is a lot of water, the ice is hard, durable, and does not break underfoot.) Reinforces the idea that ice is transparent. To do this, place small objects in a transparent container, fill it with water and place it outside the window overnight. In the morning, they examine frozen objects through the ice.

Conclusion: Objects are visible through ice because it is transparent.

Experiment No. 22. “Why is the snow soft?”

Equipment: Spatulas, buckets, magnifying glass, black velvet paper.

Invite the children to watch the snow spin and fall. Let the children scoop up the snow and then use buckets to carry it into a pile for the slide. Children note that buckets of snow are very light, but in the summer they carried sand in them, and it was heavy. Then the children look at the snow flakes that fall on the black velvet paper through a magnifying glass. They see that these are separate snowflakes linked together. And between the snowflakes there is air, which is why the snow is fluffy and so easy to lift.

Conclusion: Snow is lighter than sand, since it consists of snowflakes with a lot of air between them. Children add from personal experience and name what is heavier than snow: water, earth, sand and much more.

Please pay attention to the fact that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall out in the shape of hard, large stars; in mild frost they resemble white hard balls, which are called cereals; When there is a strong wind, very small snowflakes fly because their rays are broken off. If you walk through the snow in the cold, you can hear it creaking. Read K. Balmont’s poem “Snowflake” to the children.

Experiment No. 23. “Why does snow warm?”

Equipment: Spatulas, two bottles of warm water.

Invite children to remember how their parents protect plants from frost in the garden or at the dacha. (Cover them with snow). Ask the children whether it is necessary to compact and pat down the snow near the trees? (No). And why? (In loose snow, there is a lot of air and it retains heat better).

This can be checked. Before your walk, pour warm water into two identical bottles and seal them. Invite the children to touch them and make sure that the water in both of them is warm. Then, on the site, one of the bottles is placed in an open place, the other is buried in the snow, without slamming it down. At the end of the walk, both bottles are placed side by side and compared, in which the water has cooled more, and find out in which bottle ice appeared on the surface.

Conclusion: The water in the bottle under the snow has cooled less, which means the snow retains heat.

Pay attention to the children how easy it is to breathe on a frosty day. Ask the children to say why? This is because falling snow picks up tiny particles of dust from the air, which is present even in winter. And the air becomes clean and fresh.

Experiment No. 24. “How to get drinking water from salt water.”

Pour water into a basin, add two tablespoons of salt, stir. Place washed pebbles at the bottom of an empty plastic glass and lower the glass into a basin so that it does not float up, but its edges are above the water level. Pull the film over the top and tie it around the pelvis. Press the film in the center above the cup and place another pebble in the recess. Place the basin in the sun. After a few hours, unsalted, clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensation remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experiment No. 25. “Snow Melting.”

Goal: To bring to the understanding that snow melts from any heat source.

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

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

Experiment No. 26. “How to get drinking water?”

Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, and place fresh green grass and leaves around it. Cover the hole with clean plastic wrap and fill the edges with soil to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The water collecting device is ready.
Leave your design until the evening. Now carefully shake off the soil from the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to your child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on the cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you slightly pressed the film and put a stone there. Now all you have to do is come up with an interesting story about travelers who went to distant countries and forgot to take water with them, and begin an exciting journey.

Experiment No. 27. “Is it possible to drink melt water?”

Goal: To show that even the most seemingly clean snow is dirtier than tap water.

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

Experiment No. 28. “Is it possible to glue paper with water?”

Let's take two sheets of paper. We move one in one direction, the other in the other. We moisten it with water, squeeze it slightly, try to move it - unsuccessfully. Conclusion: water has a gluing effect.

Experiment No. 29. “The ability of water to reflect surrounding objects.”

Purpose: To show that water reflects surrounding objects.

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

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

Experiment No. 30. “Water can pour, or it can splash.”

Pour water into the watering can. The teacher demonstrates watering indoor plants (1-2). What happens to the water when I tilt the watering can? (Water is pouring). Where does the water come from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Please note that the droplets are very similar to dust because they are very small. Offer to place your palms and spray them. What are your palms like? (Wet). Why? (Water was splashed on them.) Today we watered the plants and sprinkled water on them.

Conclusion: What did we learn today? What can happen to water? (Water can flow or splash.)

Experiment No. 31. “Wet wipes dry faster in the sun than in the shade.”

Wet the napkins in a container of water or under the tap. Invite children to touch the napkins. What kind of napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and we will need dry napkins to put on the table. What to do? (Dry). Where do you think napkins will dry faster - in the sun or in the shade? You can check this on a walk: hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one hanging in the sun or the one hanging in the shade? (In the sun).

Conclusion: What did we learn today? Where does laundry dry faster? (Laundry dries faster in the sun than in the shade).

Experiment No. 32. “Plants breathe easier if the soil is watered and loosened.”

Offer to look at the soil in the flowerbed and touch it. What does it feel like? (Dry, hard). Can I loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried it out). In such soil, plants have trouble breathing. Now we will water the plants in the flowerbed. After watering: feel the soil in the flowerbed. What is she like now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

Experiment No. 33. “Your hands will become cleaner if you wash them with water.”

Offer to make sand figures using molds. Draw children's attention to the fact that their hands have become dirty. What to do? Maybe we should dust off our palms? Or shall we blow on them? Are your palms clean? How to clean sand from your hands? (Wash with water). The teacher suggests doing this.

Conclusion: What did we learn today? (Your hands will become cleaner if you wash them with water.)

Experiment No. 34. “Helper water.”

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were still dirty. It’s not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and a cloth). Or maybe you can do without water? Let's try wiping the tables with a dry cloth. I managed to collect the crumbs, but the stains remained. What to do? (Wet the napkin with water and rub well). The teacher shows the process of washing tables and invites the children to wash the tables themselves. Emphasizes the role of water during washing. Are the tables now clean?

Conclusion: What did we learn today? When do tables become very clean after eating? (If you wash them with water and a cloth).

Experiment No. 35. “Water can turn into ice, and ice turns into water.”

Pour water into a glass. What do we know about water? What kind of water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into the molds and put it in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The refrigerator is very cold). Leave the molds with ice in a warm place for a while. What will happen to the ice? Why? (The room is warm.) Water turns into ice, and ice into water.

Conclusion: What did we learn today? When does water turn to ice? (When it is very cold). When does ice turn into water? (When it is very warm).

Experiment No. 36. “Fluidity of water.”

Purpose: To show that water has no shape, spills, flows.

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

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

Experiment No. 37. “The life-giving property of water.”

Purpose: To show the important property of water - to give life to living things.

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

Conclusion: Water gives life to living things.

Experiment No. 38. “Ice melting in water.”

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

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

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

Experiment No. 39. “What does water smell like?”

Three glasses (sugar, salt, clean water). Add a solution of valerian to one of them. There is a smell. The water begins to smell of the substances that are added to it.

Teacher before

Municipal Educational Institution "Children's Creativity Center"

Practical guide “Amazing experiments with plants”

Nadym: Municipal Educational Institution "Center for Children's Creativity", 2014, 30 p.

Editorial Council:

Deputy Director for educational work, MOU DOD

" Center of children's creativity"

Chairman of the expert commission, chemistry teacher of the highest qualification category, Municipal Educational Institution “Secondary School No. 9 of Nadym”

Biology teacher of the highest qualification category, Municipal Educational Institution “Secondary School No. 9 of Nadym”

The practical manual presents experiments with plants that can be used in classes with primary and secondary school students to understand the world around them.

This practical guide can be used by additional education teachers, primary school teachers, students and their parents when studying the plant world in the classroom and outside of school hours.

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

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

1. 1. The influence of light on the growth and development of plants.

1. 2. The influence of temperature on the growth and development of plants.

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

Experience No. 2:

Equipment: two coleus plants.

Methodology: Place one coleus plant in a dark corner of the classroom and the other in a sunny window. After 1.5 - 2 weeks, compare the intensity of leaf color; draw a conclusion about the effect of light on leaf color.

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

The influence of light direction on the growth and development of plants.

Target: study plant phototropism.

Equipment: houseplant (coleus, balsam).

Methodology: Place the plant near the window for three days. Rotate the plant 180 degrees and leave for another three.

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

Why? Plants contain a substance called auxin, which helps cells lengthen. Auxin accumulation 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 plant growth and development

Water 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 the shape of a thermometer case. Place each thermometer in a pencil case so that its end remains outside. Wrap each pencil case in a paper napkin. Wet one of the wrapped pencil cases with water. Make sure that water does not get inside the pencil case. Place thermometers on saucers and place them in the freezer. After two minutes, compare the thermometer readings. Monitor the thermometer readings every two minutes for ten minutes.

Conclusions: a thermometer placed in a pencil case wrapped in a wet napkin shows a higher temperature.

Why? The freezing of water in a wet napkin is called a phase change, and the thermal energy also changes, causing heat to be 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 lasts long enough or when the temperature drops below the freezing point of water.

The influence of temperature on the timing of seed germination.

Target: show how temperature affects seed germination.

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

Methodology: 10-20 seeds of any heat-loving plant species, such as tomatoes, are placed in 3-4 pots on damp gauze or filter paper. 10-20 seeds are placed in the 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 pots are covered with lids (for jars the lids are made from two layers of newsprint). Seed germination is carried out at different temperatures: 25-30°C, 18-20°C (in a thermostat or in a room greenhouse, near a radiator or stove), 10-12°C (between frames, outdoors), 2-6°C (in the refrigerator, cellar). After 3-4 days we compare the results obtained. We draw a conclusion.

The influence of low temperature on plant development.

Target: identify the warmth needs of indoor plants.

Equipment: leaf of a houseplant.

Methodology: Take a leaf of a houseplant out into the cold. Compare this leaf with the leaves of this plant. Draw a conclusion.

The influence of temperature changes on plant growth and development.

Target:

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

Methodology: Place two willow branches in jars of water: one on a sunny window, the other between the window frames. Compare plants every 2-3 days, then draw a conclusion.

The influence of temperature on the rate of plant development.

Target: identify the plants' need for heat.

Equipment: any two identical indoor plants.

Methodology: growing identical plants in a classroom on a warm southern window and a cold northern one. After 2-3 weeks, compare the plants. Draw a conclusion.

1.3. The 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: plant in a pot, 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. Look at what the package looks like from the inside.

Conclusions: Water droplets are visible on the inside surface of the bag and it appears as if the bag is filled with fog.

Why? The plant absorbs water from the soil through its roots. Water flows 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 air temperature and humidity. The loss of moisture by plants through the stomata is called transpiration.

The influence of turgor pressure on plant development.

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

Equipment: wilted 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 enough dye so that the water darkens. Place a stalk of celery in this water and leave overnight.

Conclusions: celery leaves acquire a bluish-greenish color, and the stem straightens and becomes tight and dense.

Why? A fresh cut tells us that the celery cells have not closed and dried out. Water enters xylems - tubes through which it passes. These tubes run along the entire length of the stem. Soon the 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 happens because every cell of the plant is filled with water. The pressure of the water filling the cells makes them strong and makes the plant difficult to bend. The plant withers due to lack of water. Like a half-deflated balloon, its cells shrink causing the leaves and stems to droop. The water pressure in plant cells is called turgor pressure.

The influence of moisture on seed development.

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

Experience 1.

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

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

Experience 2.

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

Methodology: wet the sponge and place the seeds into the holes in the sponge. Keep the sponge in a bag. Hang the bag on the window and watch the seeds germinate. Draw conclusions based on the results obtained.

Experience 3.

Equipment: small grass or watercress seeds, 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. The influence of soil composition on the growth and development of plants.

The influence of soil loosening on the growth and development of plants.

Target: find out the need to loosen the soil.

Equipment: any two indoor plants.

Methodology: take two plants, one growing in loose soil, the other in hard soil, water them. Observe for 2-3 weeks and draw conclusions about the need for loosening.

Soil composition is a necessary condition for plant growth and development.

Target: find out that plants need a certain soil composition for life.

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

Methodology: plant one plant in a container with soil, the other in a container with sand. Make observations for 2-3 weeks, on the basis of which you can draw conclusions about the dependence of plant growth on the composition of the soil.

2. Experiments to study life processes.

2.1. Nutrition.

Study of the process of self-regulation in plants.

Target: show how a plant can provide itself with food.

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

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

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

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

The 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; beakers or glass jars; filter paper, newsprint for lids.

Methodology: The inside of a glass or glass jar is lined with filter paper. Pour a little water into the bottom so that the filter paper is damp. Between the walls of the glass (jar) and the filter paper, seeds, for example wheat, are placed at the same level. The glass (jar) is covered with a lid made of two layers of newsprint. Seed germination 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 half a cotyledon). Draw a conclusion based on the observation results.

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

2.2. Breath.

Study of the respiration process in plant leaves.

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

Equipment: flower in a pot, Vaseline.

Methodology: spread a thick layer of Vaseline on the surface of four leaves. Spread a thick layer of Vaseline on the bottom surface of the other four leaves. Observe the leaves every day for a week.

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

Why? The holes on the lower surface of the leaves - stomata - serve to allow gases to enter the leaf and escape out. Vaseline closed the stomata, blocking the access of carbon dioxide necessary for its life to the leaf, and prevents excess oxygen from leaving the leaf.

Study of the process of water movement in the stems and leaves of plants.

Target: show that 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. Using a pencil, make a hole in the plasticine for the straw, insert the straw into the hole so that its end does not reach the water. Secure the straw in the hole with plasticine. Take the bottle in your hand and stand in front of the mirror so that you can see its reflection in it. Use a straw to suck the air out of the bottle. If you have covered the neck well with plasticine, this will not be easy.

Conclusions: Air bubbles begin to emerge from the end of the stem immersed in water.

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

Study of the air exchange process in plants.

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

Equipment: flower in a pot, Vaseline.

Methodology: Apply Vaseline to the top side of four leaves of a houseplant and the bottom surface of the other four leaves of the same plant. Keep observations for several days. The holes on the lower surface of the leaves - stomata - serve to allow gases to enter the leaf and escape out. Vaseline closed the stomata, blocking the access of the air necessary for its life to the leaf.

2.3. Reproduction.

Methods of plant propagation.

Target: show the variety of methods of plant propagation.

Experience 1.

Equipment: three pots with soil, two potatoes.

Methodology: keep 2 potatoes in a warm place until the eyes grow 2 cm. Prepare a whole potato, half and a part with one eye. Place them in different pots with soil. Observations should be carried out over several weeks. Draw a conclusion based on their results.

Experience 2.

Equipment: container with soil, tradescantia shoot, water.

Methodology: Place a sprig of Tradescantia on the surface of the flower pot and sprinkle with soil; moisturize regularly. It is better to conduct the experiment in the spring. Observe for 2–3 weeks. Draw a conclusion based on the results.

Experience 3.

Equipment: a pot of sand, carrot tops.

Methodology: Plant the tops of the carrots, cut side down, in damp sand. Put it in the light and water it. Observe for 3 weeks. Draw a conclusion based on the results.

The influence 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. Observe the position of the stems and leaves over the course of a week.

Conclusions: stems and leaves rise to the top.

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

The influence of environmental isolation on plant development.

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

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

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

2.4. Growth and development.

Effect of nutrients on plant growth.

Target: monitor 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 with water. Observe the development of a willow branch. Draw a conclusion.

Study of the process of seed germination.

Target: Show children how 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 (2cm) into the bottom of the glass. Monitor the appearance of seedlings.

3. Experiments with mushrooms.

3.1. Study of 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: Place the soaked bread on a saucer and 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 through 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: slice of bread, plastic bag, pipette.

Methodology: put the bread in a plastic bag, add 10 drops of water into the bag, close the bag. Place 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 grows and spreads very quickly. Mold produces tiny, hard-shelled cells called spores. Spores are much smaller than dust and can be carried in the air over long distances. The piece of bread already had spores on it when we put it in the bag. Moisture, warmth and darkness create favorable conditions for mold growth. Mold has good and bad qualities. Some types of mold spoil the taste and smell of food, but thanks to it, some products have a very pleasant taste. Some types of cheese contain a lot of mold, but at the same time they are very tasty. The greenish mold that grows on bread and oranges is used for a medicine called penicillin.

3 .3. Cultivation of yeast fungi.

Target: see what effect a sugar solution has on the development of yeast.

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

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

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

Why? Yeast is a fungus. They do not have chlorophyll, like other plants, and they cannot provide their own food. Just like animals, yeast needs other food, like sugar, to maintain energy. Under the influence of yeast, sugar is converted into alcohol and carbon dioxide, releasing energy. The bubbles we saw are carbon dioxide. This same gas causes the dough to rise in the oven. Holes appear in the finished bread due to the release of gas. Partly due to the evaporation of alcohol, 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 the banks. Place one jar in the refrigerator and the other in a warm place. Check both jars daily for a week.

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

Why? Heat promotes the development of bacteria that spoil food. Cold slows down the growth of bacteria, but sooner or later 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 in which cuttings of indoor plants are used. During the polar night, plants are in a state of relative dormancy, and either the rooting of cuttings occurs very slowly, or the cutting dies.

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

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

6. Memo about conducting experiments.

Scientists observe a phenomenon, try to understand and explain it, and to do this they conduct research and experiments. The purpose of this manual is to guide you step by step in carrying out such experiments. You will learn to determine the best way to solve the problems you face and find answers to questions that arise.

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

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

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

4. Conclusions: an accurate description of the expected result. You will be inspired by a result that meets your expectations, and if you make a mistake, the reasons for it are usually easy to see, and you can avoid them next time.

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

When you conduct an experiment, first read the instructions carefully. Don't skip a single step, don't replace the required materials with others, and you will be rewarded.

Basic instructions.

2. COLLECT ALL NECESSARY MATERIALS. To ensure that your experiments do not disappoint you and that they only bring you pleasure, make sure that you have at hand everything you need to carry them out. When you have to stop and look for one thing or another, this can disrupt the flow of the experiment.

3. EXPERIMENT. Act gradually and very carefully, never get ahead of yourself and do not 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 correspond to those described in the manual, read the instructions carefully and start the experiment again.

7. Instructions for students to prepare diaries of observations/experiments/.

To design diaries of experiments, squared notebooks or albums are usually used. The text is written on one side of the notebook or album.

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

TITLE PAGE. At the top of the page the location of the experiment/city, CDT, association is indicated, in the middle of the sheet “Diary of experiments/observations/”. Below, on the right - scientific supervisor /F. I.O., position/, start time of experience. If the observation diary of one student, its data /F. I., class/ are written immediately after the words “Observation Diary”. If several students performed the experiment, then the list of units is written on the back of the title page.

2 sheets. TOPIC OF EXPERIENCE, PURPOSE. In the middle is written the topic of the experience and the goal set.

3 sheet. BIOLOGICAL DATA. A description of the species or variety being monitored is given. Perhaps the description will take several pages of the diary.

4 sheets. EXPERIMENTAL METHODOLOGY. Most often, from literature data and methodological manuals, the methodology for setting up and conducting a given experiment or observation is fully described.

5 sheet. EXPERIMENTAL PLAN. Based on the experimental methodology, a plan of all necessary work and observations is drawn up. The deadlines are approximate, maybe by decades.

6 sheets. PROGRESS. The calendar process of work is described. All phenological observations during the experiment are also noted here. The experimental scheme with variations and repetitions, with exact dimensions, is described in detail and graphically depicted.

7 sheet. EXPERIMENTAL RESULTS. The entire course of the experiment is summarized here in the form of tables, diagrams, diagrams, and graphs. The final results for harvest, measurements, weighing, etc. are indicated.

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

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

8. Instructions for preparing a report on the experiments.

1. Theme of experience.

2. Purpose of the experience.

3. Plan of experience.

4. Equipment.

5. Work progress (observation calendar)

b) what I’m doing;

c) what I observe.

6. Photos at all stages of work.

7. Results.

8. Conclusions.

Literature

1. Baturitskaya N., Fenchuk T. Practical work with plants. – M., “Experiments and Observations”, 2007

2. Binas A., Mash R. Biological experiment at school. – M., “Enlightenment”, 2009

3. 200 experiments. – M., “AST - PRESS”, 2002

4. Komissarov V. Methodology for conducting experiments with fruit, berry and flower-ornamental plants. – M., “Enlightenment”, 2004

5. Onegov A. School of Young People. – M., “Children’s Literature”, 2008

6. Paporkov M., Klishkovskaya N., Milovanova E. Educational and experimental work at the school site. – M., “Enlightenment”, 2008

Experiments in biology

Why are experiments needed?

Experience is one of the complex and time-consuming teaching methods that allows one to identify the essence of a particular phenomenon and establish cause-and-effect relationships. The use of this method in practice allows the teacher to simultaneously solve several problems.

Firstly, experimental activities in classes in creative associations of children allow the teacher to use the rich possibilities of experimentation for the training, development and education of students. It is the most important means for deepening and expanding knowledge, promotes the development of logical thinking, and the development of useful skills. The role of experiment in the formation and development of biological concepts and cognitive abilities of children is known. Even Klimenty Arkadyevich Timiryazev noted: “People who have learned to observe and experiment acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not undergone such a school.”

When setting up and using the results of the experiment, students:

• gain new knowledge and skills;
• become convinced of the natural nature of biological phenomena and their material conditionality;
• check the accuracy of theoretical knowledge in practice;
• learn to analyze, compare what is observed, and draw conclusions from experience.

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

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

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 maintenance of students’ research interest, and allows them to gradually include children in research activities in the future.

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

These methodological recommendations are addressed to teachers working with children of primary and secondary school age. A distinctive feature of these methodological recommendations is their practice-oriented nature. The collection contains recommendations for organizing experimental activities in various departments: crop production, biology, ecology and nature conservation.

The expected results from using the presented recommendations will be:

• the interest of teachers in organizing experimental activities in classes in children's creative associations with an environmental and biological orientation;
• creating conditions for the development of cognitive activity and interest in research activities among students in classes in children's creative associations of environmental and biological orientation.

Requirements for conducting experiments

The following requirements apply to biological experiments:

• availability;
• visibility;
• educational value.

Students must be introduced to the purpose of the experiment, equipped with knowledge of the technique of conducting it, the ability to observe an object or process, record results, and formulate conclusions. It should also be taken into account that many experiments are lengthy, do not fit into one lesson, and require the help of a teacher in performing them, understanding the results, and formulating conclusions.

The experiment must be organized in such a way that the results are completely clear and no subjective interpretations can arise.

In the first lessons, when students do not have the necessary knowledge and skills to carry out experiments, the experiments are set up in advance by the teacher. The cognitive activity of students is of a reproductive-search nature and is aimed at identifying the essence of experience and formulating conclusions by answering questions. As students master the technique of laying out experience, the share 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 establishing the experience, asking questions that help identify the essence of the experience and formulate a conclusion. It is important that students see the initial data and final results of the experiment. Demonstration experiments, which are used to illustrate the teacher’s story, play a major role in teaching. Demonstration of experience is most effective when combined with conversation, which allows you to comprehend the results of the experience.

Experiments in which students take an active part have especially great cognitive and educational significance. In the process of studying a particular question, the need arises to obtain an answer to the problem with the help of experience, and on this basis, students themselves formulate its goal, determine the bookmarking technique, and 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 obtain knowledge, observe experiments, record results, and draw conclusions based on the data received.

The results of the experiments are recorded in an observation diary. Entries in the diary can be formatted as a table:

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

Experiences for classes in the plant growing department

Useful tips for a young naturalist when conducting experiments with plants

1. When 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, equipment. There should be nothing unnecessary on the table.
3. Work slowly: haste and haste in work usually lead to poor results.
4. When growing plants, take good care of them - weed them on time, loosen the soil, and fertilize them. If you take poor care, don't expect a good result.
5. In experiments, it is always necessary to have experimental and control plants, which should be grown under the same conditions.
6. Experiments will be more valuable if you record their results in an observation diary.
7. In addition to notes, make drawings of experiments in your observation diary.
8. Draw and record your conclusion.

Experiments for classes on the topic “Leaf”

Target: identify the plant’s need for air, breathing; understand how the respiration process occurs in plants.
Equipment: indoor plant, cocktail straws, Vaseline, magnifying glass.
Progress of the experiment: The teacher asks whether plants breathe, how to prove that they breathe. Students determine, based on knowledge about the breathing process in humans, that when breathing, air must flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a tube and conclude that 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, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week. After a week, they conclude: the leaves “breathe” on their underside, because those leaves that were smeared with Vaseline on the underside died.

How do plants breathe?

1. pour water into the bottle, leaving it 2-3 cm empty;
2. insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the hole 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, secure the straw with plasticine;
4. Standing in front of a mirror, they suck the air out of the bottle.

Does photosynthesis occur in all leaves?

Labyrinth

Does photosynthesis occur in the dark?

Evaporation of moisture from plant leaves

What do you feel?

What changed?

Experiments for classes on the topic “Root”

What part of the spine perceives the force of gravity?

Burying root

Why does the root change its direction?

What are roots for?

How to see the movement of water through the roots?

Pump plant

Living piece

Where do the roots go?

Unusual roots

Experiments for classes on the topic “Stem”

In what direction does the stem grow?

Movement of growing plant organs

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

How does the stem grow?

Through which part of the stem does water move from the roots to the leaves?

Up to the leaves

Like on the stems

Thrifty stems

Experiments for classes on the topic “Seeds”

Do seeds absorb a lot of water?

Is the pressure of the swelling seeds high?

How heavy can swelling seeds lift?

Do germinating seeds breathe?

Does the respiration of seeds produce heat?

Tops—roots

Experiments for classes on the topic “Plant Reproduction”

Such different flowers

How do bees transport pollen?

Pollination by wind

Why do fruits have wings?

Why does a dandelion need parachutes?

Why does burdock need hooks?

Experiments for classes on the topic “Plants and Environment”

With and without water

In the light and in the dark

In the warm and in the cold

Who is better?

How faster?

Where is the best place to grow?

Green figures

Why do flowers wither in autumn?

What then?

What's in the soil?

What's under our feet?

Where is it longer?

Is there enough light?

Where will plants get water faster?

Is water good or bad?

What are the roots of tundra plants?

Experiments for classes in the biology department

Do fish breathe?

Who has what beaks?

How is it easier to swim?

Why do they say “water is off a duck’s back”?

How are bird feathers arranged?

Why do waterfowl have such beaks?

Who eats algae?

Who cleans the aquarium?

Wet breath

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

Growing babies

Moldy bread

Suckers

Do worms have respiratory organs?

Why did armored fish disappear?

Why didn't the first birds fly?

Why were dinosaurs so big?

Experiences for classes in the Department of Ecology and Nature Conservation

When is summer in the Arctic?

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

Where is the hottest summer?

Like in the jungle

Forest - protector and healer

Why is it always damp in the tundra?

Where is faster?

Why is there dew in the desert?

Why is there little water in the desert?

How did seas and oceans appear?

Live lumps

How did the islands and continents appear?

Every schoolchild can feel like a wizard. And for this you don’t need a time machine, a magic wand, a flying carpet or some other fairy-tale “gadget”. It is enough to have an inquisitive mind and listen carefully to the teacher in class. 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 “vessels” running along the stem from the roots to the leaves. Experience will allow you to see

For experience required :

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

Progress of the experiment:

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

Result:

The celery leaves will take on different colors. They take up red, blue and purple dye. Different leaves are colored differently.

Colorless leaf

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

Chloroplasts, bodies containing chlorophyll, can be isolated using a simple experiment.

For the experience you will need:

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

Progress of the experiment:

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 the chlorophyll dissolves in the alcohol.

Continuation of the experience:

1. Add a little gasoline to the 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 turns into gasoline, and xanthophyll (yellow pigment) and carotene (orange), transferred from the leaf, remain in alcohol.

mobile plant

Plants know how to move, and in a certain direction, make sure of this with the help of a simple experiment in biology.

For the experience you will need:

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

Move experiment:

1. Soak the seed in water until it germinates.
2. Soak cotton wool in water.
3. Place it in an empty jar.
4. Place the seedling 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 the potato tuber “in the main 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 remain in its original form until the end of winter, so that new shoots begin to appear on it in the spring. The chlorophyll content will confirm the experiment.

For the experience you will need:

• Potato tuber.

Progress of the experiment:

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

Result:

A root crop exposed to light begins to turn green. If you cut it, the green color is visible better. As you know, chlorophyll begins to be synthesized in light, which gives plants a green tint.

Black potatoes

A potato tuber contains starch; a biology experiment for grade 5 using potatoes at home will help you verify this.

For the experience you will need:

• raw potatoes;

Progress of the experiment:

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

Result:

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

Experiments with eggs

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

Drowning - not drowning

For the experience you will need:

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

Progress of the experiment:

1. Pour water into the jar.
2. Place the 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? Test this with the following egg experiment.

For the experience you will need:

• Liter jar.
• Raw chicken egg, dark in color.
• Nine percent table vinegar.

Progress of the experiment:

1. Pour a glass of acetic acid into a jar.
2. Drop the egg in there.

Result:

First the egg will sink. But gradually it will begin to become covered with bubbles and float up. But having floated to the surface, the egg will immediately sink again, and so on several times. Why is this happening? 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 upward. When the egg floats, carbon dioxide goes 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 leached from the shell. At the same time, the egg will become completely fragile and lighten, 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 experiments in biology for 5th grade at home that give results in a week or 10 days.

For the experience you will need:

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

Progress of the experiment:

1. Carefully make a hole in the top of the egg with a diameter of about 3 cm.
2. Fill the egg with cotton wool.
3. Place the shells in a toilet paper tube.
4. Sprinkle seeds on the shell.
5. Water generously.
6. Place it on the window.

Result:

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

Frost-resistant yeast

Pressed yeast for baking does not lose its properties when properly frozen and defrosted. Make sure of this by conducting a biology experiment for grade 5 with yeast and flour.

For the experience you will need:

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

Progress of the experiment:

1. Place the compressed 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 the yeast does not die even when frozen.

Lava lamp

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

For the experience you will need:

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

Progress of the experiment:

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

Result:

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 and grains of salt sink to the bottom of the jar. A little time passes, the salt dissolves and rises to the top again. Food coloring makes the show more vibrant.

Rainbow

The following biology activity allows you to make your own rainbow.

For the experience you will need:

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

Progress of the experiment:

1. Pour water into a bowl.
2. Place a mirror at the bottom.
3. Point the flashlight at the mirror.
4. Catch the reflected light with paper.

Result:

A rainbow will appear on a white sheet of paper. A ray of light, consisting of several colors, “decomposes” into them when passing through water.

Home volcano

Many people's favorite biology experience at home in 5th grade is making a volcano.

For the experience you will need:

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

Progress of the experiment:

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, and a little dye into a bottle.
3. Add ¼ cup vinegar.

Result:

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

Bottle inflating a balloon

Can an ordinary, unremarkable bottle inflate a balloon? It sounds strange, but let's try it.

For the experience you will need:

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

Progress of the experiment:

1. Pour baking soda into the ball.
2. Pour vinegar into the bottle.
3. Place the ball on the neck of the bottle.
4. Make sure that the soda from the ball is poured into the vinegar.

Result:

The ball begins to inflate. It is filled with carbon dioxide formed as a result of the interaction of soda and vinegar.

Enzymes contained in saliva

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

For the experience you will need:

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

Progress of the experiment:

1. Prepare the paste: pour cold boiled water into the pan. Add 4 teaspoons of starch and mix. While stirring the starch, pour boiling water into the pan in a thin stream. Place the pan on a hot stove. Continue stirring until the contents become transparent. Remove the pan 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 saucepan with 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 at intervals of 2-3 minutes.

Result:

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

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

CARD OF EXPERIENCES FOR SENIOR PRESCHOOL CHILDREN WITH PLANTS

Experiments in kindergarten with plants

Experience (observation) No. 1

"Plant growth under different conditions"

Goal: to identify which of the samples will develop better.

Equipment: two identical plants (gel filler, soil, two glass containers.

Contents of the experiment: one plant is planted in the soil (sample No. 1), and the other in a helium filler enriched with the necessary substances for plant growth (sample No. 2).

Date of experience: 02/06/2016

After 7 days, the leaves of the plant (sample No. 1) are hard, and the leaves of the plant (sample No. 2) withered, and after 10 days (sample No. 2 died)

Conclusion: the plant grows better in the ground than in the helium filler, since there are more nutrients in the ground, and they ran out in the helium filler after a week.

Experiment (observation) No. 2

“WITH AND WITHOUT WATER”

OBJECTIVE: Identify environmental factors necessary for growth and development

plants (water, light, heat)

MATERIAL: Two identical plants (balsam, water

PROCEDURE: 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 will happen 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). Observe the condition of the plants for five days.

At the beginning of the experiment (observation)

After 5 days, the flower that was watered had leaves and stems that were elastic, but the plant without water had leaves and stems that lost their elasticity and turned yellow.

Conclusion: a plant cannot live without water.

Experiment (observation) No. 3

"IN THE LIGHT AND IN THE DARK"

OBJECTIVE: To determine the environmental factors necessary for the growth and development of plants.

MATERIAL: cuttings of a houseplant in a pot, cardboard cap.

PROCEDURE: The teacher suggests finding out whether plants need light for life. Cover the pot with the plant cuttings with a cardboard cap. After seven days, remove the cap.

After seven days, the leaves of the plant turned white.

Conclusion: a plant cannot live without light.

Experiment (observation) No. 4

“CAN A PLANT BREATHE? »

PURPOSE: To identify the plant’s need for air and respiration. Understand how the respiration process occurs in a plant.

MATERIAL: Houseplant, cocktail straws, Vaseline.

PROCEDURE: The teacher asks whether plants breathe, how to prove that they breathe. Children determine, based on knowledge about the human breathing process, that when breathing, air should flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a tube and conclude that 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, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week.

After seven days the leaf turned yellow.

Conclusion: plants need air and breathing.

WATER EVAPORATION BY PLANTS.

GOAL: To introduce children to how a plant loses moisture through evaporation.

MATERIALS: Potted plant, plastic bag, duct tape.

PROCESS:

Place the bag on part of the plant and securely attach it to the stem with adhesive tape.

Place the plant in the sun for 3-4 hours.

See what the bag looks like from the inside.

RESULTS: Droplets of water are visible on the inner surface of the bag and it seems as if the bag is filled with fog.

WHY? The plant absorbs water from the soil through its roots. Water flows along the stems, from where it evaporates through the stomata. Some trees evaporate up to 7 tons of water per day. When there are many of them, plants have a great influence on the temperature and humidity of the air. The loss of moisture by a plant through stomata is called transpiration.

THE PLANT NEEDS LIGHT

PURPOSE OF THE EXPERIMENT: To bring children to the conclusion about the need for light for plants. Find out why green plants growing in the ocean do not live deeper than a hundred meters.

MATERIALS: Two small identical green plants in pots, a dark closet.

PROCESS: Place one plant in the sun and hide the other in a closet.

Leave the plants for a week.

Then compare their color.

Swap plants.

Leave the plants for a week as well.

Compare the plants again.

RESULTS: The plant in the closet has become paler in color and has withered, and the plant in the sun remains green as before. When the plants were swapped, the yellowed plant began to turn green, and the first plant became pale and withered.

WHY? In order for a plant to turn green, it needs a green substance - chlorophyll, which is necessary for photosynthesis. In order for photosynthesis to occur in a plant, they need light. When there is no sun, the supply of chlorophyll molecules is depleted and is not replenished. Because of this, the plant turns pale and sooner or later dies. Green algae live at depths of up to one hundred meters. The closer to the surface, where there is most sunlight, the more abundant they are. At a depth below one hundred meters, light does not pass through, so green algae does not grow there.

WHAT ARE THE ROOTS OF TUNDRA PLANTS?

PURPOSE OF THE EXPERIMENT: Learn to understand the relationship between the structure of roots and the characteristics of the soil in the tundra.

MATERIALS: Sprouted beans, damp cloth, thermometer, cotton wool, transparent high container.

PROCESS:

Name the features of the soil in the tundra (permafrost).

Find out what kind of roots there must be so that plants can live in frozen conditions.

Place the damp cotton wool in a transparent, tall container.

Place the sprouted beans on a thick, damp layer of cotton wool.

Cover with a damp cloth and place on a cold windowsill.

Observe the growth of roots and their direction for a week.

RESULTS: The roots began to grow to the sides, parallel to the bottom of the container.

WHY? The soil in the tundra thaws only at the surface, and beyond that it is frozen and hard. Therefore, roots grow only in thawed and warm soil above the permafrost, and there is nothing living in the permafrost

AERIAL ROOTS.

PURPOSE OF THE EXPERIMENT: To identify the relationship between high air humidity and the appearance of aerial roots in plants.

MATERIALS: Scindapsus, transparent container with a tight lid and water at the bottom, wire rack.

PROCESS:

Find out why in the jungle there are plants with aerial roots (in the jungle there is little water in the soil, the roots can take it from the air).

Consider the aerial roots of Monstera with your children.

Examine the scindapsus plant, find buds - future roots

Place the plant in a container of water on a wire rack.

Close the lid tightly.

Observe for a month the appearance of “fog” and then drops on the lid inside the container (like in the jungle).

The emerging aerial roots are examined and compared with monstera and other plants.

RESULTS: This suggests that the plant is adapted to take water from the air, although we did not water it. And then you need to place this plant in the room like other plants. The plant lives as before, but the roots on the plant have dried out.

WHY? In the jungle there is very little moisture in the soil, but there is a lot of it in the air. Plants have adapted to take it from the air using aerial roots. Where the air is dry, they take moisture from the ground.

THE PLANT WANTS TO DRINK

PURPOSE OF THE EXPERIMENT: To identify environmental factors necessary for the growth and development of plants. Lead children to the conclusion that plants need water.

MATERIALS: Two balsam flowers, a watering can with water.

PROCESS:

Find out from the children whether plants need water.

Place two balsams in the sun

Water one plant and not the other.

Observe the plants and draw a conclusion.

Water this plant and observe for another week.

RESULTS: The flower, which was watered, stands with leaves, green and elastic. The plant, which was not watered, withered, the leaves turned yellow, lost their elasticity, and sank to the bottom.

WHY? The plant cannot live without water and may die.

Experiment (observation) No. 5

“What then? "

Target. Systematize knowledge about the development cycles of all plants.

Materials. Outdoor flower seeds (marigolds, plant care items.

Process. The teacher offers a riddle letter with seeds, finds out what the seeds turn into. The plant is grown for months, recording all changes as they develop. Compare their sketches, draw up a general diagram for all plants using symbols, reflecting the main stages of plant development.

Result: Seeds – sprout – adult plant – flower.

WHAT THE PLANT MAKES AWAY

PURPOSE OF THE EXPERIMENT: To establish that the plant releases oxygen. Understand the need for respiration for plants.

MATERIALS: A large glass container with an airtight lid, a cutting in water or a small pot with a plant, a splinter, a match.

PROCESS:

Find out why it is so easy to breathe in the forest (the assumption is that plants release oxygen for human breathing).

Place a pot with a plant (or cutting) in a container.

Place it in a warm place (if the plant provides oxygen in the jar there will be more oxygen).

After 1-2 days, check with the children whether oxygen has accumulated in the jar

Check with a lit torch.

RESULTS: Observe a bright flash of a splinter in the container immediately after removing the lid.

WHY? Plants produce oxygen, which burns well. We can say that plants are needed by humans and animals for breathing.

UP OR DOWN

PURPOSE OF THE EXPERIMENT: To identify how gravity affects plant growth.

MATERIALS: Houseplant, stand.

PROCESS:

Place the flower pot on its side on the stand

Observe the position of the stem and leaves for a week

RESULTS: Stems and leaves turn upward.

WHY? The plant contains a growth substance, auxin, which stimulates plant growth. Due to gravity, auxin is concentrated in the lower part of the stem. This part grows faster, the stem stretches upward.

WHERE IS IT BETTER TO GROW?

PURPOSE OF THE EXPERIMENT: To establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, to identify soils that differ in composition.

MATERIALS:

Tradescantia cuttings, black soil, clay, sand.

PROCESS:

Together with the children, choose the soil for planting.

Children plant Tradescantia cuttings in different soils.

Observe the growth of the cuttings with the same care for two weeks.

They draw a conclusion.

Transplant cuttings from clay into black soil and observe them for two weeks

RESULTS: The plant does not grow in clay, but the plant does well in black soil. When transplanted into black soil, the plant shows good growth. In sand, the plant grows well at first, but then lags behind in growth.

WHY? The plant grows well in black soil because there are a lot of nutrients. The soil conducts moisture and air well, it is loose. The plant first grows in sand because it contains a lot of moisture for the formation of roots. But sand contains few nutrients so necessary for plant growth. The clay is very hard in quality, water flows into it very poorly, there is no air and nutrients in it.

Literature:

1. Janice Van Cleave. Two hundred experiments, biology.-M.: 1995

2. Dybina O.V. The unknown is nearby: Entertaining experiments