Starts in the very early age... Already at 4 months, the baby can distinguish colors well, and a little later, by the age of one, we begin to acquaint the child with the name of the primary colors.

Today I want to offer you several experiments that will help you to visually show your child such concepts as color composition, color mixing, natural dyes. Moreover, these simple experiments will allow the baby to get in touch with the natural world, helping him to understand how plants drink water and how a medicine is made from plants. So, today we will talk about the following experiments for children with color:

- extraction of color from leaves

- mixing colors

- blue Rose

- color chromatography

- drawing on the fabric

Extraction of color from leaves

Does your child already know that paints are bought at the store? Invite him to make his own paint from the leaves. For this we need green leaves, a bowl, rubbing alcohol and a pot of water. We took grape leaves and pharmacy alcohol. Pour the leaves with alcohol so that they are covered by about 2-3 cm, and put them in a water bath.

As the contents of the bowl heat up, the alcohol will turn green and the leaves will turn pale. Why it happens? The fact is that alcohol is an excellent extractor, that is, it can extract (pull) various substances from plants. Today our goal was green, which is carried in the plant by chlorophyll. Various medicinal tinctures are made according to the same principle. Then the purpose of the extraction is useful material contained in plants - and their roots.

It should be noted that during the experiment, one bottle of alcohol was not enough for complete discoloration of the leaves, since alcohol evaporates very quickly when heated. But at the same time, we got a concentrated emerald color, which we were able to paint with. If you use petals and leaves painted in other colors as raw materials, you will get a whole range of paints for creativity and.

Color mixing

Mixing colors in children always arouses genuine interest. But in the absence of a developed abstract imagination, it is difficult for them to do this in their minds and remember the result of their creativity. The experience below will allow children to see both the original (primary) colors and the result of mixing them in real time.

So, we take six plastic transparent glasses and fill three of them with water. Add dyes to the water. We used 3 basic colors of food coloring - red, blue, yellow. We put the glasses in a circle, alternating empty and full glasses. Now we cut off 6 pieces of bandage equal to two lengths of the glass (so that they get from one bottom to the other). We lay out the bandages, as shown in the photo, and wait.

You and your child will see that the tinted water began to rise through the bandages and flow into empty glasses. Why? The bandage is made of cotton fabric, the basis of which is a plant - cotton. As in every plant, it contains capillary tubules that conduct water. Through them, water flows from one glass to another, which is called the capillary effect.

Do you want to play with your child easily and with pleasure?

Important! It is better to fill the glasses with paint completely, as the water will overflow until the level in the glasses is set. It is better to twist the bandages into bundles, as on last photo- so it will be easier for water to get from one glass to another.

Blue Rose

This experience is a logical continuation of the previous one, but it will take you 3 days in time. We take, in our case, it is a rose. We put it in water dyed with food coloring, making a long oblique cut or cutting the stem into several parts. This will allow the paint to reach the petals faster. It is better to carry out these manipulations in warm water so that air does not enter the tubules and they are not blocked.

We chose a blue color, and by evening the rose began to turn blue, starting at the edge of the outer petals.

How to change the color of flowers using ether and ammonia, you will see in this video:

Color chromatography

We have already learned how to mix colors. Now let's try to decompose the colors into components. For this we need filter paper and felt-tip pens. In the absence of special paper, a paper towel or napkin will come in handy. Draw a strip with a felt-tip pen two centimeters from the edge. We lower the edge of the paper 1 cm into the water so that the water does not directly wet the mark from the felt-tip pen. We take out the paper and hang it vertically.

Water, rising over the paper, carries away the paint. But different particles of paint move at different speeds, and therefore visually the paint is decomposed into its constituent components. Thus, we can find out with which colors a particular shade is obtained. This method is called chromatography and is widely used in industry and scientific laboratories to break down substances into their constituents.

We used ordinary paper napkins and felt-tip pens: blue, purple, orange and pink (I later duplicated the colors on top to make it clear which color we were researching). It turned out to see the composition of all colors, except for pink. The unexpected thing was that blue is not the main one and is obtained by mixing with green, and pink is its own color. But the color chromatography options for the felt-tip pen will vary depending on the manufacturer. Share in the comments what happened with you?

Drawing on fabric

Using our knowledge of the capillary effect, let's try to make a drawing on the fabric using felt-tip pens and alcohol. We pull a thick cotton cloth over the glass (gauze will not work, since the threads are too far from each other), put dots in the center in a circle with a felt-tip pen and drip a drop of alcohol into the center with a pipette. The drop begins to spread from the center to the periphery in all directions, carrying the paint along with it. As a result, we get beautiful flowers on the fabric.

We didn’t find dense cotton fabric, so we used knitted fabric. The photo shows that we experimented with the density of dots, and you can try to put dots in two or three rows.

We hope that the color experiences for children will help you to plunge into bright world colors and make your activities with your baby interesting and fun.

Do you like a selection of experiences for children? Save yourself to your wall to spend with your kids!

Create a simple and visually stunning science experiment with your kids to explore how water flows through the plant! It's light enough Scientific research that even a preschooler can handle.

I conducted this experiment with children when I was teaching nature studies in elementary grades. The result of the experience always delighted the children and often heard in the classroom: "Wow!" The students clearly saw that plants absorb water through the stem, take it to the leaves and petals of the flower, moisturizing them. Colored water, in which a flower stands, in a short period of time can color bright white flowers in the same color as water! The short duration of the experience is very popular with babies who are not patient with long experiments.

So, are you ready to experiment? Then let's get started!

Take:

- several stems of white flowers such as chrysanthemum, gerbera or carnation

- cans, at least half a liter

- powder, gel or liquid food coloring.

Experiment process:

- Fill the jars with water. Add dye to the water. If you want to color flowers in different colors, then put the flowers in several jars filled with water of different colors.

Within an hour or so, some of the flower's petals will change color. Blue and green dyes are most pronounced. As it turns out, they are the strongest when coloring flowers.

- The next day, the whole flower is painted in the color tone of the water. For example, a purple dye made the petals of a flower purple.

- I presented the results of the experiment in the photo!

- Older children can take notes on the test results, draw pictures depicting what they saw.

This experiment teaches children to make predictions, study the movement of water through the plant, and analyze the results.

IXurban scientific and practical conference of students

"The science. Nature. Human. Society."

Khanty-Mansiysk autonomous region- Ugra Municipal budgetary educational institution

"Gymnasium"

Direction : natural Sciences and modern world

"Magic flowers!"

Artist: Radzievsky Yaroslav Dmitrievich,

Pupil 4 "a" class MBOU "Gymnasium"

Head: Lyudmila Leonidovna Karavaeva,

teacher primary grades, the highest category

MBOU "Gymnasium"

Yugorsk

2014

annotation

Flowers for March 8 is one of the most desirable gifts for every woman. But you can give a bouquet of unusual flowers, the petals of which are painted in bright colors.

How is this possible? It's simple enough!

It is accepted that they give tender and beautiful tulips. In addition, any other flowers can be found in the flower shop:.

The variety of bouquets that can be given on March 8 is simply amazing! But you can make an unusual bouquet and give amazing bright flowers... To do this, it is enough to use the technique of artificial coloring of flowers.

Table of contents

Introduction

Main part. 6

Conducting an experiment on the movement of water in plants. 7

Study of the structure of the plant stem by experiment with celery. eight

Experiment with dyeing white flowers in different colors. nine

Explanation of the experiments. eleven

The results of my experiments with dyeing white flowers. eleven

Based on my experiences, I will tell you in more detail how to paint a flower. 13

Rainbow roses. fourteen

Conclusion 15

References 17

INTRODUCTION

International Women's Day is coming soon. I wondered how I could surprise my mother and grandmother. And with this question he turned to the World Wide Web. There I found a huge number of ideas, but one amazed me and surprised me with its simplicity, beauty and uniqueness. These are flowers of unusual colors.

Target:
Getting tulips, roses, carnations, chrysanthemums of different colors.

Tasks:

Study of the structure of the plant stem by experiment with celery.

Find information then the topic of the project, read additional literature and reference material.

Try to get yourself from white flowers, a bouquet of unusually colored flowers.

Create an album and use in the lessons "The World Around".

Object of study: Food coloring absorption.

Subject of study: Rose, chrysanthemum, carnation, tulip.

Hypothesis: White roses, chrysanthemums and carnations will be colored with food coloring.

Research methods:

Theoretical:

Comparison, juxtaposition;

Observation;

Generalization.

Empirical:

Study of literature;

Experimentation;

Generalization, conclusion.

Practical significance research:

Artificial change in the color of flower petals.

This work can be used in the lessons "The World Around" in primary grades.

Overview of information sources:

The book "Cognitive Experiences at School and at Home" describes experiences with flowers white, these experiments show how water moves along the stems of plants and how it gets into the leaves. They give funny results. In the books: "I want to know everything !: The Big Illustrated Encyclopedia of Intellect", the "mysterious" color of flowers is told, various experiments are carried out. On the Internet, a huge selection of information on the topic of my project is given, based on the knowledge gained, I was able to get an unusual color, "magic" coloring of flowers, using the technique of artificial coloring.

Main part.

It is accepted that on March 8 they give tender and beautiful tulips. In addition, any other flowers can be found in the flower shop:orchids, daisies, gerberas, roses, chrysanthemums, mimosa, lilies... The variety of bouquets that can be given is simply amazing. But you can make an unusual bouquet and present amazing bright flowers on March 8th. To do this, it is enough to use the technique of artificial coloring of flowers. Naturally, the question immediately arises: how to paint the flowers?

But for this I had to first study the structure of the stem and conduct experiments.

The stem of the plant is the axial part of the shoot, consisting of nodes and internodes. The main role of the stem in the life of a plant is supporting (mechanical), because the stem contains leaves, buds, flowers, sporulation organs.

On the stem, the leaves are arranged in an optimal order so as to carry out photosynthesis with maximum productivity. Also no less important is the function of the plant stem as an intermediary between leaves and roots, that is, conductive.

The stem acts as a link between the root system, through which water with minerals enters the plant and leaves, where organic substances are synthesized. The conductive tissues of the stem, leaves and root constitute a single structure that ensures the movement of substances in the plant's body.

Thus, the main functions of the stem are supporting and conducting. The stem of flowering plants has conductive vessels and sieve tubes through which water and mineral salts rise up into the flower.

Roses and carnations have a dense stem, water and mineral salts reach the leaves and flowers much more slowly. A tulip has a tubular stem with hollow sieve tubes, so the movement of water and minerals is faster.

Conducting an experiment on the movement of water in plants.

This experiment will show how water moves along the stems of plants and how it gets into the leaves.

Would need:

Pour 100 g of water into the bottom of the glass and add 1 hour. spoon

dye. Put flowers in a glass.

The more paint you add to the water, the thicker

there will be color on the petals.

The colored water is absorbed by the plant stem and

rises to a flower. First a new shade appeared

only at the tips of the petals. After three days, almost all the flowers

will be "repainted".

Flowers with short stems are colored

faster than long ones, in which the water has to travel a longer distance.

In some plants, such as celery, you can quite clearly see the channels along which the water flows. Having done this experiment, we will see them even better.

Would need:

Cup;

Celery greens;

Water;

Food coloring;

Pour some water into a glass and add 1 hour. a spoonful of food coloring. Put the branches in the water. Observe the celery every hour.

To maintain life, a plant needs to provide water to its leaves. Through the vessels inside the stem, it draws red water upward.

In celery, the vessels in the stem are wide, so it is clearly visible that they, like the leaves, have turned red.

How do plants get water?

Most plants suck water from the soil with their roots, which have tiny holes in them. The water rises to the leaves through vessels in the stem calledxylem. The water that the plant does not need evaporates through the holes in the leaves, calledstomata. The flow of water in plants is calledtranspiration.

Experiment with dyeing white flowers in different colors.

Breeders are always involved in coloring flowers in various unusual shades. ... Thanks to their work, we can admire tea roses, unusually beautiful gladioli, striped chrysanthemums and dahlias. Almost all flowers are the result of selection.

I really liked this idea, I wanted to change the color of the plant myself. To do this, one had only to stock up on some patience and certain materials.

Having made this experiment, we can conclude about the movement of water in plants.

This experiment will require:

White flowers (rose, carnations, chrysanthemum);

Food colors of different colors;

Knife.

We act in this way:
1. Fill the containers (where we will put the flowers) with water.
2. Add food coloring of the same color to each of them.
3. Set aside one flower, and trim the stems of the rest of the flowers. Scissors are not suitable for this purpose - only a sharp knife.

You need to cut the stem obliquely by 2 centimeters at an angle of 45 degrees in warm water. When moving flowers from water to containers with dyes, try to do this as quickly as possible, holding the cut with your finger, because upon contact with air in the micropores of the stem, air locks preventing water from passing freely along the stem.

4. Place one flower in each container of dye.

5. Now let's take the flower that we put aside. Let's cut its stem lengthwise from the center into two parts. Repeat with it the procedure described in point 3. After that, put one part of the stem in a container with a dye, for example, blue, and the other part of the stem in a container with a dye of a different color.

6. Let's wait until the colored water rises up the stems of the plants and paints their petals in different colors. This will happen in about 24 hours.

After a day of staining!

At the end of the experiment, each part of the flower (stem, leaves, petals) must be examined to see the path of the water.

Output: Experience has shown that the intake of food coloring with water depends on the structure of the stem.

Based on my experiences, we can conclude about the movement of water in plants!

Explanation of experiments:
Water enters the plant from the soil through the root hairs and young parts of the roots and is carried through the vessels throughout its aerial part. With the moving water, mineral substances absorbed by the root are carried throughout the plant. The flowers we use in the experiment are rootless. However, the plant does not lose its ability to absorb water.

This is possible thanks to the process of transpiration - the evaporation of water by the plant. The main organ of transpiration is the leaf. As a result of the loss of water during transpiration in the leaf cells, the sucking force increases. Transpiration saves the plant from overheating. In addition, transpiration is involved in creating a continuous flow of water with dissolved mineral and organic compounds from the root system to the plant organs above the ground.

Plants have two types of vessels. The tubular vessels, which are xylem, transfer water and nutrients from the bottom up - from the roots to the leaves. The nutrients formed in the leaves during photosynthesis go from top to bottom to the roots through other vessels - the phloem. The xylem is along the edge of the stem, and the phloem is at the center. This system is a bit like the circulatory system of animals. The structure of this system, it seems, is in all plants - from huge trees to a modest flower.

The results of my experiments with coloring white flowers:

White Rose

The shade began to appear Less than a day later, the rose became soft blue.

in 1-2 hours.

White chrysanthemum

It literally began to appear before our eyes. Less than a day was enough for staining a red tint, in the middle of the flower. chrysanthemums in red.

White bush carnation

The staining took less than a day. The brighter colors came out stronger. After two days, the color of the flowers has not changed.

. For work, you should take only fresh flowers... The longer the flower stands, the worse it will stain. You should also pay attention to the color of the petals. It is impossible to achieve the desired result with red or darker flowers, so such plants should not be taken. White or cream flowers work best. From the whole variety of flowers you can choose for coloring roses, tulips, carnations and chrysanthemums. You can also experiment with any other white colors.

For coloring flowersfood coloring should be used .

But here, too, not everything is so simple. You cannot use any food coloring, especially the one that is used to color the icing on the cakes. Use a dye that will dissolve completely in the water, coloring it. Dissolve in water room temperature dye. The more dye you dilute in water, the faster the flowers will color.

Please note that you havenot only the petals of the flower will be colored,but also its leaves and stem... It will take much longer to stain a woody stem like a rose. But the soft stems of tulips are colored very quickly. Also, do not forget that the staining is always uneven. The first to be colored are the thick veins along which the water passes. Only then does the full color of the flower occur.

On the Internet, I saw unusually beautiful roses and learned that these flowers are called rainbow roses and can rightfully be called the most unique flowers.
After all, their petals are painted in a variety of colors. One bud can contain yellow, pink, blue, green, red, purple, that is, almost the entire set of rainbows.

This variety of colors creates an absolutely incredible feeling. It is thanks to this variety of colors that it got its name.

Originally a rainbow rose from Holland. They were created by Peter Van De Verken, who is a brilliant Dutch flower designer, with his assistants.

The way to get this plant was quite long. Rainbow roses were not bred due to breeding work. They are obtained as a result of coloring.

According to this technology, during the period of flower growth, various floristic dyes are added to its individual capillaries.
It is thanks to this technology that rainbow roses were obtained. Unlike those that were previously painted by spraying paint, the plants were bred using this technology, they do not paint their hands.

Surely everyone will like rainbow roses. In any case, they will leave an indelible impression on your memory.

I really wanted to repeat this experiment, but you cannot use any paint to grow this flower. It has a certain composition, which is currently known only to one Dutch company.

By the way, it is this company that distributes rainbow roses all over the world.

Bouquets of rainbow roses painted in the color of the flag different countries!

Conclusion.

My research was very interesting and exciting. Having studied literary sources and Internet resources, I learned what you can getunusual color, "magic" coloring flowers, using the technique of artificial coloring.

Based on theoretical knowledge, I conducted a study on the movement of water in plants,in practice, he studied the structure of the plant stem by experiment with celery.Conducted an experiment with dyeing white flowers in different colors using artificial dyeing with food coloring.

Got it myself fromwhite flowers, a bouquet of unusually colored flowers togive amazing bright flowers to your beloved mother and grandmother on March 8!

With the help of the acquired knowledge, I created an album: "Magic Flowers" for acquaintance with the wonderful flowers and unusual shades of the received bouquets at the lesson "The World Around".

Proceedingfrom my observations, I made the conclusion:

The main functions of the stem are supporting and conducting. The stem of flowering plants has conductive vessels and sieve tubes, through which water and mineral salts rise up into the flower.

Experiments have shown that the intake of food coloring with water depends on the structure of the stem.

Dyeing fresh flowers is not a very difficult task. The main thing isstick to some rules:

After reaching the desired color of the petals, the flower should be removed from the solution and placed in clean water, so it will stand for a few more days.

Not all flowers are suitable for artificial coloring... For work, you should take only fresh flowers. The longer the flower stands, the worse it will stain.

When moving flowers from water to containers with dyes, try to do this as quickly as possible, holding the cut with your finger, because upon contact with air, air plugs are formed in the micropores of the stem, preventing water from freely passing along the stem.

Never pinch the stem while pruning.

Only paint flowers at room temperature.

If you use this simple method of coloring, you will definitely have the brightest and most unusual flowers on March 8th.

Try it, you will definitely like these bouquets !

BIBLIOGRAPHY:

Journal "Biology at school", M. Education, 2009.

Children's magazine "Chemical experiments at home", M., Bustard, 2011.

Big Book of Experiments for Schoolchildren / Ed. Antonella Meiyani; Per. with it. E. I. Motyleva - Moscow: CJSC "Publishing house" ROSMEN-PRESS ", 2005.-260 p.

Cognitive experiences at school and at home / Ed. Alistair Smith; Per. from English V. A. Zhukov - Moscow: LLC "Rosmen-Izdat", 2001. -96 p.

"I am a researcher": Workbook for junior schoolchildren... - 2nd ed., Rev. - Samara: Publishing House "Educational Literature": Publishing House "Fedorov", 2008. - 32 p .: ill.

Site addresses:

Appendix # 1

WORK PLAN OF THE RESEARCH

The content of the work

Timing

implementation

Determination of the research topic.

January 2014

Collection of information from various literary sources and the Internet.

January March

Take away best recipes for practical research.

January

Conducting an experiment on the movement of water in plants.

Study of the structure of the plant stem by experiment with celery.

Experiment with dyeing white flowers in different colors.

Explanation of the experiments.

The results of my experiments with dyeing white flowers

Rainbow roses.

Formulation of a conclusion based on knowledge gained in practice.

Creating a presentation using a computer program: "PowerPoint2007 ".

Creating an album for the lesson: "The World Around"

Thinking over the display of experiences for your presentation.

Preparation and defense of research.

March

Experiments on the surrounding world with plants. Let us prove that…. Let's find out which environment is the most favorable and much more ... I advise you to create an observation diary in which you will write or sketch your observations ...

Experiments on the topic "Plant and environment"

With and without water

Target: highlight factors external environment necessary for the growth and development of plants (water, light, heat).

Equipment: two identical plants (balsam), water.

Experience progress: Let's find 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, etc.)?

The results of observing the condition of the plants, depending on the watering, will be drawn within one week. We do output… .. Yes, plants cannot live without water.

In the light and in the dark

Target: to determine the environmental factors necessary for the growth and development of plants.

Equipment : bow, box made of sturdy cardboard, two containers with earth.

Experience progress: Let's find out, by growing onions, whether light is needed for plant life. We close part of the onion with a cap made of thick dark cardboard. We sketch the result of the experiment in 7-10 days ( the bow under the cap became light). We remove the cap. After 7-10 days, sketch the result again ( the onion has turned green in the light - it means that photosynthesis (nutrition) is taking place in it).

Warm and cold

Target: highlight favorable conditions for the growth and development of plants.

Equipment : winter or spring branches of trees, rhizome of coltsfoot with a part of the soil, flowers from a flower bed with a part of the soil (in autumn); a model of plant dependence on heat.

Experience progress: Why are there no leaves on the branches on the street? ( it's cold outside, the trees are "sleeping"). I propose to bring the branches into the room. We observe changes in the kidneys ( kidneys increase in size, burst), the appearance of leaves, their growth, are compared with branches on the street (branches without leaves), we sketch.

Output: Plants need warmth to live and grow.

How soon to see the first spring flowers? ( bring them into the room to keep them warm). Dig up the rhizome of the coltsfoot with a part of the soil, transfer it to the room, observe the time of the appearance of flowers indoors and outdoors ( indoors, flowers appear in 4-5 days, outdoors in one to two weeks). Output: cold - plants grow slowly, warm - grow quickly.

How to extend summer for flowers? ( make flowering plants from the flower bed to the room, digging the roots of plants with big lump earth so as not to damage them). Observe the color change in the room and in the flowerbed ( the flowers on the flowerbed wilted, froze, died; indoors - continue to bloom).

Who is better?

Target: to identify favorable conditions for the growth and development of plants, to substantiate the dependence of plants on the soil.

Equipment : two identical cuttings, a container with water, a pot of soil, plant care items.

Experience progress: Determine if plants can live long without soil? ( can not); where do they grow better - in water or in soil?

Place the cuttings of geranium in different containers - with water, earth. Watch them until the first new leaf appears;

Output: in a plant in the soil, the first leaf appears faster, the plant gains strength better; the plant is weaker in water.

How fast?

Target: to identify favorable conditions for the growth and development of plants, to substantiate the dependence of plants on the soil.

Equipment: sprigs of birch or poplar (in spring), water with mineral fertilizers and without them.

Experience progress: Determine if your plants need fertilization and select different care for plants: one - water with plain water, the other - with water with fertilizers.

For convenience, mark the containers with different symbols. Watch until the first leaves appear, watch the growth (in fertilized soil, the plant is stronger, grows faster).

Output: in rich, fertilized soil, the plant grows stronger and grows better.

Where is the best place to grow?

Target: to establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, to identify soils that are different in composition.

Equipment: cuttings of tradescantia, black soil, clay with sand

Experience progress: Choose a soil for planting plants (black soil, a mixture of sand and clay). Plant two identical Tradescantia cuttings in different soil. Observe the growth of cuttings with the same care for 2-3 weeks ( the plant does not grow in clay, in black soil - the plant is good). Transplant the stalk from the sandy-clay mixture into black soil. After two weeks, note the result of the experiment ( plants show good growth).

Why do flowers wither in autumn?

Target: to establish the dependence of plant growth on temperature, amount of moisture.

Equipment: a pot with an adult plant; a curved glass tube inserted into a 3 cm long rubber tube corresponding to the diameter of the plant stem; transparent container.

Experience progress: Before watering, measure the water temperature ( warm water), pour the stump remaining from the stem, on which a rubber tube is preliminarily put on with a glass tube inserted and fixed into it. Observe the flow of water from the glass tube. Cool the water with snow, measure the temperature ( got colder), pour - water does not flow into the tube.

Output: In autumn, the flowers wither, although there is a lot of water, since the roots do not absorb cold water.

What then?

Target: to systematize knowledge about the developmental cycles of all plants.

Equipment: seeds of herbs, vegetables, flowers, plant care items.

Experience progress: What do the seeds turn into? Grow plants throughout the summer, recording any changes as they develop. After collecting the fruits, compare your sketches, make up general scheme for all plants using symbols, reflecting the main stages of plant development: seed-sprout - adult plant- flower - fruit.

What is in the soil?

Target: to establish the dependence of the factors inanimate nature from living (soil fertility from rotting plants).

Equipment: a lump of earth, a metal (from a thin plate) plate, an alcohol lamp, the remains of dry leaves, a magnifying glass, tweezers.

Experience progress: View forest soil and soil from the site. Use a magnifying glass to determine where is which soil ( there is a lot of humus in the forest)... Find out on what soil plants grow better, why? ( there are more plants in the forest, more food for them in the soil).

Together with an adult (!) burn forest soil in a metal plate, pay attention to the smell when burning. Try burning a dry leaf. Determine what makes the soil rich? ( there is a lot of decayed foliage in the soil of the forest). Discuss the composition of the city's soil. How do you know if she is rich? Consider it with a magnifying glass, burn it on a plate.

What's under our feet?

Target: To lead children to understand that the soil has a different composition.

Equipment: soil, magnifying glass, spirit lamp, metal plate, glass, transparent container (glass), spoon or stick for stirring.

Experience progress: Look at the soil, look for plant remains in it. Have an adult heat the soil in a metal dish over a spirit lamp, holding a glass over the soil. Find out why the glass fogged up? ( there is water in the soil). Keep heating the soil, try to detect the smell of smoke, what's in the soil? ( nutrients: leaves, insect parts). Then heat the soil until the smoke disappears. Find out what color it is? ( bright), what disappeared from it? ( moisture, organic matter). Pour the soil into a glass of water, stir. After soil particles have settled in the water, consider the sediment ( sand, clay). Why does nothing grow in the forest on the site of fires? ( all nutrients burn out, the soil becomes poor).

Where is longer?

Target: to find out the reason for the preservation of moisture in the soil.

Equipment : plant pots.

Experience progress: Water the soil in two equal-sized pots with equal amount of water, place one in the sun and one in the shade. Explain why the soil is dry in one pot and wet in the other ( the water evaporated in the sun, but not in the shade). Solve the problem: it rained over the meadow and forest; where the ground will stay wet longer and why? ( in a forest, the ground will stay wet longer than in a meadow, since there is more shade, less sun).

Is there enough light?

Target: identify the reason for the fact that there are few plants in the water.

Equipment: flashlight, transparent container with water.

Experience progress: Pay attention to the houseplants near the window. Where plants grow better - near a window or away from it, why? ( those plants that are closer to the window - they get more light). Consider the plants in the aquarium (pond), determine whether plants will grow at a great depth of water bodies? ( no, the light does not pass through the water well). To prove it, highlight the water with a flashlight, specify where the plants are better? ( closer to the surface of the water).

Where will plants get water faster?

Target: to reveal the ability of different soils to pass water.

Equipment: funnels, glass rods, transparent container, water, cotton wool, soil from the forest and from the path.

Experience progress: Consider the soils: determine where is forest and where is urban. Put cotton wool at the bottom of the funnel, then the soil to be examined, place the funnel on the container. Measure out the same amount of water for both soil. Using a glass rod, slowly pour water into the center of the funnel until water appears in the container. Compare the amount of liquid. Water passes through the forest soil faster and is better absorbed.

Output: Plants will get drunk faster in the forest than in the city.

Is water good or bad?

Target: select algae from the variety of plants.

Equipment: aquarium, elodea, duckweed, leaf indoor plant.

Experience progress: Consider algae, highlight their characteristics and varieties ( grow completely in water, on the surface of the water, in the water column and on land). Try to change the habitat of the plant: lower the begonia leaf into the water, raise the elodea to the surface, lower the duckweed into the water. Watch what happens? ( elodea dries, begonia rots, duckweed folds a leaf).

Lean Plants

Target: Find plants that can grow in the desert, savannah.

Equipment: Plants: ficus, sansevier, violet, dieffenbachia, magnifying glass, plastic bags.

Experience progress: Prove that there are plants that can live in the desert or savannah. Choose plants yourself, which, in your opinion, should evaporate little water, have long roots, and accumulate moisture. Perform the experiment: put a plastic bag on the sheet, observe the appearance of moisture inside it, compare the behavior of the plants. Output: the leaves of these plants evaporate little moisture.

Why less?

Target: Establish the dependence of the amount of evaporated moisture on the size of the leaves.

Equipment:

Experience progress: Find out which of the plants can live in the jungle, forest zone, savanna.

Perhaps you think that plants with large leaves can live in the jungle, taking a lot of water; in the forest - ordinary plants; in the savannah - plants that accumulate moisture. Ok, let's prove it.

Pour the same amount of water into flasks, place plants there, mark the water level; note the change in water level after one or two days. Output: plants with large leaves absorb more water and evaporate more moisture - they can grow in jungles where there is a lot of water in the soil, high humidity and it's hot.

What are the roots of tundra plants?

Target: to understand the relationship of the structure of roots with the characteristics of the soil in the tundra.

Equipment: sprouted beans, damp cloth, thermometer, cotton wool in a high transparent container.

Experience progress: What are the features of the soil in the tundra ... Yes, permafrost. Find out what the roots should be so that the plants can live in the frozen ground. Place the sprouted beans on a thick layer of damp cotton wool, cover with a damp cloth, place them on a cold windowsill, observe the growth of the roots, their direction for a week. Output: in the tundra, the roots grow to the sides, parallel to the surface of the earth.

Experiments on the topic "Leaf"

Can the plant breathe?

Target: identify the plant's need for air, respiration; understand how the respiration process occurs in plants.

Equipment: houseplant, cocktail tubes, petroleum jelly, magnifying glass.

Experience progress: Do plants breathe, how to prove that they breathe? You know that when breathing, air must enter and leave the plant, the breathing process is the same as in humans. So we will start the experiment on ourselves. Try breathing yourself through the tube first. Then coat the opening of the tube with petroleum jelly. Now try breathing through this tube. Yes, Vaseline is breathable.

Let us hypothesize that plants have very small holes in the leaves through which they breathe. To check this, brush one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week. After a week, do output:the leaves "breathe" with their underside, because those leaves that were smeared with Vaseline on the underside have died.

How do plants breathe?

Target: determine that all parts of the plant are involved in respiration.

Equipment: transparent container with water, leaf on a long stem or stem, cocktail tube, magnifying glass

Experience progress: We find out if air passes through the leaves into the plant. How do we detect air? examine the cut of the stem through a magnifying glass ( there are holes), immerse the stem in water ( observe the release of bubbles from the stem). And we will carry out another experiment "Through the sheet" in the following sequence:

1. pour water into a bottle, leaving it empty for 2-3 cm;
2. insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork;
3. here, make a hole for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine;
4. expel air from the bottle - draw in air through a straw.

Air bubbles will begin to emerge from the submerged end of the stem. Output: air passes through the leaf into the stem, as the release of air bubbles into the water can be seen.

Target: Establish that the plant emits oxygen during photosynthesis.

Equipment: a large glass container with a sealed lid, a stalk of a plant in water or a small pot with a plant, a speck, matches.

Experience progress: Why is it so easy to breathe in the forest?…. Yes, of course, plants give off oxygen, which is necessary for human respiration. We will prove the assumption by experiment: put a pot with a plant (or a stalk) inside a high transparent container with a sealed lid. Put in warm bright place... After 1-2 days, answer the question: how do you know if oxygen has accumulated in the jar? ( oxygen is burning, so you can bring a burning match there). Observe the bright flash of the flame of the splinter introduced into the container immediately after removing the lid. Conclusion: animals and humans need plants for breathing.

Is photosynthesis taking place in all leaves?

Target: prove that photosynthesis occurs in all leaves.

Equipment: boiling water, begonia leaf ( back side painted in burgundy), white container.

Experience progress: Let's find out if photosynthesis takes place in leaves that are not colored in green (in begonia, the reverse side of the leaf is colored burgundy). Place the leaf in boiling water, examine it in 5-7 minutes, sketch the result. ( The leaf turns green and the water changes color). Output: photosynthesis occurs in the leaf.

Maze

Target: detect the presence of phototropism in plants.

Phototropism (from the Greek. light and turn) - a change in the direction of growth of plant organs, depending on the direction of the incident light.

Equipment : cardboard box with a lid and partitions inside in the form of a labyrinth: in one corner there is a potato tuber, in the opposite - a hole.

Experience progress: Place the tuber in the box, close it in a warm, but not hot place, with the hole towards the light source. Open the box after the potato sprouts emerge from the hole. Consider their direction, color ( sprouts are pale, white, twisted in search of light in one direction). Leave the box open, continue to observe the color change and direction of the sprouts for a week ( sprouts are now stretching into different sides, they turned green).

Chasing light

Target: establish how the plant moves towards the light source.

Equipment: two identical plants (balsam, coleus).

Experience progress: Note that the leaves of the plants are turned in the same direction. Set the plant to the window. Pay attention to the direction of the leaf surface ( in all directions). After three days, notice that all the leaves are pulled towards the light. Flip the plant 180 degrees. Mark the direction of the leaves. Observe for another three days, note the change in the direction of the leaves ( they turned towards the light again). Sketch the results.

Does photosynthesis take place in the dark?

Target: to prove that photosynthesis in plants occurs only in the light.

Equipment: indoor plants with hard leaves (ficus, sansevier), adhesive plaster.

Experience progress: Riddle: what will happen if no light falls on a part of the sheet ( part of the leaf will be lighter). Let us change it by experience: cover part of the leaf with a plaster, put the plant to a light source for a week. Remove the patch after a week. Output: without light, photosynthesis in plants does not occur.

Food factory

Target: determine that the plant can provide itself with nutrition.

Equipment: plant pot inside a wide-mouth glass jar, sealed lid.

Experience progress: Inside transparent large capacity Place the stalk in the water or a small pot of the plant. Water the soil. Close the container tightly with a lid, put it in a warm, bright place. Observe the plant for a month. Find out why it didn't die ( the plant continues to grow: drops of water periodically appear on the walls of the jar, then disappear).Output: The plant feeds itself.

Evaporation of moisture from plant leaves

Target: check where the water disappears from the leaves.

Equipment: plant, cellophane bag, thread.

Experience progress: Consider a plant, how does water move from the soil to the leaves? ( from roots to stems, then to leaves); where does it then disappear, why does the plant need to be watered? ( the water evaporates from the leaves). We will check the assumption by putting a plastic bag on the piece of paper and securing it. Place the plant in a warm, bright place. Notice that the inside of the bag is fogged up. After a few hours, remove the bag in which you find water. Where did it come from? ( evaporated from the surface of the sheet), why is there no water on the rest of the leaves? ( the water has evaporated into the surrounding air).

Why less?

Target: set the dependence of the amount of evaporated water on the size of the leaves.

Equipment: glass flasks, cuttings of dieffenbachia and coleus.

Experience progress: Cut the cuttings for further landing, place them in flasks. Pour in the same amount of water. After one to two days, check the water level in each flask. Why is it not the same? ( a plant with large leaves absorbs and evaporates more water).

Lean Plants

Target: to establish the relationship between the structure of the surface of the leaves (density, pubescence) and their need for water.

Equipment: ficus, sansevier, dieffenbachia, violet, balsam, plastic bags, magnifier.

Experience progress: Why don't ficus, violets and some other plants require a lot of water? Let's do an experiment: put on the leaves different plants cellophane bags, fasten tightly, observe the appearance of moisture in them, compare the amount of moisture when evaporated from the leaves of different plants (dieffenbachia and ficus, violet and balsam).

Output: it is often not necessary to water the violet: the pubescent leaves do not give up, they retain moisture; dense ficus leaves also evaporate less moisture than leaves of the same size, but not dense.

What do you feel?

Target: find out what happens to the plant when water evaporates from the leaves.

Equipment: a sponge soaked in water.

Experience progress: Jump a little ... How do you feel when you jump? ( hot); when it's hot what happens? ( sweat comes out, then it disappears, evaporates). Imagine that the hand is a leaf from which water evaporates; soak a sponge in water and run it over inner surface forearms. How does it feel? ( felt the coolness). What happens to the leaves when water evaporates from them? ( they are cooling).

What changed?

Target: prove that when the water evaporates from the leaves, they cool.

Equipment: thermometers, two pieces of cloth, water.

Experience progress: Look at the thermometer, note the reading. Wrap the thermometer in a wet cloth and place in a warm place. After 5-10 minutes, check why the temperature dropped? ( when water evaporates from the fabric, cooling occurs).

A lot is a little

Target: to reveal the dependence of the amount of evaporated liquid on the size of the leaves.

Equipment: three plants: one with large leaves, the second with ordinary leaves, and the third with a cactus; cellophane bags, threads.

Experience progress: Why do plants with large leaves need to be watered more often than those with small leaves? Choose three plants with different leaf sizes. Let's do the experiment. Put the bags on the leaves, secure, watch the changes during the day; compare the amount of liquid evaporated. Conclude ( how larger leaves, the more they evaporate moisture and the more often they need to be watered).

Experiments on the topic "Root"

Do roots need air?

Target: identify the reason for the plant's need for loosening; prove that the plant breathes with all organs.

Equipment : a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Experience progress: Why does one plant grow better than another? Consider and determine that the soil is firm in one pot and loose in the other. Why is dense soil worse? Let's prove it. Submerge identical lumps in water ( water passes worse, there is little air, since less air bubbles are released from dense earth). Find out if the roots need air: for this, place three identical bean sprouts in transparent containers with water. In one container, use a spray bottle to blow air to the roots, leave the second unchanged, in the third, pour a thin layer on the surface of the water vegetable oil which prevents the passage of air to the roots. Observe the change in seedlings ( grows well in the first container, worse in the second, in the third - the plant dies), do conclusions about the need for air for the roots, sketching the result. Plants need loose soil for growth so that the roots have access to air.

Target: find out where the root growth is directed during the germination of the seed.

Equipment: glass, filter paper, pea seeds.

Experience progress: Take a glass, a strip of filter paper and roll it into a cylinder. Insert the cylinder into the glass so that it rests against the sides of the glass. Using a needle, place a few swollen peas between the side of the glass and the paper cylinder at the same height. Then pour some water into the bottom of the glass and place in a warm place. After a while, watch the roots appear. Where are the root tips directed? Why it happens?

Buried root

Target: prove that roots always grow downward.

Equipment: flower pot, sand or sawdust, sunflower achenes.

Experience progress: Put a few sunflower seeds soaked for 24 hours in a flower pot on wet sand or sawdust. Cover them with a piece of gauze or filter paper. Watch the roots appear and grow. Draw conclusions.

Why does the root change direction?

Target: show that the root can change the direction of growth.

Equipment: tin can, gauze, pea seeds

Experience progress: In a small sieve or shallow tin can, from which the bottom is removed and tightened with gauze, put a dozen swollen peas, cover them on top with a layer of 2-3 cm of wet sawdust or earth and place over a bowl of water. As soon as the roots penetrate through the holes of the gauze, place the sieve at an angle to the wall. After a few hours, you will see that the tips of the roots are bent towards the gauze. For 2-3 days, all the roots will grow, pressing against the gauze. How do you explain this? ( The root tip is very sensitive to moisture, therefore, once in dry air, it bends towards the gauze, where the wet sawdust is).

What are roots for?

Target: prove that the roots of the plant absorb water; clarify the function of plant roots; establish the relationship between the structure and function of the roots.

Equipment: a stalk of geranium or balsam with roots, a container of water, closed with a lid with a slot for the stalk.

Experience progress: Consider cuttings of balsam or geranium with roots, find out why the roots are needed by the plant ( the roots anchor the plant in the ground), whether they suck up water. Let's conduct an experiment: place the plant in a transparent container, mark the water level, tightly close the container with a lid with a cutout slot. Determine what happened to the water after a few days? ( there is not enough water). Yes, after 7-8 days there was less water. Output: there is a process of water absorption by the roots.

How can you see the movement of water through the roots?

Target: to prove that the roots of a plant absorb water, to clarify the function of the roots of plants, to establish the relationship between the structure and function of the roots.

Equipment: balsam stalk with roots, water with food coloring.

Experience progress: Consider cuttings of geranium or balsam with roots, clarify the functions of the roots ( they strengthen the plant in the soil, take moisture from it). What else can roots take from the earth? Consider food dry color - "food", add it to the water, stir. What should happen if the roots can take up more than just water? ( the roots should be painted in a different color). After a few days, sketch the results of the experiment in the observation diary. What will happen to the plant if there are substances harmful to it in the ground? ( the plant will die, taking harmful substances along with the water).

Live piece

Target: Establish that the roots have a supply of nutrients for the plant.

Equipment: flat container, root crops: carrots, radishes, beets, activity algorithm

Experience progress: Do root crops have a supply of nutrients? Take a root vegetable, determine its name. Then place the root vegetable in a warm, bright place, watch the greenery appear, sketch ( the root vegetable provides nourishment for the leaves that appear). Cut the root crop to half the height, place in a flat container of water, place in a warm, bright place. Observe the growth of greenery, sketch the result of observation. Continue observing until the greens begin to wither. Now consider the root vegetable ( it became soft, sluggish, tasteless, there is little liquid in it).

Where do the roots go?

Target: to establish a connection between the modifications of plant parts with their functions and environmental factors.

Equipment: two plants in pots with a pallet

Experience progress: Water the two plants differently: cyperus in the pan, geranium under the root. After a while, notice that Cyperus roots have appeared in the pallet. Then look at the geranium and find out why the geranium does not have roots in the pallet? ( the roots did not appear, as they are attracted by the water; the geranium has moisture in the pot, not in the pan).

Unusual roots

Target: identify the relationship high humidity air with the appearance of aerial roots in plants.

Equipment: Scindapsus, transparent container with a tight lid with water at the bottom, grate.

Experience progress: Why are there plants with aerial roots in the jungle? Consider the scindapsus plant, find the buds - future aerial roots, place the cutting on the wire rack in a container of water, close the lid tightly. Watch for a month for the appearance of "fog", and then drops on the lid inside the container ( like in the jungle). Consider the emerging aerial roots, compare with other plants.

Experiments for classes on the topic "Stem"

In which direction does the stem grow?

Target: find out the characteristics of the growth of stems.

Equipment: bar, needles, glass jar, pea seeds

Experience progress: Attach 2-3 pea sprouts with a stem and the first two leaves to a wooden block. After a few hours, you will see that the stem is bent upward. Output: the stem, like the root, has directional growth.

The movement of the growing organs of the plant

Target: find out the dependence of plant growth on light.

Equipment: 2 flower pots, grains of oats, rye, wheat, 2 cardboard boxes.

Experience progress: Sow two dozen seeds in two small flower pots filled with wet sawdust. Cover one pot cardboard box, close the other pot with the same box with round hole on one of the walls. In the next activity, remove the boxes from the pots. You will notice that the oat sprouts that were covered with a cardboard box with a hole will tilt towards the hole; in the other pot, the seedlings will not bend over.

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

Target: to introduce students to the artificial production of a two-stem plant.

Equipment: flower pot, pea seeds.

Experience progress: Take a few peas and plant them in a soil box or small flower pot. When sprouts appear, cut off the stems from the very surface of the soil with a sharp razor or scissors. After a few days, two new stalks will appear, from which two stalks of peas will develop.

New shoots emerge from the axils of the cotyledons. This can be verified by carefully removing the seedlings from the soil. Artificial production of two-stemmed plants has and practical significance... For example, you can get a two-headed cabbage, which will yield a higher yield than a single-headed cabbage.

How does the stem grow?

Target: observing the growth of the stem.

Equipment: brush, ink, pea or bean sprout

Experience progress: Stem growth can be observed with marks. Using a brush or a needle, mark the sprouted peas or beans with the marks at the same distance from each other. Track how long it will take, on which part of the stem the marks will move apart.

On what part of the stem does the water move from roots to leaves?

Target: Prove that the water in the stem moves through the wood.

Equipment: stem cut, red ink.

Experience progress: Put a twig of a houseplant fuchsia or tradescantia in a jar of water, lightly tint the water with red ink or ordinary blue, or food dyes (paint for easter eggs). After a few days, you will see the veins of the leaves turn pink or blue color... Then cut a piece of the twig along and see which part of it is colored. What conclusion will you draw from this experience?

Like the stems

Target: show the flow of water through the stems.

Equipment : cocktail tubes, mineral (or boiled) water, water container.

Experience progress: Consider the straw. The tubule can conduct water as it has holes in it, like in stems. After immersing one end of the tube in water, try to easily draw air from the other end of the tube; observe the movement of water upward.

Spare stems

Target: to reveal how the stems (trunks) can accumulate moisture and retain it for a long time.

Equipment: sponges, unpainted wooden blocks, magnifying glass, low containers with water, deep container with water

Experience progress: Consider the blocks of different types of wood through a magnifying glass, tell us about their different degrees of absorption ( in some plants, the stem can absorb water just like a sponge). Pour the same amount of water into different containers. In the first, lower the bars, in the second - the sponges, leave for five minutes. Where more water will be absorbed? ( in a sponge - there is more room for water in it). We observe the release of bubbles. We check the bars and sponges in the container. Why is there no water in the second container ( everything is absorbed into the sponge). Lift the sponge; water is dripping from it. Explain where the water will last longer? ( in the sponge, as there is more water in it). Check the assumptions before the bar is dry (1-2 hours).

Experiments on the topic "Seeds"

Do seeds absorb a lot of water?

Target: find out how much moisture the germinating seeds absorb.

Equipment: Graduated cylinder or glass, pea seeds, gauze

Experience progress: Pour 200 ml of water into a 250 ml measuring cylinder, then put the pea seeds in a gauze bag, tie with a thread so that the end of it is 15-20 cm long, and carefully lower the bag into a cylinder with water. To prevent water from evaporating from the cylinder, it is necessary to tie it on top with oiled paper. The next day, you need to remove the paper and by the end of the thread remove the bag with the swollen peas from the cylinder. Let the water drain from the bag into the cylinder. How much water is left in the cylinder? How much water did the seeds absorb?

Is the pressure force of the swelling seeds great?

Target: find out the strength of the swelling seeds.

Equipment: cloth bag, flask, pea seeds.

Experience progress: Put the pea seeds in a small bag, tie it tightly and put it in a glass or jar of water. The next day, you will find that the bag could not withstand the pressure of the seeds - it burst. Why did this happen? …. This suggests that the strength of the swelling seeds is great.

How heavy can the swelling seeds lift?

Target: find out the strength of the swelling seeds.

Equipment: tin can, weight, peas.

Experience progress: Pour one third of the pea seeds into a tall, perforated tin can; place it in a pot of water, so that the seeds are in the water. Put a circle of tin on the seeds and put a weight or any other weight on top. Observe how heavy the swelling pea seeds can lift. Record the results in the observation diary.

Do germinating seeds breathe?

Target: Prove that germinating seeds emit carbon dioxide.

Equipment: glass jar or bottle, pea seeds, torch, matches.

Experience progress: Pour pea seeds into a tall bottle with a narrow neck and close tightly with a stopper. Before the next lesson, guess what kind of gas the seeds could have produced and how to prove it? Open the bottle and prove the presence of carbon dioxide in it with a burning torch ( the splinter will go out, because carbon dioxide suppresses combustion).

Does the seed breathe produce warmth?

Target: Prove that seeds generate heat when they breathe.

Equipment: half-liter bottle with a stopper, pea seeds, thermometer.

Experience progress: Take a half-liter bottle, fill it with slightly "pecked" seeds of rye, wheat or peas and plug it with a cork, insert a chemical thermometer through the hole of the cork to measure the temperature of the water. Then wrap the bottle tightly with newsprint and place it in a small box to avoid heat loss. After a while, you will observe an increase in the temperature inside the bottle by several degrees. Explain the reason for the increase in seed temperature….

Root tops

Target: find out which organ first emerges from the seed.

Equipment: beans (peas, beans), damp cloth (paper napkins), transparent containers, sketch using plant structure symbols, activity algorithm.

Experience progress: Choose any of the proposed seeds, create conditions for germination (warm place). Place a damp paper towel tightly against the walls in a transparent container. Place soaked beans (peas, beans) between the napkin and the walls; Moisten the napkin constantly. Watch the changes every day for 10-12 days: the root will first appear from the bean, then the stalks; the roots will grow, the upper shoot will grow.

Experiments on the topic "Reproduction of plants"

Such different flowers

Target: to establish the features of pollination of plants with the help of the wind, to detect pollen on flowers.

Equipment: earrings of flowering birch, aspen, flowers of coltsfoot, dandelion; magnifier, cotton ball.

Experience progress: Consider the flowers, describe them. Find out where the flower might have pollen and find it with a cotton ball. Consider flowering birch catkins (these are also flowers) through a magnifying glass, try to find similarities with meadow flowers ( there is pollen). Why do bees come to flowers, do plants need it? ( bees fly for nectar and pollinate the plant).

How do bees carry pollen?

Target: to identify how the process of pollination occurs in plants.

Equipment: cotton balls, two-color dye powder, flower mock-ups, insect collection, magnifying glass

Experience progress: Consider the structure of the limbs and the body of insects through a magnifying glass ( shaggy, covered with hairs). Imagine the cotton balls are insects. Simulating the movement of insects, touch the balls to the flowers. After touching them, "pollen" remains on them. So how can insects help plants with pollination? ( pollen adheres to the limbs and bodies of insects).

Pollination with the help of the wind

Target: to establish the features of the process of pollination of plants with the help of the wind.

Equipment: two linen bags of flour, a paper fan or fan, birch earrings.

Experience progress: What flowers are near birch, willow, why insects do not fly to them? ( they are very small, not attractive to insects; when they bloom, there are few insects). Try experiment: shake the bags filled with flour - "pollen". Find out what it takes to get pollen from one plant to another ( plants must grow close or someone must transfer pollen to them). Use a fan or fan to "pollinate".

Why do fruits need wings?

Target

Equipment: lionfish fruits, berries; fan or fan.

Experience progress: Consider fruits, berries, and lionfish. What helps the lionfish seeds to disperse? Watch the lionfish fly. Now try to remove the "wings" from them. Repeat the experiment using a fan or fan. Why maple seeds grow far from their native tree ( the wind helps the wings to carry seeds over long distances).

Why does a dandelion need "parachutes"?

Target: to identify the relationship between the structure of fruits and the way they are distributed.

Equipment: dandelion seeds, magnifier, fan or fan.

Experience progress: Why are there so many dandelions seeds? Consider a plant with ripe seeds, compare dandelion seeds with others by weight, watch the flight, the seeds fall without "parachutes", draw a conclusion ( the seeds are very small, the wind helps the "parachutes" fly far away).

Why does a burdock need hooks?

Target: to identify the relationship between the structure of fruits and the way they are distributed.

Equipment: burdock fruits, pieces of fur, fabrics, magnifying glass, fruit plates.

Experience progress: Who will help the burdock to scatter its seeds? Break the fruits, find the seeds, examine them through a magnifying glass. Check if the wind can help them? ( the fruits are heavy, there are no wings and "parachutes", so the wind will not carry them away). Determine if animals will want to eat them? ( fruits are hard, prickly, tasteless, the capsule is hard). Use pieces of fur and fabric, demonstrate how seeds spread ( fruits with thorns cling to fur, fabric).

Based on materials from http://gorsun.org.ru/.

Outside the window, Spring is capricious, unpredictable, but beautiful and tender. I love spring very much and I am ready to talk about it for hours. But, today is not about that. Today the conversation will be about fun experiences for kids... In particular, about experiments with color, their mixing and amazing properties.

I express my deep gratitude to Lisa Arya. After all, our experiments began, thanks to her ideas. And I strongly recommend that you repeat everything at home!

Fun color experiences for kids

So, the first experiment was a fascinating experiment that showed how different colors are formed when three primary colors are mixed: red, yellow and blue.

Dye bridges

For this experience we needed:

• liquid dye - yellow, red and blue
• three containers
• disposable handkerchiefs

Dilute the paint in three bowls. Place the bowls in a circle, alternating the paint bowls with the empty bowls. We connect the bowls with paper ribbons (I cut paper handkerchiefs into strips) and leave our building for a while, not forgetting to photograph what happened at the beginning.

We set up the experiment in the evening, and before bed, Arseny called me every 10 minutes to see what was going on there. Very soon it became visible how the white paper stripes were stained.

The bowls stayed overnight in the kitchen. And in the morning, it was already clearly visible what had happened. The paint "moved" in stripes into empty cups. And since each cup received two strips at once, the colors in it were mixed and new colors were obtained! Isn't it a miracle for a child ?!

Colored milk, or milk drawings

This fun experience for kids- became the favorite among our experiments. After all, everything happens literally before our eyes! For amazing transformations we need:

• flat plate
• milk
• liquid food coloring
• cotton swab
• any liquid soap or dishwashing liquid

Pour some milk onto the plate. We drip the dye in several places. Dip a cotton swab in liquid soap. We used dishwashing liquid. And the fun begins: incredible color patterns are drawn on milk and new colors appear. This experience defies description, so I suggest watching our video. There are two experiments at once - the simultaneous lowering of two sticks, and holding the cotton swab in place.

Isn't it beautiful? We have done this experience many times in a row!

Spinning disc

This experience may remind you of an ordinary whirligig or a hello from childhood with a button. But it's still very interesting.

On thick cardboard at least three circles are drawn different sizes... All circles are divided in half, the halves of the circles are painted in different colors:

We make two holes in the middle and pass a dense thread. We tie it. And holding the thread in our hands, we twist the disk. And when we release, we see how the colors mix and form three circles of three different colors:

Twisting the disk once, you can hold the spin for an infinitely long time, relaxing and pulling the thread.

My boys were delighted with the experiments. Arseny gets milk every day and asks to draw patterns. fun experiences for kids develop horizons, teach patience and talk about the properties of objects.

Are you familiar with such fun experiences for kids? Maybe you know other interesting color mixing experiments. Share with us. Thank you in advance!

Sincerely,