Experiments on the world around the world with plants. We prove that .... Thinking out which environment is the most favorable and much more ... I advise you to create a diary of the observation, in which you will record or sketch your observations ...
purpose: Select the factors of the external environment necessary for the growth and development of plants (water, light, heat).
Equipment: Two identical plants (Balzamin), water.
Stroke experience: Find out why plants can not live without water ( the plant will start, the leaves are dried, there are water in the leaves); What will happen if one plant is watering, and the other is not ( without watering, the plant dries off, yellowes, leaves and stem will lose elasticity.)?
The results of observation of the state of plants depending on the irrigation sketch for one week. Make output... .. Yes, the plants can not live without water.
purpose : Determine the factors of the external environment necessary for the growth and development of plants.
Equipment : Onions, a box of durable cardboard, two tanks with the ground.
Stroke experience : Find out, with the cultivation of onions, you need light for the life of plants. We close the part of the bow with a cap from dense dark cardboard. Sketch the result of experience in 7-10 days ( bow under the hood became light). Clean the cap. After 7-10 days again sketch the result ( onions on the light green - it means it takes photosynthesis (food)).
purpose : To allocate favorable conditions for the growth and development of plants.
Equipment : Winter or spring branches of trees, rhizome mother-and-stepmother with part of soil, flowers with flower beds with part of soil (autumn); Model of the dependence of plants from heat.
Stroke experience : Why there are no leaves on the branches on the street? ( on the street is cold, the trees "sleep"). I propose to make branches in the room. We observe the change in kidney ( kidneys are increasing in size, burst), the appearance of leaves, their growth, compare with branches on the street (branches without leaves), sketch.
Output: For life and growth, plants need heat.
And how rather see the first spring flowers? ( add them to the room to make it heat). Digging your mother-and-stepmother's rhizome with a part of the soil, transfer to the room, watch the time of the appearance of flowers in the room and outside ( in the room, flowers appear in 4-5 days, on the street - after one or two weeks). Output: Coldly - plants grow slowly, warm - grow quickly.
How to extend the summer for flowers? ( make blooming plants with flower beds in the room, digging the roots of plants with a large lounge, in order not to damage them). Watch the change in the colors indoors and on the flowerbed ( on the flowerbed, the flowers were covered, frozen, died; indoors - continue to bloom).
purpose: Select favorable conditions for the growth and development of plants, substantiate the dependence of plants from the soil.
Equipment : Two identical cuttings, water capacity, soil pot, plants care objects.
Stroke experience: Determine whether plants can live without soil? ( can not); Where do they grow better - in water or in the soil?
Place geranium cuttings in different containers - with water, ground. Watch them until the first new leaflet appears;
Output: At the plant in the soil, the first sheet appears faster, the plant is better gaining strength; In water, the plant is weaker.
purpose : Select favorable conditions for the growth and development of plants, substantiate the dependence of plants from the soil.
Equipment: Birch or poplar twigs (spring), water with mineral fertilizers and without them.
Stroke experience: Determine whether a fertilizer plant needs a different plant care: one thing - water with ordinary water, another water with fertilizers.
For convenience, mark the container with different characters. Watch before the appearance of the first leaflets, follow the growth (in a fertilous soil the plant is stronger, growing faster).
Output:in a rich, fertile soil, the plant is tough, it is better grown.
purpose: establish the need for soil for the life of plants, the effect of the quality of the soil on the growth and development of plants, allocate soils, different in composition.
Equipment: Stalks of TRondessa, Chernozem, Clay with Sand
Stroke experience: Select the soil for planting plants (chernozem, sand mix with clay). Plant two identical cuttings of tradescans in different soil. Watch the growth of cuttings with the same leaving for 2-3 weeks ( in clay, the plant does not grow, in the chernozem - the plant is good). Pere the cuttings from the sandy-clay mixture in the black soot. After two weeks, mark the result of the experience ( plants have a good height).
purpose: establish the dependence of plant growth on temperature, moisture.
Equipment: Pot with an adult plant; The curved glass tube, inserted into the rubber tube with a length of 3 cm, corresponding to the diameter of the plant stem; Transparent container.
Stroke experience: Before irrigated, measure the water temperature ( warm water), Pour the stepless remaining from the stem, which is pre-equipped with a rubber tube with a glass tube inserted into it and fixed. Watch the flow of water from a glass tube. Cool water with snow, measure the temperature ( it became colder), Pour - the water in the tube does not come.
Output:In the fall, the flowers are withering, although there are many water, since the roots do not suck cold water.
purpose: Systematize knowledge about the development cycles of all plants.
Equipment: Seeds of herbs, vegetables, colors, objects of plants.
Stroke experience: What are the seeds turn into? During the summer, grow plants, fixing all changes as they are developed. After collecting the fruits, compare your sketches, make a common scheme for all plants using symbols, reflecting the main stages of the plant development: seeds, an adult plant - a flower - the fruit.
purpose: establish the dependence of the factors of inanimate nature from alive (soil fertility from plant rotting).
Equipment: The earth's lump, metal (from a thin plate) plate, alcohol, remnants of dry leaves, magnifier, tweezers.
Stroke experience: Consider forest soil and the ground from the site. With the help of a magnifying glass, determine where which soil ( in the forest a lot of humus). Find out how much plants grow better, why? ( in the forest of plants more, in the soil more feeds for them).
Together with adults (!) Burn the forest soil in the metal plate, pay attention to the smell when combustion. Try to burn dry leaf. Determine what makes the soil rich? ( in the soil of the forest a lot of overload foliage). Discuss the composition of the city's soil. How to find out if she rich? Consider it with a magnifying glass, burn on a plate.
purpose: Test children to understand that the soil has a different composition.
Equipment: Soil, magnifying glass, alcohol, metal plate, glass, transparent container (glass), spoon or storage wand.
Stroke experience: Consider the soil, find the remains of plants in it. Let an adult heats the soil in a metal plate above the alcohol, holding a glass above the soil. Find out why glass fucked? ( there is water in the soil). Continue to heat the soil, try to determine the smell of smoke, what is in the soil? ( nutrients: leaves, insect parts). Then the soil heat until the smoke disappears. Find out what color is it? ( light) What did it disappear from it? ( moisture, organic matter). Pour the soil into a glass with water, mix. After sedation in the water of the soil particles, consider the sediment ( sand, clay). Why is nothing growing in the forest in the scene? ( all nutrients burn out, the soil becomes poor).
purpose: To find out the reason for saving moisture in the soil.
Equipment : Pots with plants.
Stroke experience: Pour the soil in two the same potted pots equal to the amount of water, put one pot in the sun, the other in the shadow. Explain why in one pot soil dry, in the other - wet ( in the sun, water evaporated, and in the shadow - no). Solve the task: rain passed over the meadow and forest; Where is the earth longer will be wet and why? ( in the forest, the Earth will remain wet longer than in the meadow, since there is more shadows, less than the sun).
purpose: To identify the reason that there are few plants in water.
Equipment: Flashlight, transparent water container.
Stroke experience: Pay attention to houseplants located near the window. Where plants grow better - near the window or away from it, why? ( those plants that closer to the window - they are more). Consider the plants in the aquarium (pond), determine whether the plant will grow at the great depth of water bodies? ( no, light through the water goes bad). To prove, highlight the lantern water, specify where the plants are better? ( closer to the surface of the water).
purpose : To identify the ability of different soils to skip water.
Equipment: Funnels, glass sticks, transparent capacity, water, wool, soil from the forest and from paths.
Stroke experience: Consider the soil: Determine where the forestry, and where is urban. At the bottom of the funnel, put watts, then the resulting soil, put the funnel to the container. Memore the same amount of water for the other soil. On the glass stick in the center of the funnel slowly pour water until water appears in the tank. Compare the amount of fluid. Through the forest soil water passes faster, it is better absorbed.
Output: Plants will quickly "let go" in the forest than in the city.
purpose: To highlight the variety of plants algae.
Equipment: Aquarium, Elodea, Rock, Licken Plants.
Stroke experience: Consider algae, highlight their features and varieties ( grow completely in water, on the surface of water, in the thickness of water and on land). Try to change the habitat of the plant: the begonia is lowering the water, lift the eye to the surface, lower the okay into the water. Watch what happens? ( elday dries, Begonia Gets, Rye rolls the sheet).
purpose: Find plants that can grow in the desert, savannah.
Equipment: Plants: Ficus, Sansevier, Violet, Diffenbachia, Magnifier, cellophane bags.
Stroke experience: Prove that there are plants that can live in the desert or savannah. Alone, select the plants that, in your opinion, should have little water, have long roots, accumulate moisture. Perform experience: Put on a sheet of cellophane package, watch the appearance of moisture inside it, compare the behavior of plants. Output:the leaves of these plants evaporate a little moisture.
purpose : Establish the dependence of the number of evaporated moisture from the size of the leaves.
Equipment:
Stroke experience: Find out which plants can live in the jungle, forest zone, savannah.
You may consider that plants with large leaves, taking a lot of water, will be able to live in the jungle; In the forest - ordinary plants; In the savannah - plants accumulating moisture. OK, prove.
Pour the same amount of water into the flasks, place the plants there, mark the water level; After one or two days, mark the change in the water level. Output: Plants with large leaves absorb more water and evaporate more moisture - they can grow in the jungle, where much water in the soil, high humidity and hot.
purpose: understand the relationship of the structure of the roots with the characteristics of the soil in the tundra.
Equipment: Sundered beans, wet fabric, thermometer, cotton wool in high transparent capacitance.
Stroke experience: Name the characteristics of the soil in the tundra ... Yes, Merzlota. Find out what should be the roots so that the plants can live with a marzlot. Place the broken beans on a thick layer of wet wool, cover with a damp cloth, put on a cold window sill, watch for a week for the growth of the roots, their direction. Output: In the tundra roots grow on the sides, parallel to the surface of the earth.
purpose : to identify the need of plants in the air, breathing; Understand how the process of breathing in plants occurs.
Equipment: Indoor plant, cocktail tubes, vaseline, magnifier.
Stroke experience: Do the plants breathe how to prove that they breathe? You know that when breathing, the air should come inside the plants and leave it, the process of respiration as in humans. Here and the beginning of experience will spend on yourself. Try to quickly raise through the tube. Then the hole of the tube is a vaseline. Now try to breathe through this tube. Yes, Vaseline does not skip air.
I put forward the hypothesis that the plants have very small holes in the leaves, through which breathe. To check it out, lubricate one or both sides of a vaseline sheet, watch the leaves for a week every day. A week later output:the leaves are "breathing" with their lower sides, because those leaves that were lubricated by Vaseline from the bottom side died.
purpose: Determine that all parts of the plant are involved in breathing.
Equipment: Transparent water capacity, leaf on a long cutter or stalk, cocktail tube, magnifier
Stroke experience: We learn whether the air passes through the leaves inside the plant. How do we find the air? Consider a slice of a stalk through a magnifying glass ( there are holes), immerse the stem in the water ( watch the selection of bubbles from the stem). And we will conduct more experience "through the sheet" in the following sequence:
From the end of the stem immersed in the water will begin to go through air bubbles. Output: Air through the sheet passes into the stem, as it can be seen the separation of air bubbles into the water.
purpose: To establish that the plant with photosynthesis highlights oxygen.
Equipment:
Large glass container with a hermetic lid, a stalk of a plant in water or a small pot with a plant, rash, matches. 
Stroke experience: Why is it so easy to breathe in the forest? .... Yes, of course, plants isolated oxygen necessary for human breathing. Assumption Prove experience: Place inside a high transparent container with a sealed lid of a pot with a plant (or stalk). Put in warm light place. After 1-2 days, answer the question: how to find out if oxygen accumulated in the bank? ( oxygen is burning, it means you can bring a burning match there). Observe the bright flash of the flame of the launcher introduced into the container immediately after removing the lid. Conclusion: Plants are needed by animals and a person for breathing.
purpose: Prove that photosynthesis occurs in all leaves.
Equipment: boiling water, a leaf of begonias (the reverse side is painted in a burgundy color), white-colored container.
Stroke experience: Find out whether photosynthesis occurs in the leaves, painted not in the green color (at the begonia's reverse side of the sheet painted in a burgundy color). Place the sheet in boiling water, after 5-7 minutes to consider it, draw the result. ( The leaf becomes green, and the water changes the color). Output:photosynthesis takes place in the sheet.
purpose: To establish the presence of phototrophimism in plants.
Phototropism (from Greek. Light and rotation) - 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 the potato tuber, in the opposite - a hole.
Stroke experience: In the box, place the tuber, close it, putting it in a warm, but not a roast place, hole to the light source. Open the box after the appearance of potatoes sprouts. Consider their direction, color ( pale sprouts, white, curved in search of light in one direction). Leave the box open, keep watching the color change and direction of the sprouts during the week. sprouts are now stretching in different directions, they got green).
Purpose: Install how the plant moves in the direction of the light source.
Equipment: Two identical plants (Balzamin, Koleus).
Stroke experience: Please note that the leaves of plants are turned in one direction. 
Install the plant to the window. Pay attention to the direction of the leaf surface ( in all parties). After three days, note that all the leaves stretched to the light. Turn the plant for 180 degrees. Mark the direction of the leaves. Watch another day three, check the change in the direction of the leaves ( they turned back to the light). Results sketch.
purpose: Prove that photosynthesis in plants occurs only in the light.
Equipment: Houseplants with solid leaves (Ficus, Sansevier), leukoplasty.
Stroke experience: Riddle: What will happen if the light is not falling onto the list ( part of the sheet will be lighter). Bring your experience: Pull part of the sheet with a plaster, put a plant to the light source for a week. After a week, remove the plaster. Output: Without light photosynthesis in plants, it does not occur.
Purpose:
Determine that the plant can provide themselves with nutrition.Equipment: Pot with a plant inside a glass jar with a wide throat, hermetic lid.
Stroke experience: Inside the transparent large capacity, place the cutlets of the plant in water or a small pot with a plant. Soil pour. Capacity tightly closed with a lid, put it in a warm, bright place. Over the month, watch the plant. Find out why it did not die ( the plant continues to grow: on the walls of the cans periodically appear drops of water, then disappear).Output: The plant feeds itself.
purpose: Check where the water disappears from the leaves.
Equipment: Plant, cellophane bag, thread.
Stroke experience:
Consider a plant, how does water move from the soil to the leaves? ( from the roots to the stems, then to the leaves); Where does she later disappear, why should the plant watered? ( water from the leaves evaporates). I will verify the assumption, putting on a leaflet cellophane bag and consolidating it. Plant Put in a warm light. Note that inside the package "Potted". A few hours later, remove the bag in which you will find water. Where did it come from? ( evaporated from the surface of the sheet) why not visible water on the rest of the leaves? ( water evaporated into the surrounding air).
purpose: establish the dependence of the amount of evapoable water from the size of the leaves.
Equipment: Glass flasks, diffenbahia stalks and coles.
Stroke experience: Cut the cuttings for further landing, place them in the flasks. Pour the same amount of water. After one or two days, check the water level in each flask. Why is it unequal? ( plant with large leaves absorbs and evaporates more water).
purpose: Establish the dependence between the surface structure of the leaves (density, omission) and the need for them in water.
Equipment: Ficus, Sansevier, Diffenbahia, Violet, Balzamin, Cellofan Packages, Magnifier.
Stroke experience: Why ficus, violet and some other plants do not require a lot of water? We will conduct experience: put on the leaves of different plants cellophane bags, firmly fasten, observe the appearance of moisture in them, compare the amount of moisture when evaporated from the leaves of different plants (diffenbachia and ficus, violet and balsam).
Output: The violet is often not necessary: \u200b\u200bthe pubescent leaves do not give, keep moisture; Tight leaves of the ficus also evaporate less moisture than the leaves of the same size, but loose.
purpose: Find out what happens with a plant when evaporating water from the leaves.
Equipment: Water moistened sponge.
Stroke experience: Pour a little ... What do you feel when jumping? ( hot); When is it hot, what is happening? ( sweat stands, then he disappears, evaporates). Imagine that the hand is a leaf from which water evaporates; Moisten a sponge in water and spend it on the inner surface of the forearm. What sensations? ( felt coolness). What happens to leaves when water evaporates from them? ( they are cooled).
purpose: Prove that when evaporation of water from the leaves, they are cooling.
Equipment: Thermometers, two pieces of fabric, water.
Stroke experience: Consider the thermometer, note the testimony. Wrap the thermometer into the wet cloth and put in a warm place. In 5-10 minutes, check why the temperature dropped? ( when evaporation of water from the fabric, cooling).
purpose : To identify the dependence of the amount of evapoable liquid from the size of the leaves.
Equipment: Three plants: one - with large leaves, the second - with ordinary leaves, the third - cactus; Cellophane bags, threads.
Stroke experience: Why do plants with large leaves need to watered more often than with small? Choose three plants with different leaves largest. Let's experience experience. Package on the leaves, secure, watch the changes during the day; Compare the amount of evapoable liquid. Take output ( the larger the leaves, the more they evaporate moisture and the more often they need to water).
purpose : reveal the reason for the need of plants in loosening; Prove that the plant breathes by all organs.
Equipment : Water container, soil compacted and loose, two transparent containers with bean seedlings, sprayer, vegetable oil, two identical plants in pots.
Stroke experience: Why is one plant growing better than the other? Consider and determine that in one pot soil dense, in the other - loose. Why tight soil is worse? We prove. Immerse the same lumps into the water ( worse, water, little air, as air bubbles are released from dense land). Specify whether the air is needed: for this, three identical seedlings of the beans place in transparent tanks with water. In one container using a spray with a spray gun to the roots, leave the second without a change, to the third - to the surface of the water pour a thin layer of vegetable oil, which prevents the passage of air to the roots. Watch the change in seedlings ( it grows well in the first container, worse in the second, in the third - the plant dies), do conclusions On the need for air for the roots, sketch the result. Growth plants need loose soil to the roots of air access.
purpose: Find out where the root is directed during the germination of the seed.
Equipment: Glass, filter paper, pea seeds.
Stroke experience: Take a glass, strip of filter paper and roll out a cylinder from it. Insert the cylinder into the glass so that it lies to the walls of the glass. With the help of the needle, place several swollen peas between the glass wall and the paper cylinder at the same height. Then pour a little water to the bottom and put in a warm place. After a while, observe the appearance of the roots. Where are the roots tips? Why is this happening?
purpose: Prove that the roots always grow down.
Equipment: Flower pot, sand or sawdust, sunflower seed.
Stroke experience: Put in a flower pot on wet sand or sawdusts somewhat clouded during the day of seeds of sunflower. Cover them with a piece of gauze or filter paper. Watch the appearance of roots and their growth. Make conclusions.
purpose: Show that the root can change the direction of growth.
Equipment: Canning Bank, Marley, Pea Seeds
Stroke experience: In a small lattoon or a low canning jar, which removed the bottom and tightened with gauze, put a dozen swelling peas, pour them out on top of a layer of 2-3 cm of wet sawdust or land and put over the mission with water. Once the roots penetrate the roots through the holes of the gauze, put the solid to the wall. After a few hours you will see that the tips of the roots curved in the direction of gauze. For 2-3 days, all the roots will grow, clinging to Marle. How do you explain it? ( The root tip is very sensitive to moisture, so, being in a dry air, it bends in the direction of Marley, where there are wet sawdust).
purpose: Prove that the roots of the plant suck water; clarify the function of the roots of plants; Install the relationship between the structure and the root function.
Equipment: Geranium or Balsamine's stalk with roots, water container, covered with a slot for a cutting.
Stroke experience: Consider the stalks of Balzamine or Gerani with roots, find out why the roots are needed by the plant ( roots fix the plant in the ground), Whether they suck water. Experience: Place the plant in a transparent capacity, mark the water level, close the capacitance with a slot for a cutlery. Determine what happened to water a few days later? ( water has become little). Yes, after 7-8 days the water has become less. Output: Water suction is rooted.
purpose: Prove that the roots of the plant suck water, clarify the function of the roots of plants, establish the relationship between the structure and the root function.
Equipment: Balzine stalk with roots, water with food dye.
Stroke experience: Consider Geranian or Balsamine cuttings with roots, specify the root functions ( they strengthen the plant in the soil, take moisture from it). And what else can take roots from the ground? Consider the food dry dye - "Nutrition", add it to the water, stir. What should happen if roots can take not only water? ( roots should be painted in another color). A few days later, the results of the experience sketch in the observation diary. What will happen to a plant if the substances are harmful to it in the ground? ( the plant will perish, taking harmful substances along with water).
purpose : To establish that in root plans there is a supply of nutrients for the plant.
Equipment: Flat capacity, roots: carrots, radish, beet, activity algorithm
Stroke experience: Is there a supply of nutrients in root in root? Take the root, define its name. Then place the root plaque in a warm light place, watch the appearance of greenery, sketch ( korneflod gives food for leaves that appear). Cut the root up to half a height, place in flat container with water, put in a warm light. Watch the growth of greenery, sketch the result of the observation. Observation continue until the greens start to wither. And now consider rootpode ( he became soft, sluggish, tasteless, there is little liquid in it).
purpose: Connect the connection of the modifications of parts of the plant with the functions performed and the factors of the external environment.
Equipment: Two pots in pots with pallet
Stroke experience: Pour two plants in different ways: cipers - in the pallet, geranium - under the root. After some time, please note that Zipirus roots appeared in the pallet. Then consider geranium and find out why in the pallet in geranium does not appear root? ( the roots did not appear, as they are attracted by water; Gerani moisture in a pot, and not in the pallet).
purpose: To identify the relationship of high humidity with the appearance of air roots in plants.
Equipment: SzindapSus, transparent with a dense lid Capacity with water at the bottom, grille.
Stroke experience: Why do the jungle have plants with air roots? Consider the SzindapSus plant, find the kidney - future air roots, place the cutlets on the grille into the water container, close the cover tightly. Watch for a month behind the appearance of "fog" and then droplets on the cover inside the tank ( like in the jungle). Consider the air roots that appear, compare with other plants.
purpose: Find out the features of the growth of stalks.
Equipment: Bar, needles, glass jar, pea seed
Stroke experience : 2-3 Swords of peas with stem and two first leaves attach to a wooden lump. After a few hours you will see that the skeleton bent up. Output: Stem, like the root, has directed growth.
purpose : Find out the dependence of the growth of plants from light.
Equipment: 2 flower pots, oats grains, rye, wheat, 2 cardboard boxes.
Stroke experience: In two small flower pots filled with wet sawdust, drink two tens of grains. One pot cover with a cardboard box, a different pot close the same box with a round hole on one of the walls. In the next lesson, remove the boxes from the pots. You will notice that seedlings of oats, which were covered with a cardboard box with a hole, will be tilted toward the hole; In another pot, the seedlings do not lie.
purpose: To introduce students to artificially obtaining a two-sided plant.
Equipment: Flower pot, pea seeds.
Stroke experience: Take a few peas and drink them in a box with an earth or in a small flower pot. When the seedlings appear, a sharp razor or scissors cut them the stalks of the soil surface. A few days later there will be two new stalks, of which two stems of pea will be repaired.
New shoots appear from the sidelines. This can be checked by removing gently seedlings from the soil. Artificial production of busty plants has a practical value. For example, you can get a two-baked cabbage, which will give a greater harvest than a single one.
purpose : Observation of the growth of the stem.
Equipment: Brush, ink, pea or bean seedlings
Stroke experience: The growth of the stem can be observed using labels. Brush or needle apply on the sipord of sprouted pea or bean the label at the same distance from each other. Make, after what time, on which part of the stalk there is a label.
purpose: Prove that water in the stem is moving around wood.
Equipment: Cut stem, red ink.
Stroke experience: Spreads of a houseplant of fuchsia or a tradescania put into a jar with water, water slightly tinted with red ink or ordinary blue, or food dyes (paint for Easter eggs). In a few days you will see, the veins of the leaves were painted in pink or blue. Then cut along a piece of the twig and see what part it was painted. What conclusion will you make from this experience?
purpose : show the process of passing the water by stems.
Equipment : Cocktail tubes, mineral (or boiled) water, water tank.
Stroke experience: Consider the tube. The tube can carry out water, as it has holes, as in the stems. Immersing one end of the tube into the water, try to easily pull the air from the other end of the tube; Watching the water movement up.
purpose: To identify how stems (trunks) can accumulate moisture and save it for a long time.
Equipment: Sponges, wooden bars Unpainted, magnifier, low water tanks, deep water container
Stroke experience: Consider the pars of different wood rocks through the magnifying glass, tell us about their varying degrees of absorption ( some plants have a stem can absorb water just like a sponge). In different tanks, pour the same amount of water. In the first lower the bars, in the second - sponge, leave for five minutes. Where is the water so much? ( in a sponge - there is more space for water). We observe the release of bubbles. Check the bars and sponges in the container. Why there is no water in the second container ( all absorbed into a sponge). Lift the sponge, water drips out of it. Explain where the water will continue longer? ( in a sponge, as water in it). Assumptions Check before drying the bar (1-2 hours).
purpose: Find out how much moisture absorbs germinating seeds.
Equipment: Measuring cylinder or glass, pea seeds, march
Stroke experience: In a measuring cylinder for 250 ml pour 200 ml of water, then put the pea seeds in a gauze bag, tie a thread so that it remains to end it with a length of 15-20 cm, and gently lower the bag into the cylinder with water. So that water is not evaporated from the cylinder, it is necessary to tie it from top of the wrapped paper. The next day, it is necessary to remove the paper and for the end of the thread take out the bag with the swollen peas from the cylinder. Give the water from the bag into the cylinder. How much water remains in the cylinder? How many water did the seeds absorb?
purpose : Find out the power of swelling seeds.
Equipment: Pouch made of fabric, flask, pea seeds.
Stroke experience: Push the pea seeds in a small bag, tight it firmly and lower it into a glass or into a jar with water. Another day you will find that the bag did not stand the pressure of the seed - he burst. Why did this happen? .... This suggests that the power of swelling seeds is great.
purpose: Find out the power of swelling seeds.
Equipment: Canning bank, giri, peas.
Stroke experience: Pour into a high cans with holes at the bottom of one third of pea seeds; Put it in a saucepan with water so that the seeds are in water. Put on the seeds of a mug of fusters and from above, put a gircuit or any other cargo. Watch which burden can raise swelling pea seeds. Results Fix in the observation diary.
purpose: Prove that germinating seeds produce carbon dioxide.
Equipment: Glass jar or bottle, pea seeds, beaches, matches.
Stroke experience: In high, with a narrow throat bottle, pour the "mounted" pea seeds and close the cork tightly. Before the next classes, suggest which gas could seed and how to prove it? Open the bottle and prove the presence of carbon dioxide in it using a burning rachin ( the beaches will go out, because Carbon dioxide suppresses burning).
purpose: Prove that when breathing, seeds allocate heat.
Equipment: Semi-liter bottle with cork, pea seeds, thermometer.
Stroke experience: Take a half-liter bottle, fill it with slightly "mounted" seeds of rye, wheat or pea and plug through the plug, insert a chemical thermometer through the tube hole to measure the water temperature. Then bottle wrap with tight newspaper paper and put in a small box to avoid heat loss. After a while you will observe the temperature rise inside the bottle of several degrees. Explain the reason for increasing the temperature of the seed ....
purpose : To find out which organ before appears from the seed.
Equipment: Beans (peas, beans), wet fabric (paper napkins), transparent containers, sketching using plants structure symbols, activity algorithm.
Stroke experience: Select any of the proposed seeds, create conditions for germination (warm place). In the transparent container, put tightly to the walls of a wet paper napkin. Between the napkin and walls, place the closed beans (peas, beans); The napkin constantly moisturize. Every day observe within 10-12 days for what is happening changes: the root will first appear from Bob, then the stem; The roots will grow up, the upper escape is to increase.
purpose : Establish features of pollination of plants with wind, detect pollen on flowers.
Equipment: Flowering birch earrings, aspens, coltsfold flowers, dandelion; Magnaya, cotton ball.
Stroke experience: Consider flowers, describe them. Find out where the flower can be pollen, and find it with a cotton ball. Consider the blooming birch earrings (these are also flowers) through a magnifying glass, try to detect similarity with meadow flowers ( there is pollen). Why are the bees fly to flowers, do you need to plant plants? ( bees fly behind the nectar and pollinate a plant).
purpose: To identify how the process of pollination in plants occurs.
Equipment: cotton balls, dye powder two colors, flower layouts, insects collection, magnifier
Stroke experience: Consider the structure of the limbs and insect calves through a magnifying glass ( shaggy, covered with hairs). Imagine that cotton balls are insects. Imitating insect movement, touch the balls to the colors. After touching them remains "pollen." So how can insects help plants in pollination? ( film sticks to the limbs and insect bodies).
purpose: To establish the features of the process of pollination of plants with wind.
Equipment: Two linen bag with flour, paper fan or fan, birch earrings.
Stroke experience: What flowers from Birch, Willow, why do not insects fly to them? ( they are very small, not attractive for insects; when they bloom, few insects). Perform experience: shake the bags filled with flour - "pollen". Find out what you need to get pollen from one plant to another ( plants should grow close or someone must transfer pollen to them). Use a fan or fan for "pollination".
purpose
Equipment: Fruits-clouds, berries; Fan or fan.
Stroke experience: Consider the fruits, berries and winters. What helps to dissipate the seeds of the winters? Watch the "Flying" of the winters. Now try to remove the "wings" from them. Repeat experience using a fan or fan. Why the maple seeds grow far from the native tree ( the wind helps "wings" to transfer seeds over long distances).
purpose: To identify the relationship of the structure of fruits with the way to distribute them.
Equipment: Dandelion seeds, magnifier, fan or fan.
Stroke experience: Why dandelions are so many seeds? Consider a plant with ripened seeds, compare dandelion seeds with others by weight, watch the flight, for falling seed without "parachuts", draw out ( seeds are very small, the wind helps "parachutics" fly away).
purpose: To identify the relationship of the structure of fruits with the way to distribute them.
Equipment: Fruits of buried, pieces of fur, fabric, magnifier, plates for fruits.
Stroke experience: Who will help the buck of scattering his seeds? Felt the fruits, find the seeds, consider them through the magnifying glass. Specify whether the wind can help them? ( the fruits are heavy, there are no wings and "parachutics", so the wind will not take them). Determine whether they will want animals? ( fruits hard, prickly, tasteless, firm box). Use pieces of fur and fabric, demonstrate how seed distribution occurs ( fruits spiny cling to fur, fabric).
Based on the materials http://gorsun.org.ru/.
Summary: Experiments with plants. How to paint live flowers. Experiments at home for children. Entertaining experiments on biology. Fascinating experiences with children. Entertaining biology for children.
Thanks to this experiment, the child will be able to observe the movement of water in plants.
You will need:
Any flowers with white petals (for example, white carnations)
- water tanks
- Food dyes of different colors
- Knife
- Water
Work plan:
1. Fill with water tanks.
2. Add food dye to each of them a certain color.
3. Set aside one flower, and cut the stems with the rest of the colors. Scissors for this purpose are not suitable - only a sharp knife. Cut the stem must be formulated by 2 centimeters at an angle of 45 degrees in warm water. Try when moving colors from water in a container with dyes to do it as quickly as possible by pinching with your finger, because Upon contact with air in the micropores of the stem, air stoppers are formed, interfering with water freely pass through the stalk.
4. Place one flower in each container with dye.
5. Now take the flower that you postponed. Cut (split) its stem along from the center into two parts. Repeat the procedure described in clause 3. After that, mark one part of the stem into the tank with the dye, for example, blue, and another part of the stem in the container with the dye dr. Colors (for example, red).
6. It remains to wait until the painted water rises along the plants' stems up and paint their petals in different colors. By time it will take about 24 hours. At the end of the experiment, do not forget to examine each part of the flower (stem, leaves, petals) to see the water path.
Explanation of experience:
Water enters the plant from the soil through the root hairs and the young parts of the roots and the vessels are distributed throughout its aboveground part. Minerals absorbed by the root of minerals are spread with moving water. Flowers that we use in the experiment are deprived of the roots. Nevertheless, the plant does not lose the opportunity to absorb water. This is possible due to the transpiration process - water evaporation by the plant. The main body of the transpiration is the sheet. As a result of the water loss during transpiration in the cells of the leaves, the sucking force increases. Transpiration saves a plant from overheating. In addition, transpiration participates in the creation of a continuous current of water with dissolved mineral and organic compounds from the root system to the above-ground organs of the plant.
The plants have two types of vessels. The vessels-tube, which are xylem, transmit water and nutrients from the bottom up - from the roots to the leaves. Nutrients formed in the leaves during photosynthesis go from top to bottom to roots on other vessels - Floem. Ksilem is located along the edge of the stem, and the Floem is at his center. Such a system is slightly similar to the blood system of animals. The device of this system is like all plants - from huge trees to a modest flower
Vascular damage can destroy the plant. That is why it is impossible to spoil the bark of trees, as the vessels are close to her ..
Long celery stem with leaves.
Red and blue dietary paints.
Three little cups.
Scissors or scalpel.
Plants are extracted from soil water and nutrients using tubular vessels going along the stem from the roots to the leaves. The device of this system is like all plants - from huge trees to modest celery. To follow the nutrition of plants will help you this project.
1. Pour 50-100 ml of water into each of three small cups. Add a blue paint to the first cup, in the second - red, and in the third - and blue, and red (it turns out the purple paint).
2. Ask someone from adults gently cutting with scissors or scalpel celery stalk along three stripes. Put celery in three cups, as shown in the figure.
3. Do not touch celery. After one or two days you will see the result.
Result. Celery leaves are absorbed red, blue and purple paint. Different leaves are painted differently.
The plants have two types of vessels. The vessels-tube, which are xylem, transmit water and nutrients from the bottom up - from the roots to the leaves. Nutrients formed in the leaves during photosynthesis go from top to bottom to roots on other vessels - Floem. Ksilem is located along the edge of the stem, and the Floem is at his center. Such a system is slightly similar to the blood system of animals.
The most effective result is obtained in one or two days, so you need to accurately calculate the start of work to show the most beautiful celery at the exhibition. You can make several multicolored plants - one per day. Then, if the plant bursts during the exhibition, you can replace it.
Vascular damage can destroy the plant. That is why it is impossible to spoil the bark of trees, as the vessels are close to it.
2 very ripe banana.
3 green banana.
2 green tomatoes.
3 paper packages.
Self-adhesive labels.
Perhaps you heard that one rotten apple can spoil the whole bag. But it can also be said that the ripe banana helps to ripen other fruits. The same applies to vegetables, such as tomatoes. To follow the ripening of fruit will help you this project.
1. Put one green banana on the table, the second green banana is in the package, and the third green banana is in the package along with a ripe banana. Signing packages and tie them.
2. Put one green tomato on the table, and the second is in the package along with the remaining ripe banana. Tie and sign the package.
3. Put the packages in the dark place and do not touch them five days. Then get all bananas and tomatoes from these packages and compare them with lying on the table.
Result. Green banana and green tomato on the table rose a little - they became softer and changed the color. Green banana in a package ripe more stronger, but even better ripened banana, which was in the package along with a ripe banana. Both banana became almost black. The green tomato, which was in the package with Banana, was better ripe.
Fruits and vegetables ripen faster without light and in closed paper bags. In addition, ripening fruits and vegetables make a substance accelerating the ripening of other vegetables and fruits. This substance that is gas ethylene is used to accelerate the ripening of a variety of fruits and vegetables.
In addition, in the process of ripening in a limited space, vegetable or fruit, provided by himself, begins to absorb its own ethylene, thereby accelerating its ripening.
In addition to the release of ethylene, or the "ripening hormone", as it is also called scientists, in the process of ripening the fruits absorb oxygen and isolated carbon dioxide. Paper bags, in contrast to polyethylene, passes oxygen in sufficient quantity so that the ripening process continues.
Make good photos of all stages of work. Be sure to take a picture of all fruits at the end of experience. Show the signed packages on the exhibition.
Growing fruits and vegetables in winter in the oranges, usually use ethylene to accelerate maturation. But with accelerated maturation, the conversion of substances occurring inside the fruits will be incomplete. Therefore, greenhouse tomatoes and cucumbers, which we eat in winter, will never compare to taste with vegetables that have grown in the garden.
Southern fruits that are sold in our stores ripen not on trees, but in boxes on the way to the store. Collect them with green.
Tomato bush in a pot approximately 30 cm tall.
Potato bush in a pot of the same height.
Shaving blade.
Soft braid.
In this project you connect potatoes and tomato into one amazing plant - "Carmidid". Of course, this will not be a new plant type, because ordinary tomatoes will grow out of its seeds. Implementation of projects with vaccinations requires a lot of time. You will need at least eight weeks so that after vaccinating the plant managed to bloody, give the fruit and form tubers.
1. Tightening the main stems of two bushes to each other and not very tightly by their braid.
2. Ask someone from adults to help you carefully cut off with a razor blade with skin stems from the inner side.
3. Connecting the stalks with cut plots and swollen the braid more tight.
4. Shoot the chewing gum until it becomes completely soft.
5. Softened gum pricing around the connected stems.
6. After about a week, check whether the vaccination turned out. If both plants look healthy, you can cut off the top of the potato stem and the lower part of the tomato, then one of the plants will be one - "Carmidid".
Result. When tomatoes appear on the plant, carefully excavated the land - you will see small potato tubers.
Vaccinations often use gardeners growing rare, especially valuable varieties of fruit trees. When growing an apple tree at all, it is impossible to do without vaccinations - everyone knows that an apple tree grows out of the seeds of any delicious apple, bringing ordinary small apples. Gentle plants vaccinate strong wild trees, for example, one or even several varieties of different apple trees can be instilled on a wild apple tree. With the help of vaccinations, hybrid fruit trees are breved - grapefruits (lemon hybrid with orange) and nectarines (peach and plum hybrid).
Make photos of your work and connected plants. Show the resulting plant with tomatoes and potato tubers.
Now scientists attract a new direction of work with plants - genetic engineering. Artificial introduction of new genes makes it possible to improve the quality of agricultural plants, for example, to increase the content of vitamins in them. With the help of genetic engineering, plants not fearing insect pests are obtained.
By the way, do you know what the fruits differ from vegetables? In the fact that almost all fruits grow on trees, and almost all vegetables - on Earth or in Earth.
Fresh lamellar mushrooms. (Do not take strangers and poisonous forest mushrooms. Sponge and diesel mushrooms are also not suitable - it is better to buy mushrooms in the store.)
White paper sheet.
Have you ever seen the seeds of mushrooms? How much to seek, but the real seeds, like flowers, do not find mushrooms. Mushrooms multiply disputes.
There are no nutrients in disputes, in contrast to the seeds of flowering plants, these are just the embryo of the mushroom. Spores are very small, and they are formed a lot - several million in the plates from the bottom side of one mushroom. Consider disputes only in a microscope. But in this project you can see the disputes on the drawings formed.
1. Gently separated a few hats of mushrooms from the legs.
2. Put the hats with plates down on a sheet of paper.
3. Do not touch mushrooms a few days.
4. Remove the mushrooms from paper.
Result. Mushrooms will leave a beautiful brown drawing on paper.
If you do not touch the hats of mushrooms, they "mature", and disputes will be sprinkled on paper. Disputes stick to paper, repeating the drawing of the mushroom plates. The longer the mushroom hat lies on paper, the brighter there will be a drawing, but the weak imprint of the hat will appear in an hour.
Show the resulting drawings at the exhibition. Try to get on one sheet a picture of mushrooms lying on paper for a different time - from several hours to several days. You will see a wide variety of drawings - the color, and lines formed by disputes will differ.
Disputes can be kept unchanged for a long time - as long as the conditions are not favorable for their growth. Usually, disputes are required for germination. Heat and high humidity are required.
A tree with large leaves (you have to get to the lower branches of this tree).
White paper sheet.
Pencil.
Calculator.
Plants feed on using sunlight energy. Solar energy helps to synthesize glucose from carbon dioxide air and water, which the plant gets from the soil. This process is called photosynthesis.
Tree leaves can be imagined as parts of a large solar battery. The larger the total area of \u200b\u200bthe leaves, the more solar energy uses the tree. In this project you can calculate the area of \u200b\u200ball tree leaves.
1. With the help of a pencil and line, draw on a sheet of white paper a mesh of squares with a side of 1 cm. (You can take the paper into the cell - the side of one square on such a paper is 0.5 cm.) Make more such grids.
2. Sorvi from the tree or raise from the ground one sheet of medium size is not big and not small.
3. Put the sheet on the grid, circle the pencil of its contour and remove the sheet.
4. Put a tick in all grid cells that were closed with a sheet completely or more than half.
5. Calculate the number of cells with checkboxes - it will be an exemplary surface area of \u200b\u200ba sheet of square centimeters. Write this number.
6. Look carefully on the tree (you can take binoculars). Calculate how many leaves on a small branch, how many little twigs on one big branch and how many large branches leave from the tree trunk. Write all numbers.
7. Moving all the numbers that you have written: the area of \u200b\u200bthe sheet, the number of leaves on a small twig, the number of small twigs on the big branch and the number of large branches on the tree. You will have the overall area of \u200b\u200ball tree leaves (in square centimeters). Write this result in square meters (1 m 2 \u003d 10 000 cm 2).
Result. You have it turned out that the sheet is completely or more than half closes 15 cells, on a small twig of a tree of 12 leaves, on a large branch of 8 small twigs, on a 10 large branch tree. Move these numbers: 15 x 12 x 8 x 10 \u003d 14 400. The total area of \u200b\u200ball tree leaves is equal to 14,400 cm 2, or 1.44 m 2.
Compare results obtained for different trees. For the exhibition, cut out a piece of paper or old fabric, equal to the area to all the leaves of the tree.
Solar panels are a device created by a person who use solar energy and turn it into other types of energy. But while artificial solar panels work much less efficiently than natural.
* Fragments from the book do it yourself! 100 most interesting independent scientific projects. - M.: "AST Publishing House", LLC "Astrel Publishing", 2004.
Teacher before
MOU to "Center for Children's Creativity"
Practical manual "Amazing experiments with plants"
Nadym: MOU to "Children's Creativity Center", 2014, 30c.
Editorial Council:
Deputy Director for Educational Work MOU DOD
" Center of children's creativity"
Chairman of the expert commission, teacher of chemistry of the highest qualification category MOU "Secondary school No. 9 Nadym"
The teacher of the biology of the highest qualification category MOU "Secondary school №9 Nadym"
The practical allowance presents experiments with plants that can be used in classes with students of junior and middle school age for the knowledge of the surrounding world.
This practical manual can be used by educators of additional education, teachers of primary classes, studying and their parents when studying the plant world in the lessons and after school hours
Introduction ............................................................... .................. 4
1. Experiments to identify plant growing conditions: .......... 7
1. 1. The effect of light on the growth and development of plants.
1. 2. The effect of temperature on the growth and development of plants.
Methodology: Take two identical cuttings of indoor plants, put them in the water. One put in the closet, another to leave on the light. After 7-10 days to compare the cuttings (pay attention to the intensity of the color of the leaves and the presence of roots); Make a conclusion.
Experience number 2:
Equipment:two plants of coleuse.
Methodology:place one campaulose plant in the dark angle of class, and the other is on the window lit by the sun. After 1.5 - 2 weeks compare the intensity of the color of the leaves; Make a conclusion about the effect of light on the color of the leaves.
Why?In order for a photosenthesis reaction in the plant, they need a sunlight. Chlorophyll is a green pigment required for photosynthesis. When there is no sun, the reserve of chlorophyll molecules is depleted and not replenished. Because of this, the plant pale and sooner or later dies.
Effect of light orientation on the growth and development of plants.
Purpose:examine phototropism of plants.
Equipment: Home Plant (Koleus, Balzamin).
Methodology: Put the plant by the window for three days. Expand the plant for 180 degrees and leave another three.
Conclusions:plant leaves rotate to the window. Expanded, the plant changes the direction of the leaves, but after three days they turn back to the light.
Why?Plants contain a substance called auxin, which contributes to cell elongation. Auxin accumulation occurs on the dark side of the stem. Excess the auxin makes the cells located on the dark side grow longer, which is why the stalks grow towards the light, this process is called phototropism. Photos means light, and tropism - movement.
1.2. Effect of temperature on the growth and development of plants
Aquares of plants from low temperatures.
Purpose: Show how water protects plants from low temperatures.
Equipment:two thermometers, aluminum foil, paper napkins, two saucers, refrigerator.
Methodology: Collapse foam shape for thermometer. Attach each thermometer into such a penalty so that its end remains outside. Wrap each case into a paper napkin. One of the wrapped pencils wrap the water. Ensure that the water does not get inside the foam. Put thermometers on a saucer and put them in the freezer. Two minutes later, compare the readings of the thermometers. Monitor the thermometer readings every two minutes within ten minutes.
Conclusions:the thermometer located in the penalty wrapped with a wet cloth shows a higher temperature.
Why?The freezing of water in the wet cloth is called phase transformation, and thermal energy changes, which is why heat is either highlighted or absorbed. As can be seen from the thermometers testimony, the heat allocated heat is heating the surrounding space. Thus, the plant can be protected from low temperatures, watering them with water. However, this method is not suitable when freezing continues long enough or when the temperature drops below the water freezing point.
The effect of temperature on the timing of seed germination.
Purpose:show how the temperature is affected on the germination of seeds.
Equipment: seeds of thermo-loving crops (beans, tomato, sunflower) and non-demanding heat (peas, wheat, rye, oats); 6-8 transparent plastic boxes with covers, glass cans or Petri dishes - rubbed; march or filter paper, newsprint for the manufacture of covers to glass cans, threads or rubber rings, thermometer.
Methodology:on 10-20 seeds of any thermal-loving plant species, such as tomatoes, are placed in 3-4 trees on wet gauze or filter paper. In the other 3-4 sets are placed on 10-20 seeds
non-demanding plants, such as pea. The amount of water in the trees for one plant should be the same. Water should not completely cover seeds. The trees are closed with covers (for the cans of the lid make of two layers of newspaper paper). Seeding is carried out at different temperatures: 25-30 ° C, 18-20 ° C (in thermostat or in room greenhouse, at battery 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 conclude.
The effect of low temperatures on plant development.
Purpose:to identify the need of indoor plants warm.
Equipment: Lickest room plant.
Methodology:put a sheet of houseplant on the frost. Compare this sheet with leaves of this plant. Make a conclusion.
The effect of changes in temperature growth and plant development.
Purpose:
Equipment:two plastic glasses with water, two sprigs willow.
Methodology:two branches of the willow put into jars with water: one - on the window illuminated by the sun, another - between the windows of the window. Every 2-3 days to compare the plants, then conclude.
The effect of temperature on the rate of plant development.
Purpose: To identify the need of plants in warmth.
Equipment:two any identical indoor plants.
Methodology:growing the same plants in the class on the warm south window and in the cold northern. After 2-3 weeks, compare plants. Make a conclusion.
1.3. The influence of humidity on the growth and development of plants.
Study of transpiration in plants.
Purpose: Show how the plant loses moisture through evaporation.
Equipment:plant in a pot, plastic bag, adhesive tape.
Methodology:jump the package on the plant and secure it to the stalk of the adhesive tape. Put a plant for 2-3 hours in the sun. Look at what the package is from the inside.
Conclusions:on the inner surface of the package, water droplets are visible and it seems that the package is filled with fog.
Why?The plant sucks water from the soil through the roots. Water goes on stems, from where about 9/10 water evaporates through the dust. Some trees evaporate to 7 tons of water per day. The temperature and humidity of the air have an influence. Loss of moisture by plants through the estuary is called transpiration.
The influence of tour pressure on the development of plants.
Purpose: Demonstrate how the plants stalk dried due to changes in the water pressure in the cell.
Equipment:celery root, glass, blue food dye.
Methodology:ask for an adult cut off the middle of the stem. Fill the glass with water half and add a dye there so much so that the water is darkened. Put celery stalk in this water and leave overnight.
Conclusions:celery leaves acquire a bluish - greenish color, and the stalk straightens, and becomes tight and dense.
Why?Fresh incision tells us that celery cells did not close and did not dry. Water falls into Xleema - the tubes for which it passes. These tubes go along the entire length of the stem. Soon, water comes out of Ksil and falls into other cells. If the stem is gently bend, it is usually then straightened and returns to the previous position. This is because each plant cell is filled with water. The pressure of the water filling the cell makes them durable and because of them the plant is not easy to bend. The plant is fascinated due to lack of water. As in the half of the blown ball, its cells are squeezed because of which the leaves and stalks are dowed. The water pressure in the plant cells is called touric pressure.
The effect of moisture on the development of seeds.
Purpose: To identify the dependence of the growth and development of plants from moisture.
Experience 1.
Equipment:two glasses with soil (dry and wet); Seeds of beans, sweet pepper or other vegetable crops.
Methodology:seed seeds into moist and dry soil. Compare the result. Make a conclusion.
Experience 2.
Equipment:small seeds, polyethylene or plastic bag, braid.
Methodology:wet the sponge, place the seeds in the hole in the sponge. Hold the sponge in the bag. Hang the bag on the window and watch the seed germination. Based on the results obtained, draw conclusions.
Experience 3.
Equipment:small grass seeds or caress salad, sponge.
Methodology:wet the sponge, to take it on the seeds of grass, put on a saucer, watered moderately. Based on the results obtained, draw conclusions.
1.4. The effect of the composition of the soil on the growth and development of plants.
The effect of soil looser on the growth and development of plants.
Purpose: Find out the need for soil looser.
Equipment:two any indoor plants.
Methodology:take two plants, one growing in loose soil, the other is in solid, pour them. Within 2-3 weeks, observations, based on what to draw conclusions about the need for loosening.
The composition of the soil is a necessary condition for the growth and development of plants.
Purpose: It is necessary to find out that there is a certain composition of the soil for plants.
Equipment:two flower pots, soil, sand, two stalks of indoor plants.
Methodology:plant one plant into the container with the ground, the other is in the sand tank. Within 2 -3 weeks, observation, based on which draw conclusions about the growth of plants from the soil composition.
2. Experiments on the study of life processes.
2.1. Food.
Study of the process of self-regulation in plants.
Purpose: Show how the plant may be powered by itself.
Equipment:big (liter on 4) Wide-heed bank with a lid, a small plant in a pot.
Methodology:pour the plant, put the pot with a plant entirely to the jar. Tightly close the can with a lid, put it in a bright place where the sun is. Do not open the bank within a month.
Conclusions:on the inner surface of the banks regularly appear droplets of water, the flower continues to grow.
Why?Water droplets are evaporated from the soil and moisture plant itself. Plants use sugar and oxygen contained in their cells to generate carbon dioxide, water and energy. This is called respiratory reaction. The plant uses carbon dioxide, water, chlorophyll and light energy to produce sugar, oxygen and energy from them. This process is called photosynthesis. Note that the respiratory reaction products support the reaction of photosynthesis and vice versa. So the plants themselves produce food. However, after the nutrients in the soil are completed, the plant will die.
The effect of seed nutrients on the growth and development of seedlings.
Purpose: Show that the growth and development of seedlings occurs due to spare seed substances.
Equipment:seeds of pea or beans, wheat, rye, oats; Chemical glasses or glass jars; Filtering paper, newsprint for covers.
Methodology:a glass or glass jar from the inside linse with filter paper. It is poured a little water to the bottom so that the filter paper is wet. Between the walls of the glass (banks) and filter paper on the same level there are seeds, such as wheat. A glass (jar) is closed with a lid of two layers of newsprint. Seeding is carried out at a temperature of 20-22 ° C. Experience can be done in several versions: using large and small wheat seeds; Pre-germinated pea or bean seeds (whole seed, with one cotyadal and half of the Semi-silders). According to the results of observations, conclude.
The effect of abundant irrigation on the surface layer of the soil.
Purpose: Show how the rain acts on the top layer of the soil, wash the nutrients from it.
Equipment:soil, red temperature in powder, teaspoon, funnel, glass jar, filter paper, glass, water.
Methodology:mix a quarter of a teaspoon Tempera (paints) with a quarter of a glass of land. Insert a filter funnel into the jar (special chemical or clock paper). Pour the soil with paint to the filter. Pour about a quarter of a cup of water to the ground. Explain the result.
2.2. Breath.
Studying the process of respiration in the leaves of plants.
Purpose: Find out which side of the leaf into the plant penetrates the air.
Equipment:flower in a pot, petroleum.
Methodology:sat the thick layer of vaseline on the surface of four leaves. Squeeze a thick layer of vaseline on the lower surface of the other four leaves. Watch the leaves every day during the week.
Conclusions:the leaves on which Vazeline was deposited from below, were brought, whereas others were not injured.
Why?Holes on the lower surface of the leaves - Ustian - serve to enter gas inside the sheet and exit them outward. Vaseline closed the Ustian, breaking access to the sheet necessary for its lively carbon dioxide gas, and prevents the exit from the leaf of oxygen excess.
Studying the process of water movement in the stems and leaves of plants.
Purpose: Show that the leaves and stalks of plants can behave like straws.
Equipment:glass bottle, ivy leaf on stalk, plasticine, pencil, straw, mirror.
Methodology:pour into a bottle of water, leaving it blank for 2-3 cm. Take a piece of plasticine and dear it around the stem closer to the leaf. Insert the bottle of the bottle into the neck, immersing its tip into the water and saving the necklace plasticine as a cork. Pencils do a hole for the straw in the plasticine, insert the straw in the hole so that its end does not take to the water. Fasten the straw in the layer of plasticine. Take the bottle in your hand and stand in front of the mirror to see its reflection in it. Through the straw over the air from the bottle. If you are well smeared the necklace plasticine, it will not be easy.
Conclusions:from the end of the stem, air bubbles begin to go out.
Why?In the sheet there are holes called the dusts, microscopic tubes are from them to the stalk - xylems. When you suck the air from the bottle through the straw, then he penetrated into a sheet through these holes - the dust and the Ksilem came into a bottle. So the sheet and stem play the role of straws. In plants, Ustian and xylems serve to move water.
Study of the process of air exchange in plants.
Purpose: To find out which side of the sheet into the plant penetrates the air.
Equipment:flower in a pot, petroleum.
Methodology:to smear the upper side of the four sheets of room plants and the lower surface of the other four sheets of the same plant. For several days, lead observations. Holes on the lower surface of the leaves - Ustian - serve to enter gas inside the sheet and exit them outward. Vaseline closed Ustian, breaking access to the sheet of air necessary for its livelihood.
2.3. Reproduction.
Methods of reproduction of plants.
Purpose: Show a variety of plants breeding methods.
Experience 1.
Equipment:three pots with soil, two potatoes.
Methodology:hold 2 potatoes in a warm place until the eyes are germinated by 2 cm. Prepare a whole potato, halm and part with one eye. Place them in different pots with soil. Observations lead within a few weeks. According to their results, conclude.
Experience 2.
Equipment:capacity with soil, tradresting process, water.
Methodology:tRONESCOCK STRESSANCE Spreads on the surface of a flower pot and sprinkled soil; Regularly moisturize. Experience is better to spend in spring. Within 2 - 3 weeks to observe. According to the results, conclude.
Experience 3.
Equipment:pot with sand, airborne tops.
Methodology:in wet sand to plant the tops of the carrot cut down. Put on the light, water. Surveillance for 3 weeks. According to the results, conclude.
The influence of gravity on the growth of plants.
Purpose: Find out how the strength of gravity affects the growth of plants.
Equipment:homemade plant, several books.
Methodology:put a pot with a plant at the book at an angle. During the week, watch the position of the stalks and leaves.
Conclusions:stems and leaves rose to the top.
Why?The plant contains the so-called growth substance - auxin, which stimulates the growth of plants. Thanks to the power of gravity, the auxin concentrates at the bottom of the stem. This part where auxin has accumulated, is growing energetically and the stem stretches up.
The effect of insulation medium on plant development.
Purpose: Jump for the growth and development of cactus in a closed vessel, to identify the effect of environmental conditions on the development and growth processes.
Equipment:round flask, a cup of Petri. Cactus, paraffin, soil.
Methodology:in the center of Petri dishes on the moistened soil, put a cactus, cover with a circular flask, and to mark its size hermetically clogging by paraffin. Watch the growth of cactus in a closed vessel, conclude.
2.4. Growth and development.
The effect of nutrients on the growth of the plant.
Purpose: Follow the awakening of the trees after the winter, to identify the need for nutrients for the life of plants (the twig dies in the water after a while).
Equipment:vessel with water, willow branch.
Methodology:place the willow branch (spring) into the vessel with water. Jump the development of the Willow Spreads. Make a conclusion.
Studying the process of seed germination.
Purpose: Show children how the seeds germinate and first roots appear.
Equipment:seeds, paper napkin, water, glass.
Methodology:wrap a glass from the inside with a damp paper napkin. Between the paper and the glass, put the seeds, pour water on the bottom of the glass (2cm). Watch observations of the appearance of seedlings.
3. Experiments with mushrooms.
3.1. Studying the process of formation of mold.
Purpose: Expand the knowledge of children about the diversity of the living world.
Equipment:a piece of bread, two saucers, water.
Methodology:put a wet bread on the saucer, wait for about an hour. Loose bread with a second saucer. From time to time to add water drops. The result is better to observe the microscope. A white gun will appear on the bread, which will take a black color after a while.
3 .2. Growing mold.
Purpose: Grow the fungus under the name of the bread mold.
Equipment:bread slice, plastic bag, pipette.
Methodology:put the bread into a plastic bag, drip into a package 10 drops of water, close the package. Put the package in a dark place for 3-5 days, consider bread through plastic. Having considered bread, throw it off with the package.
Conclusions:on bread, something black is growing like hair.
Why?Mold is a kind of fungus. It grows very quickly and spreads. Mold produces tiny cells with a solid shell, they are called disputes. The disputes are much smaller than dust and can be transferred to the air over long distances. On a piece of bread, there were already disputes when we put it in the package. Moisture, heat and darkness create good conditions for growing mold. Mold has good and bad qualities. Some types of mold spoil the taste and smell of food, but thanks to her, some products have a very pleasant taste. In some types of cheeses a lot of mold, but at the same time they are very tasty. Greenish mold, which grows on bread and oranges, is used for a medicine called Penicillin.
3 .3. Growing yeast fungi.
Purpose: To see what effect is made of sugar solution on the development of yeast fungi.
Equipment:packet dry yeast, sugar, dimensional cup (250 ml) or tablespoon, glass bottle (0.5 l.), Air ball (25cm.).
Methodology:mix the 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 air from the ball and put it on the neck of the bottle. Put a bottle into a dark dry place for 3-4 days. Over the bottle every day.
Conclusions:bubbles are constantly formed in the liquid. The ball is partially coming.
Why?Yeast is fungi. They do not have chlorophyll, as in other plants and they cannot provide themselves with nutrition. Like animals to maintain energy yeast, you need other food like sugar. Under the influence of yeast, sugar turns into alcohol and carbon dioxide with energy isolation. Bubbles that we have seen are carbon dioxide. The same gas makes the dough in the oven rise. In the finished bread, holes appear due to gas is selected. Partly thanks to the evaporation of alcohol from freshly baked bread there is a very pleasant smell.
4. Experiments with bacteria.
4.1. The effect of temperature on the growth of bacteria.
Purpose: Demonstrate the effect that has the temperature on the growth of bacteria.
Equipment:milk, measuring cup (250 ml.), Two to 0.5 l, refrigerator.
Methodology:pour into each jar on a cup of milk
Close banks. Put one jar in the fridge, and the other in a warm place. During the week, check both banks every day.
Conclusions:warm milk tea smells and contains dense white lumps. Cold milk looks still and smells quite edible.
Why?Heat promotes the development of bacteria that we spoil food. The cold slows down the growth of bacteria, but sooner or later, the milk located in the refrigerator will deteriorate. When it is cold, bacteria still grow, although slowly.
5. Additional information for teachers for the formulation of a biological experiment.
1. Before February, it is better not to conduct experienced works that use stalks of indoor plants. During the Polar Night, the plants are in the state of relative rest, and either the rooting of the cuttings is very slow, or the cuttings die.
2. For experiments with onions, the bulbs need to be chosen according to the following signs: it should be solid, exterior scales and cervix dry (rustling).
3. In experienced work, the seeds of vegetable crops should be used, tested for the germination. Since the germination of seeds worsens every year of their storage, not all sown seeds will go, with the result that experience may not work.
6. Memo on conducting experiments.
Scientists are watching a phenomenon, try to understand and explain it, and for this they conduct research and experiments. The purpose of this manual is to lead you up the step behind the step in conducting such experiments. You will learn how to determine the best way to solve problems facing you and find answers to emerging questions.
1. The purpose of the experiment: For what we spend experience.
2. Equipment:list of all necessary for experience.
3. Methodology: Phased instructions for conducting experiments.
4. Conclusions: Exact description of the expected result. You will inspire the result that has justified expectations, and if you make an error, then its causes are usually visible without difficulty, and you can avoid them next time.
5. Why? The reader is unfamiliar with the scientific terms, the reader is explained by the results of experience.
When you conduct an experiment, you first carefully read the instructions. Do not skip a single step, do not replace the required materials to others, and you will be rewarded.
Basic instructions.
2. Collect all the necessary materials. So that your experiences have not disappointed you and that they only deliver pleasure, take care that you have everything you need to do with your hand. When you have to stop and wanted one thing, then another, it can disrupt the course of the experiment.
3. Experiment. Act gradually and very carefully, never run forward and add nothing from yourself. The most important thing is your security, so carefully follow the instructions. Then you can be sure that nothing unexpected will happen.
4. Watch. If the results obtained are not to meet the manual as described, carefully read the instructions and start experience first.
7. Instructions for the design of learning diaries of observation / experiments.
For registration of the diaries of experiments, usually use notebooks in a cell or albums. Text is written on one side of the notebook or album.
The cover is issued by photography or color illustration on experience.
TITLE PAGE.At the top of the page indicates the place of experience / city, TSD, associations, in the middle of the "Diary of Experiment / Observation Diary /". Below, right - Scientific Officer / F. I.O., position /, time to start experience. If the diary of the observation of one trainee, its data / f. I., class / are written immediately after the words "Diary of Observations". If experience has set several students, the list of links is written on the back of the title leaf.
2 sheet. Theme of experience, goal. In the middle is written the topic of experience and the goal.
3 sheet. Biological data. A description of the species is given, the varieties that are monitored. Perhaps the description will take several sheets of the diary.
4 sheet. Methodology for experiment. Most often from literary data, methodological benefits are fully described by the method of setting and conducting this experience or observation.
5 sheet. Experience plan. Based on the method of experiment, the plan of all necessary works and observations is drawn up. Dates are approximate, it is possible by decades.
6 sheet. PROGRESS. Describes the calendar process of work. There are also all phenological observations in the process of experiment. Describes in detail and graphically shows a scheme of experience with options and repetitions, with precise size.
7 sheet. The results of experience. Here is generalized the entire course of experiment in the form of tables, schemes, charts, graphs. The final results on crop, measurements, weighing, etc. are indicated.
8 sheet. CONCLUSIONS. Based on the topic of experience, the goal and results, certain conclusions are made by experience or observations.
9 sheet. BIBLIOGRAPHY. The list appears to alphabetically: the author, source name, place and year of publication.
8. Instructions for registration of the report on experiments.
1. The subject of experience.
2. The purpose of experience.
3. Experience plan.
4. Equipment.
5. Proceedings (observation calendar)
b) what I do;
c) What I Watch.
6. Photos at all stages of work.
7. Results.
8. Conclusions.
Literature
1. Practical work with plants. - M., "Experiments and Observations", 2007
2. Biological experiment at school. - M., "Enlightenment", 2009
3. 200 experiments. - M., "Ast - Press", 2002
4. Methods of formulation of experiments with fruit, berry and flower-decorative plants. - M., "Enlightenment", 2004
5. School of Yunnov. - M., "Children's literature", 2008
6. Educational and experienced work on a school area. - M., "Enlightenment", 2008
With the arrival of spring, nature comes to life and everything around the shot in green. The first plants begin to appear that waking up so long to meet the warm spring sunshine.
Obviously, you know that the plant grows out of seed? But did you have the opportunity to independently want the root and sprout from it? If not, then let's carry out an experiment and look at this process together.
This study is very simple, so you can easily be able to spend it yourself. For the experiment you need:
First you need to wet a paper towel and put it in a jar. Now under the walls of the beans seeds.
It is important! Before putting seeds in a jar, they need to carefully inspect and choose only healthy and intact.
Banks need to put on the windowsill, because in order for the plant sprout, a sufficient amount of sunlight is needed.
You can experiment with various plants. In this case, be sure to sign each bank so as not to confuse.
Behind plants need to be observed daily. Take yourself a small notebook and write the changes that happened. And even if there is no, it also needs to be indicated.
If you closely follow the seeds, you will notice how their form and size changes. And after a few days they will germinate.
The fact that the plants are excreted oxygen, accidentally recognized the chemist Joseph attached. And this happened like. Once it was attracted by a suitcase with a plant in a bank. There is unknown as a mouse crawled. She stayed there for quite a long time and did not suffocate. So, Joseph attracted that plants isolated oxygen.
Another proof of this is an incredible story about the eccentric from England David Latimer, who placed a tradescania in the bank for 40 years. And she not only did not plant, but thanks to photosynthesis turned into a whole green garden.
We can repeat this experience and prove that the release of oxygen by plants is not a myth: they still allocate it.
Remember! Perhaps you already know that in the process of photosynthesis, for which sunlight is necessary, plants produce nutrients from water and carbon dioxide. In this case, oxygen is distinguished into the surrounding medium.
So, take two banks, place petunia in them and close tight covers.
One bank must be left on the windowsill, and put another to the closet.
A week later, you can continue the experiment. Light candles and put them in banks. You will make sure that in a jar, which stood on the windowsill, the candle would burn longer.
This is explained by the fact that the light is carried out photosynthesis, so oxygen has accumulated in the bank from the window sill, which supports burning. But in the plant, which remained in the dark, photosynthesis did not take place, so there is no need for combustion of oxygen.
Finally, I suggest you to make my own tramor. Of course, such an eco-souvenir can be purchased in the store, but much more pleasant to do something with your own hands.
To do this, take:
Small ground mix with seeds and fill the bottom of the sock, and the upper - only the ground. Tie socks and with a needle with a thread form a spout, as well as enraged buttons for the eyes.
Pose a grass tray in a plate with water and put in a warm place. Already after 5-6 days, the grass will grumble and our "kolobka" will appear hair. The main thing - do not forget to top the water in a plate.
