Solvent water. Soluble and insoluble substances in water

Margarita Khalisova
Summary of the lesson “Water is a solvent. Water Purification»

Topic: Water is a solvent. Water purification.

Target: consolidate the understanding that substances in water do not disappear, but dissolve.

Tasks:

1. Identify substances that dissolve in the water and which are not dissolve in water.

2. Familiarize yourself with the cleaning method water - filtering.

3. Create conditions for detection and verification various ways cleaning water.

4. Consolidate knowledge about the rules of safe behavior when working with various substances.

5. Develop logical thinking by modeling problem situations and solving them.

6. To cultivate accuracy and safe behavior when working with various substances.

7. Cultivate interest in cognitive activity, experimentation.

Educational areas:

cognitive development

Socio-communicative development

Physical development

vocabulary work:

enrichment: filter, filtering

activation: funnel

preliminary work: talks about water, its role in human life; conducted water monitoring in kindergarten, Houses; experiments with water; looked at illustrations on the topic « Water» ; got acquainted with safety rules during research and experimentation; guessing riddles about water; reading fiction, environmental tales; water games.

Demonstration-visual material: doll in blue suit "Droplet".

Handout: empty glasses, with water; solvents: sugar, salt, flour, sand, food coloring, vegetable oil ; plastic spoons, funnels, gauze napkins, cotton pads, oilcloth aprons, tea mugs, lemon, jam, disposable plates, oilcloth on tables.

GCD progress

caregiver: - Guys, before starting a conversation with you, I want to make a wish for you riddle:

Lives in seas and rivers

But often it flies through the sky.

And how bored she is to fly

Falls to the ground again. (water)

Guess what the conversation will be about? That's right, water. We already know that water is a liquid.

Let's take a look at the properties water we have established with the help of experiments on others classes. List.

Children:

1. Do no smell of water.

2. No taste.

3. She is transparent.

4. Colorless.

5. Water takes the shape of the vessel into which it is poured.

6. Has weight.

caregiver: - Right. Do you want to experiment with water again? To do this, we need to briefly turn into scientists and look into our laboratory experimentation:

Turn right, turn left

Be in the laboratory.

(children approach the mini-laboratory).

caregiver: - Guys, look who is visiting us again? And what's new in the lab?

Children: - "Droplet", grandfather's granddaughter Knowing and beautiful box.

Want to know what's in this box? Guess puzzles:

1. Separately - I'm not so tasty,

But in food - everyone needs (salt)

2. I am white as snow,

In honor of everyone.

Got in the mouth -

There he disappeared. (sugar)

3. Cheesecakes are baked from me,

And pancakes and pancakes.

If you are making dough

I must be put (flour)

4. Yellow, not the sun,

It pours, not water,

Foaming in the pan

Splashes and hisses (butter)

Food coloring - used in cooking to decorate cakes, paint eggs.

Sand - for construction, play with it in the sandbox.

Children examine test tubes with substances.

caregiver: - All these substances brought "Droplet" in order for us to help her figure out what will happen to water when interacting with them.

caregiver: - What do we need in order to start our work with water?

Children: - Aprons.

(children put on oilcloth aprons and go to the table, where there are glasses with clean water).

caregiver: - Let's remember the rules before we start working with these substances:

Children:

1. You can not taste substances - there is a possibility of poisoning.

2. Care must be taken when sniffing, as substances can be very caustic and can burn the respiratory tract.

caregiver: - Danil will show you how to do it right (directing the smell from the glass with the palm of your hand).

I. Research Work:

caregiver: - Guys, what do you think will change if dissolve these substances in water?

I listen to the expected result of the children before mixing the substances with water.

caregiver: - Let's check.

I suggest that the children each take a glass of water.

caregiver: - Look and determine which one is there water?

Children: - The water is clear, colorless, odorless, cold.

caregiver: - Take a test tube with the substance you have chosen and dissolve in a glass of water stirring with a spoon.

We are considering. I listen to the answers of the children. Did they guess correctly?

caregiver: - What happened to sugar, salt?

salt and sugar quickly dissolve in water, water stays clear, colorless.

Flour too dissolve in water, but the water becomes cloudy.

But after the water stays a little, the flour settles to the bottom, but solution continues to be cloudy.

Water with sand it became dirty, cloudy, if you don’t interfere anymore, then the sand sank to the bottom of the glass, you can see it, that is, it doesn’t dissolved.

food powder solvent quickly changed color water, means, dissolves well.

Oil not dissolves in water: it either spreads on its surface with a thin film, or floats in water in the form of yellow droplets.

Water is a solvent! But not all substances dissolve in it.

caregiver: - Guys, we worked with you and "Droplet" invites us to rest.

(Children sit at another table and a game is played.

The game: "Guess the drink taste (tea)».

Tea drinking with different flavors: sugar, jam, lemon.

II Experimental work.

Let's go to table 1.

caregiver: - Guys, is it possible to purify water from these substances that we dissolved? Return it to its previous state of transparency, without sediment. How to do it?

I suggest you take your glasses with solutions and go to table 2.

caregiver: - You can filter it. This requires a filter. What can a filter be made of? We will make it with a gauze pad and a cotton pad. I show (I put a gauze napkin folded in several layers into the funnel, a cotton pad and put it in an empty glass).

We make filters with children.

I show the filtration method, and then the children themselves filter the water with the substance they have chosen.

I remind you that the children take their time, pour in a small stream solution into a funnel with a filter. I'm talking proverb: "Hurry up - make people laugh".

Consider what happened after filtering water with different substances.

The oil was filtered out quickly because it does not dissolved in water, traces of oil are clearly visible on the filter. The same thing happened with the sand. Substances that are well dissolved in water: sugar, salt.

Water with flour after filtering became more transparent. Most of the flour settled on the filter, only very small particles slipped through the filter and ended up in a glass, so water not entirely transparent.

After filtering the dye, the color of the filter has changed, but the filtered solution also remained in color.

Outcome of GCD:

1. What substances dissolve in water? - sugar, salt, dye, flour.

2. What substances are not dissolve in water - sand, butter.

3. What kind of cleaning method water we met? - filtering.

4. With what? - filter.

5. Did everyone follow the safety rules? (one example).

6. What is interesting (new) did you find out today?

caregiver: - You learned today that water is a solvent, checked which substances dissolve in water and how to purify water from various substances.

"Droplet" thanks you for your help and gives you an album for sketching experiments. This concludes our research, we return from the laboratory to group:

Turn right, turn left.

Find yourself in the group again.

Literature:

1. A. I. Ivanova Ecological observations and experiments in kindergarten

2. G. P. Tugusheva, A. E. Chistyakova Experimental activity of children of middle and senior preschool age St. Petersburg: Detstvo-Press 2010.

3. Cognitive research activities of older preschoolers - A child in kindergarten No. 3,4,5 2003.

4. Research activities preschooler - D / in No. 7 2001.

5. Experimenting with water and air - D / V No. 6 2008.

6. Experimental activities in kindergarten - Educator of preschool educational institution No. 9 2009.

7. Games - experimentation younger preschooler- Preschool Pedagogy No. 5 2010.

Amanbayeva Zhanar Zhumabekovna
Aktobe region Shalkar
Secondary School No. 5
Subject: Primary school

Subject: Water is a solvent. Substances soluble and insoluble in water.
Lesson objectives: to give an idea about water as a solvent, about soluble and insoluble substances; introduce the concept of "filter", with the simplest ways to determine soluble and insoluble substances; prepare a report on the topic “Water is a solvent”.
Equipment and visual aids: textbooks, anthologies, notebooks for independent work; sets: glasses empty and with boiled water; boxes with table salt, sugar, river sand, clay; teaspoons, funnels, paper napkin filters; gouache (watercolors), brushes and sheets for reflection; presentation made in Power Point, multimedia projector, screen.

DURING THE CLASSES
I. Organizational moment
U. Everyone good morning! (Slide 1)
I invite you to the third meeting of the school science club "We and the world around us."
II. Message about the topic and purpose of the lesson
Teacher. Today we have guests, teachers from other schools who came to the meeting of the club. I propose to the chairman of the club, Poroshina Anastasia, to open the meeting.
Chairman. Today we have gathered for a club meeting on the topic “Water is a solvent”. The task for all those present is to prepare a report on the topic “Water is a solvent”. In this lesson, you will again become researchers of the properties of water. You will study these properties in your laboratories, with the help of "consultants" - Mikhail Makarenkov, Olesya Starkova and Yulia Stenina. Each laboratory will have to perform the following task: to conduct experiments and observations, and at the end of the meeting, discuss the plan for the message "Water - solvent".

III. Learning new material
U. With the permission of the chairman, I would like to make the first announcement. (Slide 2) The same session on the topic “Water is a solvent” was recently held by students from the village of Mirny. The meeting was opened by Kostya Pogodin, who reminded everyone present of one more amazing property water: many substances in water can break down into invisible tiny particles, that is, dissolve. Therefore, for many substances, water is good solvent. After that, Masha proposed to conduct experiments and identify ways by which it would be possible to get an answer to the question of whether a substance dissolves in water or not.

U. I suggest that you, at a club meeting, determine the solubility in water of substances such as salt, sugar, river sand and clay.
Let's assume which substance, in your opinion, will dissolve in water, and which will not. Express your assumptions, guesses and continue the statement: (Slide 3)

U. Let's think together what hypotheses we will confirm. (Slide 3)
Suppose ... (salt will dissolve in water)
Let's say ... (sugar will dissolve in water)
Perhaps ... (sand will not dissolve in water)
What if... (clay won't dissolve in water)

U. Let's, and we will conduct experiments that will help us figure it out. Before work, the chairman will remind you of the rules for conducting experiments and distribute cards on which these rules are printed. (Slide 4)
P. Look at the screen where the rules are written.
"Rules for conducting experiments"
All equipment must be handled with care. They can not only be broken, they can also get hurt.
During work, you can not only sit, but also stand.
The experiment is conducted by one of the students (the speaker), the rest silently observe or, at the request of the speaker, help him.
The exchange of opinions on the results of the experiment begins only after the speaker allows it to begin.
You need to talk to each other quietly, without disturbing the others.
Approaching the table and changing laboratory equipment is possible only with the permission of the chairman.

IV. Practical work
U. I suggest that the chairman choose a "consultant" who will read aloud from the textbook the procedure for conducting the first experiment. (Slide 5)
1) P. Experiment with table salt. Check if table salt dissolves in water.
A "consultant" from each laboratory takes one of the prepared sets and conducts an experiment with table salt. Pour into a transparent glass boiled water. Pour a small amount of table salt into the water. The group observes what happens to the salt crystals and tastes the water.
The chairman (as in the KVN game) reads the same question to each group, and representatives from the laboratories answer them.

P. (Slide 6) Has the transparency of the water changed? (Transparency has not changed)
Has the color of the water changed? (Color has not changed)
Has the taste of water changed? (Water turned salty)
Can we say that the salt has disappeared? (Yes, she disappeared, disappeared, she is not visible)

U. Make a conclusion. (Salt dissolved) (Slide 6)
P. I ask everyone to proceed with the second experiment, for which it is necessary to use filters.
U. What is a filter? (A device, device or structure for purifying liquids, gases from solid particles, impurities.) (Slide 7)
U. Read aloud the procedure for performing the experiment with the filter. (Slide 8)
Students pass water with salt through a filter, observe and examine the taste of water.

P. (Slide 9) Is there any salt left on the filter? (There is no edible salt left on the filter)

Have you been able to remove the salt from the water? ( food salt passed through the filter with water)
U. Make a conclusion from your observations. (Salt dissolved in water) (Slide 9)
U. Was your hypothesis confirmed?
U. All right! Well done!
U. Write the results of the experiment in writing in the Notebook for independent work (p. 30). (Slide 10)

2) P. (Slide 11) Let's do the same experiment again, but instead of salt, put a teaspoon of granulated sugar.
A "consultant" from each laboratory takes a second set and runs an experiment with sugar. Boiled water is poured into a transparent glass. Pour a small amount of sugar into the water. The group observes what is happening and examines the taste of the water.
P. (Slide 12) Has the transparency of the water changed? (The transparency of the water has not changed)
Has the color of the water changed? (The color of the water has not changed)
Has the taste of water changed? (Water turned sweet)
Can we say that sugar is gone? (Sugar became invisible in water, water dissolved it)
U. Make a conclusion. (Sugar dissolved) (Slide 12)
U. Pass water with sugar through a paper filter. (Slide 13)
Students pass water with sugar through a filter, observe and examine the taste of water.
P. (Slide 14) Is there any sugar left on the filter? (Sugar is not visible on the filter)
Has the taste of water changed? (The taste of the water has not changed)
Have you managed to clear the water of sugar? (Water could not be purified from sugar, along with water it passed through the filter)
U. Make a conclusion. (Sugar dissolved in water) (Slide 14)
U. Was the hypothesis confirmed?
W. Right. Well done!
U. Write the results of the experiment in writing in a notebook for independent work. (Slide 15)

3) P. (Slide 16) Let's check the statements and conduct an experiment with river sand.
U. Read in the textbook the procedure for conducting the experiment.
Experiment with river sand. Stir a teaspoon of river sand in a glass of water. Let the mixture stand. Observe what happens to the grains of sand and water.
P. (Slide 17) Has the transparency of the water changed? (Water became cloudy, dirty)
Has the color of the water changed? (The color of the water has changed)
Are the grains gone? (Heavier grains of sand sink to the bottom, while smaller ones float in the water, making it cloudy)
U. Make a conclusion. (Sand did not dissolve) (Slide 17)
U. (Slide 18) Pass the contents of the glass through a paper filter.
Students pass water with sugar through a filter, observe.
P. (Slide 19) What passes through the filter and what remains on it? (Water passes through the filter, but the river sand remains on the filter and the grains of sand are clearly visible)
Was the water cleared of sand? (The filter helps to clean the water of particles that do not dissolve in it)
U. Make a conclusion. (River sand did not dissolve in water) (Slide 19)
U. Was your assumption about the solubility of sand in water correct?
U. Great! Well done!
U. Write the results of the experiment in writing in a notebook for independent work. (Slide 20)

4) P. (Slide 21) Do the same experiment with a piece of clay.
Experiment with clay. Stir a piece of clay in a glass of water. Let the mixture stand. Observe what happens to clay and water.
P. (Slide 22) Has the transparency of the water changed? (Water turned cloudy)
Has the color of the water changed? (Yes)
Did the clay particles disappear? (Heavier particles sink to the bottom, while smaller ones float in the water, making it cloudy)
U. Make a conclusion. (Clay did not dissolve in water) (Slide 22)
U. (Slide 23) Pass the contents of the glass through a paper filter.
P. (Slide 24) What passes through the filter and what remains on it? (Water passes through the filter, and undissolved particles remain on the filter.)
Has the water been cleared of clay? (The filter helped clear the water of particles that didn't dissolve in the water)
U. Make a conclusion. (Clay does not dissolve in water) (Slide 24)
U. Was the hypothesis confirmed?
U. Well done! Everything is correct!
U. I ask one of the group members to read the conclusions written in the notebook to all those present.
U. Does anyone have any additions, clarifications?
U. Let's draw conclusions from the experiments. (Slide 25)

Are all substances soluble in water? (Salt, granulated sugar dissolved in water, but sand and clay did not dissolve.)
Is it always possible to use a filter to determine whether a substance is soluble in water or not? (Substances dissolved in water pass through the filter along with water, while particles that do not dissolve remain on the filter)
D. Read about the solubility of substances in water in the textbook (p. 87).
U. Draw a conclusion about the property of water as a solvent. (Water is a solvent, but not all substances dissolve in it) (Slide 25)
U. I advise club members to read the story in the reader “Water is a solvent” (p. 46). (Slide 26)
Why have scientists not yet been able to obtain absolutely clean water? (Because hundreds, maybe thousands of different substances are dissolved in water)

U. How do people use the property of water to dissolve certain substances?
(Slide 27) Tasteless water becomes sweet or salty due to sugar or salt, as water dissolves and acquires their taste. A person uses this property when preparing food: brews tea, cooks compote, soups, salts and preserves vegetables, prepares jam.
(Slide 28) When we wash our hands, wash or bathe, when we wash clothes, we use liquid water and its solvent property.
(Slide 29) Gases, in particular oxygen, also dissolve in water. Thanks to this, fish and others live in rivers, lakes, seas. In contact with air, water dissolves oxygen, carbon dioxide and other gases that are in it. For living organisms that live in water, such as fish, oxygen dissolved in water is very important. They need it to breathe. If oxygen did not dissolve in water, then water bodies would be lifeless. Knowing this, people do not forget to oxygenate the water in the aquarium where the fish live, or cut holes in the ponds in winter to improve life under the ice.
(Slide 30) When we paint with watercolors or gouache.

U. Pay attention to the task written on the board. (Slide 31) I propose to draw up a collective speech plan on the topic “Water is a solvent”. Discuss it in your laboratories.
Listening to plans on the topic “Water is a solvent” compiled by students.

U. Let's all formulate a speech plan together. (Slide 31)
Approximate speech plan on the topic “Water is a solvent”
Introduction.
Dissolution of substances in water.
Conclusions.
People use the property of water to dissolve certain substances.
Excursion to the "Exhibition Hall". (Slide 32)

U. When preparing a report, you can use additional literature selected by the guys, assistant speakers on the topic of our meeting. (Draw students' attention to the exhibition of books, Internet pages)

V. Summary of the lesson
What property of water was investigated at a club meeting? (Property of water as a solvent)
What conclusion did we come to by examining this property of water? (Water is a good solvent for some substances.)
Do you think it's hard to be explorers?
What seemed the most difficult, interesting?
Will the knowledge acquired during the study of this property of water be useful to you in later life? (Slide 33) (It is very important to remember that water is a solvent. Water dissolves salts, among which there are both beneficial and harmful to humans. Therefore, you cannot drink water from a source if you do not know whether it is clean. Do not in vain there is a proverb among the people: "Not all water is suitable for drinking.")

VI. Reflection
How we use the property of water to dissolve certain substances in the classroom visual arts? (When we paint with watercolors or gouache)
I suggest you, using this property of water, paint the water in a glass in a color that best suits your mood. (Slide 34)
"Yellow color" - joyful, bright, good mood.
"Green color" - calm, balanced.
"Blue color" - a sad, sad, dreary mood.
Show your sheets of colored water in a glass.

VII. Evaluation
I would like to thank the chairman, the "consultants" and all participants of the meeting for their active work.
VIII. Homework

State educational institution of the Tula region "Tula regional center education” (department of adapted general education for students with intellectual disabilities No. 1)

Topic: The ability of water to dissolve solids (salt, sugar, etc.). Soluble and insoluble substances. Solutions in everyday life (washing, drinking, etc.). Solutions in nature: mineral, sea water.
Biology grade 6. Individual training.

A lesson in acquiring new knowledge.

Teacher: Kurbatova N.S.

Lesson Objectives: to form knowledge in the field of water properties, in particular, the ability of water to dissolve substances; to expand the student's ideas about solutions in everyday life and nature and their application.

Tasks:

Tutorials:

repeat previously studied properties of water;
to acquaint the student with the ability of water to dissolve certain substances;
introduce a student with solutions in everyday life and nature and their application;
learn to determine the suitability of water for drinking and cooking.

Educators:

educate the attitude towards water as an important natural resource;
build skills careful attitude to nature.

Corrective:

develop skills of observation, comparison when performing practical work;
skill development correct speech(construction of complete common sentences when answering teacher's questions);
extension vocabulary;
correction logical thinking based on analysis and establishing patterns;
development of voluntary attention.

Equipment:

1. Plastic cups;
2. Plastic spoons;
3. Filter paper;
4. Clay, salt;
5. Computer, presentation file.

During the classes

1. Organizational moment.
Greetings. Presentation of the topic and objectives of the lesson.

slide 2. (Images of water in nature in different states.)
- What is shown in the photographs? (fog, river, snow, ice, cloud)
- What do the photos have in common? (Water in different states.)
- Water has a unique ability. It can be in liquid, solid, gaseous state.

Today we continue to study the properties of water.

2. Repetition.
Slides 3-8. Water properties.
- You already know some properties of water.
- Look at the diagrams and formulate them. Slides 5-11.
(It has no color, shape, taste and smell, transparent, fluid.)

3. Learning new material.

In this lesson, you will learn about another property of water. To do this, we will conduct an experiment.

Practical work.
Slides 9-10. Experience #1.
- Let's start the experiment. Pour water into a glass.
What color is the water in the glass? (Colorless, transparent).
- In a glass of water, add some salt. Watch what's going on.
- What is the water like? (cloudy, then colorless).
Are there grains of salt in the water? (Not)
- They disappeared?
- The water has completely dissolved the salt.
- As a result of experience, we have received necessary for man substance is a salt solution. Tell me, how do people use a salt solution?
slide 11. Experience #2.
- Now add clay to a glass of clean water. Stir.
- What do you see? What color is the water? (cloudy, opaque)
- The clay has not completely dissolved in the water. Part of the solids settled to the bottom of the glass.

Not all substances dissolve in water. Glass, silver, gold are practically water-insoluble substances (solids). They also include kerosene, vegetable oil (liquid substances), some gases.
- Examples of soluble substances: table salt, sugar, soda, cherry juice, starch.

Make up a word from the cards and say what property of water you met.(Solvent)

Water is a good solvent for many solids.Not all substances dissolve in water.slide 12.

Fizkulminutka.

Again we have a physical education minute,

Bent over, come on, come on!

Stretched out, stretched out

And now they've leaned back.

Although the charge is short,

We rested a bit.

Slides 13-14. Experience #3. Water purification.
- The water is dirty.
- dirty water(water that has a foreign color, smell) should not be eaten. Why? (May harm the body.)
- Do you think it can be cleaned muddy water from particles of sand, clay?
- How can I do that? (Use a filter.)
- The filter is a device for water purification.
Examining the household filter. slide 13.
- We will make a filter from special paper. Cut out the circle. Make an incision from the edge to the center. Fold into a cone.
- Take an empty glass. Insert a filter paper cone into it.
- Pour contaminated water into a glass through a filter paper cone. Watch what happens. (Pure water drips into the glass. Solid particles remain on the filter.)
- Does the resulting water have a color? Is she transparent? (Examination of objects behind a glass.)
- It turned out clear water. We have made a simple filter. The process of water purification is called filtration.

Try running salt water through the filter. Repeat the same steps as when filtering water with an admixture of clay. (The student makes a new filter. Inserts it into a clean glass. Pours a salt solution through the filter.)

Watch what happens. Are salt particles left on the filter?

The salt dissolved in the water, became invisible and passed through the filter with it. It is not possible to purify water from soluble substances using a filter.

slide 15.

To maintain health, we must consume clean water. To purify water, people create devices of varying complexity.

How is water purified in nature?
- Sand plays an important role in water purification from many impurities. (Example - spring.)

Water in nature always contains various dissolved substances. Therefore, remember that not all water is suitable for drinking. If you do not know whether the source is pure, you cannot drink water from it.

4. Inclusion of new material in the knowledge system.

Solutions in nature and in everyday life.Slides 16-19.

Water is a very good solvent. It can dissolve almost everything. Even some metals. In water, for example, silver can dissolve. This solution was used to treat gastrointestinal diseases and wounds. Water in which mineral salts are dissolved is called mineral water. This water helps to cure many diseases. Sanatoriums are built in places where mineral springs are located. Another example of natural saline solution- sea water. Unlike fresh and mineral water, it is not suitable for drinking. Not all aqueous solutions are healthy and suitable for human consumption. They have a different purpose.
- How do we use the ability of water to dissolve substances? (Viewing photographs. Conversation.)

You can do the following experiments with water at home:

Pour a teaspoon of granulated sugar into a glass of water and stir it. What happens to grains of sand? Where did they go? Is it possible to say that granulated sugar has disappeared (taste the water). Has the color of the water in which you stirred the sand change? Has she lost transparency?

Strain the sweet water through a paper filter. Taste it. Was the water cleared of the sugar mixed in it?

Pour a teaspoon of cleanly washed river sand into a glass of water and stir it. Does anything happen to the grains of sand in the water? Has the color and clarity of the water changed?

Strain the water with river sand through a paper filter. Is the water purified from river sand using a filter?

There is such a fairy tale. Two donkeys walked along the road with a load. One was loaded with salt, and the other with cotton wool. The first donkey could hardly move his legs: his burden was so heavy. The second one was fun and easy.

Soon the animals had to cross the river. The donkey, loaded with salt, stopped in the water and began to bathe: he either lay down in the water, then stood up again. When the donkey came out of the water, his burden became much lighter. Another donkey, looking at the first, also began to bathe. But the longer he bathed, the heavier the cotton wool loaded on him became.

Why did the burden of the first donkey after bathing become lighter, and the second heavier? What would happen if the second donkey did not carry cotton wool, but sugar?

Experiments will help you answer the questions:

Pour pure salt into a glass of water and stir it with a spoon. Watch what happens to the salt crystals. They get smaller and smaller and soon disappear altogether. But has the salt disappeared? Taste the water. She is salty. The salt did not disappear, but became invisible. She dissolved.

Pass water through the filter. Nothing settles on the filter, and the water remains salty.

Remember the experiment with sugar that you set before reading the article. When sugar is stirred in water, it also becomes invisible, that is, it dissolves.

Do the same experiment with drinking soda as you did with sugar and salt. Does baking soda dissolve in water?

When you experimented with river sand at home, you observed that the grains of sand fall to the bottom of the glass and lie there without changing. You passed water through the filter. The water passed through it, but the sand remained on the filter. From this experience, we can conclude that sand does not dissolve in water.

Try to dissolve clay and tooth powder. Particles of these substances will float in the water, which becomes cloudy from them. If you let the water stand, particles of clay and tooth powder will settle to the bottom. When shaking the water, they rise, and then fall again.

Pass cloudy water through a paper filter. The water will become clean and transparent, and the particles of clay and tooth powder will remain on the filter. This means that these substances, like sand, do not dissolve in water.

Now you yourself can take any substance and check whether it dissolves or not. If its particles in water become invisible and pass through the filter with it, then this is a soluble substance.

If particles float in water or settle to the bottom and are retained by the filter, then this is an insoluble substance. Water in which a substance is dissolved is called a solution.

Useful on the web

A manual coffee grinder will help you prepare aromatic delicious coffee. Why is a coffee grinder manual, you ask. The fact is that only when using a manual coffee grinder, the grains give the whole range of taste to the drink. Coffee grinders have a grinding degree regulator, and they are made of glass and wood.

Open lesson on the knowledge of the world

Pedagogical system: Three-dimensional methodical teaching system

Lesson topic: Solvent water.

Soluble and insoluble substances in water.

Lesson type : Introduction to new material

1.Lesson objectives:

Educational: Formation of a holistic view of the world through observation, perception, and activity;

Introduce water-soluble and insoluble substances;

Learn to work with a hypothesis (assumption, through an activity method and a practical approach).

Educational: Cultivate a sense of cooperation and mutual assistance towards each other.

Developing: Develop a conscious attitude to the result of their educational work; develop such methods of mental activity as comparison, classification, analysis and synthesis;

2. Content of the lesson:

TasksI – IIIstages are given in the workbooks of students and in the key- teacher's answers.

3. Lesson methods

Istage-message;

IIstage - a) test "YES" or "No"

b) self-search method

c) consolidation in practice

III

4. Shapes

Istage - frontal, individual;

IIstage - a) individual

b) frontal

c) group

IIIstage - individual

5. Visibility

Stage I - workbook, "transparent journal", individual journal of the student and

teachers;

Stage II - a) slides, textbook, interactive whiteboard;

b) textbook, workbook;

C) textbook, workbook, blackboard, chalk.

ІІІ stage - working notebook, "transparent journal", individual journal of the student and

teachers;

During the classes:

І stage – Psychological attitude

The lesson starts.

He will go to the guys for the future.

Try to understand everything

Learn to unlock secrets!

1. As if dressed in lace

Trees, bushes, wires (slide 2)

And it seems this is a fairy tale,

And, in fact, only water. (slide 3)

2. The boundless expanse of the ocean (slide 4)

And a quiet backwater of the pond, (slide 5)

The cascade of the waterfall and the spray of the fountain, (slide 6.7)

And it's all just water.

3. Disappearing in the turquoise distance, (slide 8)

Clouds float like swans.

Here is a thundercloud, (slide 9)

And, in fact, only water.

4. White snow will go and cover (slide 10)

Native forests and fields.

But the time will come - everything will melt (slide 11)

And will be plain water. (slide 12)

b ) Examination homework

1) Guys, you were given the task at home to collect words in groups and prepare messages.

Water Fog Iceberg Ice Snow Steam

Liquid

Solid

gaseous

Water
Fog

Ice
Snow
Iceberg

Steam

Children's messages .

Student 1.

The first of the natural resources that a person encounters in his life is water. Water becomes an inseparable companion of mankind for life from the moment of its birth to last day. “Water,” said the great Leonardo da Vinci, “was given the magical power to become the juice of life on Earth.”

A person will somehow manage without oil, diamonds, invent new engines, but without water he will not be able to live. People have always deified water. There is not a single nation in which water would not be considered the mother of all living things, a healing and cleansing power, a source of fertility. The famous French writer, pilot Antoine de Saint-Exupery, whose plane crashed in the Sahara Desert, wrote this: “Water! .. You have no taste, no color, no smell, you cannot be written, you are enjoyed without knowing what are you! It cannot be said that you are necessary for life: you are life itself. You fill us with a joy that cannot be explained by our feelings. With you, the forces that we have already said goodbye are returning to us. By your mercy, the high springs of our hearts begin to seethe in us again. You are the greatest wealth in the world .... "

Student 2.

Water is the only substance found on Earth in three states: solid, liquid and gaseous.

If you quickly rotate the globe, it will seem that it is one-color - blue. And all because there is more of this paint on it than white, green, brown. blue color the seas, oceans of our planet are depicted. Water occupies ¾ of the surface of the globe. Water is everywhere.

Water is part of every living organism. It is enough to crush the leaf of the plant in your hands, and we will find moisture in it. Water is found in all parts of plants.

There is a lot of water in the human body. Our body is almost 2/3 water. Water is necessary for our body to remove various harmful substances. Is there a lot of water in our body? We can count: the mass of your body must be divided by 3 and the resulting number multiplied by 2.

For instance. My weight is 33kg, I divide by 3 and multiply by 2, I get 22kg. So, there are about 22 kg of water in my body.

Student 3.

A living organism constantly consumes water and needs to replenish it. For example, a person needs more than 2 liters of water per day (he drinks part of it, and part is contained in food).

Water is drunk by fields and forests. Without it, neither animals, nor birds, nor people can live. But the water not only gives water, but also feeds - thousands of fishing boats sail the seas and oceans. Water washes all people, cities, cars, roads.

You can't knead dough for bread without water, you can't prepare concrete for construction, you can't make paper, candy, or medicine - you can't do anything without water. But all this became available to man after he had studied the properties of this substance well.

b) Checking the task "Bridge"

Fairy tale "Two donkeys"

Soon the animals had to cross the river. The donkey, loaded with salt, stopped in the water and began to bathe: he either lay down in the water, then again stood up. When the donkey came out of the water, his burden became much lighter. Another donkey, looking at the first, also began to bathe. But the longer he bathed, the heavier the cotton wool loaded on him became.

Why

What are we trying to learn about water today?

so , the purpose of our lesson will test the property of water to dissolve various substances.
What can we do to achieve this goal?

- (Research new property of water )

How can we observe this property of water?

(Conduct experiments .)

What will be the subject of research?Water )

Think about how we will conduct research? (work in groups)

How should group members work to successfully conduct research?

(Recall the rules of working in a group) Why do we need these rules?

Safety rules for experiments .

Work under adult supervision.

Getting up from the workplace and walking around the classroom is prohibited.

Observation, discussions, conclusions are made jointly, respecting the opinion of everyone and members of other groups.

Name these substances.

II stage - self-group search in the textbook for answers to leading questions given in workbooks.

Today we will learn about the possibilities of water as a solvent. The experiments that we will now carry out will help us with this.

Fizminutka

Practical part

But, Before moving on to the experiments, let's check if everything in our laboratory is ready for work?
- What substances are there to ensure the conduct of the experiment in each group?

What are the tools and equipment?

And also you have a package of instructions for conducting experiments.
Each group will conduct an experiment in accordance with the number received. Does everyone understand?

Take the form with instruction number 1.

Read the procedure - the progress of work - in the first stage. Each group reads the workflow instructions for their experience only. All clear?

What observations to conduct and why?

Where are the results of observations recorded?

Then draw your own conclusions. Where do we write the findings?

Group work.

Take a little substance with a spoon, add it to a glass of water and stir well. Watch what happened?

- Stir the water. Watch what happened?

Before you lies a plan for compiling a story about your observations.

Prepare a report on your observations on this plan.

1 group

What happened to the salt?

Make a conclusion.

(The solution is transparent, the salt is not visible. This means that the salt dissolves in water.)

2 group

What was the solution? Has he changed color?

What happened to sugar?

Make a conclusion.

(The solution is clear, sugar is not visible. This means that sugar dissolves in water.)

3 group

What was the solution? Has he changed color?

What happened to the river sand?

Make a conclusion.

(Sand settles to the bottom. You can see it. This means that the sand does not dissolve in water)

Now let's hear what observations each group made.

( They go to the board and attach a card with the words dissolves or does not dissolve)

Let's make a conclusion. (Water can dissolve various substances. She is a solvent. But not all substances dissolve in water.)Posted on the board

What are the names of substances that dissolve in water? (Soluble)Posted on the board

What about substances that do not dissolve in water? (Insoluble)Posted on the board

I will add to a glass of water colored salt (blue vitriol- copper sulfate)). What's happening?

Do you think pebbles dissolve in water?The teacher shows the experience .

What other substances can dissolve in water? (sugar, lemon acid, soda)

What are the substances?

III stage - a method for entering assessment according to a 12-point rating system (three-level tasks)

1 level

1. Guess riddles

1. Lives in the seas and rivers,
But often it flies through the sky.
And how bored she is to fly,
Falls to the ground again

2. Flowing, flowing -
Won't leak
Runs, runs
Won't run out

The wind will blow - it will tremble

2. Level

a) salt

b) juice

c) clay

d) sugar

2. Why does tea become sweet if sugar is added to it?

m) water is transparent

o) water is a solvent

p) water has no smell

3How to purify polluted water?

d) warm up

e) chill

d) filter

h) freeze

f) animals

j) plants

a) plants and factories

k) streams

3 level

Solve puzzles:

____________________________

Lesson summary : - Why did we spend the lesson research work

What property of water did you learn from experiments?

What are the substances?

Name the solutes.

Name the insoluble substances.

Reflection.

In class I learned

I can commend myself for

It was hard for me

What property of water did you use for this?

If you did a good job in the lesson, take a blue droplet, and if not very well, take a yellow one. Let's attach our droplets to the board.

Look how many blue droplets we got. How much water is on our planet. It occupies ¾ of the Earth's surface. But only 2% is fresh water. So, fresh water must be preserved. Thanks to water, such beauty exists on our planet.

At the lesson, you all worked hard, worked actively. They gave complete answers. Well done.

Homework: solve puzzles, draw up a memo on water protection.

Appendix 3 (Form 1).

Objective:

Progress

Observations

Conclusion

________________________

Objective: test the ability of water to dissolve various substances.

Progress

Observations

Conclusion

Pour the oil into a glass of water. Stir

wooden stick

________________________

General conclusion: __________________________________________________________________

____________________________________________________________________________________________________________________________________

Objective: test the ability of water to dissolve various substances.

Progress

Observations

Conclusion

Pour river sand into a glass of water. Stir with a wooden stick.

________________________

General conclusion: __________________________________________________________________

Appendix 3 (Form 2).

Objective:

Progress

Observations

Conclusion

________________________

General conclusion: __________________________________________________________________

Objective: find a way to purify water from insoluble substances.

Progress

Observations

Conclusion

Pour the water with cherry juice into the filter funnel

________________________

General conclusion: __________________________________________________________________

____________________________________________________________________________________________________________________________________

Objective: find a way to purify water from insoluble substances.

Progress

Observations

Conclusion

Pour water with river sand into a funnel with a filter

________________________

General conclusion: __________________________________________________________________

____________________________________________________________________________________________________________________________________

Workbook on the knowledge of the world

F.I. student(s)________________________________________________

Topic: Solvent water. Soluble and insoluble substances in water.

I STAGE: Knowledge update

Question: Why did the burden of the first donkey become lighter after bathing, and that of the second became heavier?

Answer:__________________________________________________________

Question: How can you prove your conclusion?

Answer:___________________________________________________________

Question: What will be the subject of research?

Answer: ___________________________________________________________

Question: What two groups are substances divided into?

Answer: _ __________________________________________________________

II Stage. Algorithm for learning new things.

Name these substances. Which one is soluble in water.

_____________ _____________ _______________ ______________

Practical work

Appendix 3 (Form 1).

Objective: test the ability of water to dissolve various substances.

Progress

Observations

Conclusion

Pour salt into a glass of water. Stir with a wooden stick.

________________________

General conclusion: __________________________________________________________________

__________________________________________________________________

Appendix 3 (Form 2)

Objective: find a way to purify water from insoluble substances.

Progress

Observations

Conclusion

Pour out salt water funnel with filter

________________________

General conclusion: __________________________________________________________________

____________________________________________________________________________________________________________________________________.

III Stage. Multi-level tasks

1 level

1. Guess riddles

1. Lives in the seas and rivers,
But often it flies through the sky.
And how bored she is to fly,
Falls to the ground again

2. Flowing, flowing -
Won't leak
Runs, runs
Won't run out. _______________________________________________

3. Autumn rain walked around the city,
The rain has lost its mirror.
The mirror lies on the asphalt,
The wind will blow - it will tremble. _________________________________

2. Level

1. Which substance does not dissolve in water?

a) salt

b) juice

c) clay

d) sugar

Why does tea become sweet when sugar is added to it?

m) water is transparent

o) water is a solvent

p) water has no smell

How to clean contaminated water?

d) warm up

e) chill

d) filter

h) freeze

4.What is the source of water pollution

f) animals

j) plants

a) plants and factories

k) streams

3 level

Solve puzzles:

________________________ _________________________

_______________________________

Reflection: make a note on water conservation.