HsMjstyMstdn
Which will melt faster on the sidewalk, equal volumes of snow or ice?
Walking back from class, I noticed that the piled snow on the sides of the street still hadn't melted after a week, even though it had been sunny and generally warm (15°C − 18°C) " role="presentation" style="position: relative;"> ( 15 ° WITH (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;"> - 18 ° WITH (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;"> ) (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;">( (15°C − 18°C) " role="presentation" style="position: relative;">15 (15°C − 18°C) " role="presentation" style="position: relative;">° (15 ° C − 18 ° C) " role="presentation" style="position: relative;">C (15°C − 18°C) " role="presentation" style="position: relative;">- (15 ° C − 18 ° C) " role="presentation" style="position: relative;">18 (15°C − 18°C) " role="presentation" style="position: relative;">° (15 ° C − 18 ° C) " role="presentation" style="position: relative;">C (15°C − 18°C) " role="presentation" style="position: relative;">), “If this snow were ice, it would probably have melted by now,” I thought. I couldn't figure out which would melt faster on the sidewalk; piled snow that has been somewhat disturbed, or the same volume filled with solid ice at the same temperature.
My thought process was that snow had air pockets acting as very good insulators that would slow down heat transfer even though solid ice has a "larger reservoir" of heat and needs more of it to completely melt. Ice is a much stronger structure, provides much better thermal conductivity (due to microscopic vibrations), and has more contact with the ground. Snow is also shinier than ice, reflecting more sunlight. I know there are several types of snow, and this one is a packed powder, with a crust that can support someone walking on it, but crumbles if stomped on. The insides are doughy and the edges are rough, crispy and moist. How dirty the snow is also plays a role (since dirt has a much lower heat capacity than ice and is better at absorbing radiation).
This is a close-up of the snow. 
Does this volume take longer to replace solid ice at the same temperature than snow? My gut says the snow will last longer, but I don't know which factor is dominant.
TFB
The answer is that it is difficult for the reasons you identified: people who study climate (of which I am one) spend a lot of time trying to understand it, and it depends on many factors, such as albedo, whether it is dirty (" soot on snow" is an art), how packed it is, is it partially melted and re-frozen, etc. There is no one answer to this question, I think. That's a good question.
HsMjstyMstdn
Thank you. Is there an "ideal" combination of factors (packing, amount of air, amount of soot, etc.) that would allow snow to melt significantly slower than solid ice?
Joshua
A week after a snowfall, items left on the side of the road are more accurately described as ice rather than snow. It melts/freezes several times with the possibility of a day/night cycle.
HsMjstyMstdn
It's definitely closer to porous ice than snow, but I wouldn't say it's more ice than snow. After all, isn't the main difference between snow and ice the crystalline, aerated structure compared to solid sheets and blocks?
TFB
@HsMjstyMstdn I don't know, I'm afraid. As Joshua said, the transition between ice and packed snow is not well defined in practice: glaciers and ice sheets are usually thought of as ice, but they are, of course, packed snow.
Answers
Floris
The density of snow is much lower than that of ice - so the total heat of fusion required to melt a volume of snow is much lower. This will mean that the snow is melting faster than the ice.
Air in snow does reduce thermal conductivity, but this simply means that a little heat from the air can melt the outer layer of snow without having to worry about the influence of the snow "deeper inside".
In my experience, a significant factor in snow melting is the presence of dirt - small dark particles that absorb energy from sunlight. "Clean" snow reflects most of the sun's energy, while clean (solid) ice absorbs most of it. This is a factor that matters more for snow in the presence of sunlight - it has no effect on snow in the shade, where only the heat from the air comes into play - and is what I believe you were asking about.
HsMjstyMstdn
But doesn't heat reach the snow more slowly?
Sam Spade
This answer doesn't answer the question.
HsMjstyMstdn
Thanks for the update. I see your point about air pockets (albeit excellent insulators) that don't help the "reservoir" to store heat, but if pure snow "wins" the ray battle from the sun, isn't it ice that "loses" the conduction battle from the ground , because the snow only touches a smaller surface and insulates itself from the ground through air pockets? And isn't fighting from the ground more important than air or sunlight?
Floris
I don't think conduction from the ground is the main cause of melting - in my experience, the ice is firmly "stuck" to the ground, meaning there isn't enough heat rising from the ground to melt the snow. Iran, did I misunderstand your point?
Emilio Pisanti
Compacted snow like the one shown in the OP can be much denser than freshly fallen powder, and it is not at all obvious that it is significantly less dense than ice.
Ernie
The total energy absorbed by the ice and snow will not deplete the sun's energy or slow down its delivery. The rate of heat transfer through the surface and through ice and snow is an issue.
Factors to consider:
(1) A given volume of ice contains more water molecules than the same volume of snow. Add up all the energy required to bring each molecule to the melting point and you will find more total energy required to melt ice than snow, as Floris said in his answer. BUT, since the energy from the Sun hitting the surface is the same for both ice and snow, and will not be exhausted (for practical purposes), regardless of the total amount absorbed, the rate of energy transfer into and through the ice and snow becomes an important factor. In order for ice to melt faster than snow, more energy must be transferred into the ice per unit time.
(2) The surface will be at the triple point of water. Some water will melt and some will evaporate. Water that evaporates uses energy that would otherwise be available for conduction through ice and snow. But neither sublimation nor evaporation will reduce the energy per unit time delivered by the Sun to the surface. Since the energy delivered per unit time will not decrease, the heat of vaporization and latent heat of sublimation should not affect the rate of heat transfer into ice and snow. But the rate of evaporation will be greater per unit volume of snow than ice, since there will be more surface area per mole.
(3) Snow has more surface area per mole than ice. But ice has a larger number of moles per unit volume. The available energy per unit time is the same for both, so surface area per mole seems to me to be an important factor.
(4) Air convection through snow is probably negligible because snow is an insulator. Radiative energy delivered to and through the surface and water convection through surface water infiltrating may be the dominant methods of transferring heat to ice and snow. Since snow is more porous, I would expect convection through water seepage to be faster in snow than in ice.
(5) bare ice - 0.5, and albedo of ice with snow - 0.9. Because the albedo of ice is less than that of snow, the surface of snow reflects more energy than ice. More radiation energy per unit time penetrates the surface of bare ice than snow.
In favor of snow melting faster: a) More surface area per mole for evaporation, b) More porosity per mole for water infiltration to transfer heat into the snow.
In favor of ice melting faster: a) Radiant energy can penetrate through the transparent surface of the ice directly into the interior.
I assume that ice will melt faster on a sunny day, while snow will melt faster on a cloudy day if (a) the ambient air and ground temperatures are the same on both days, (b)
Jack Aidley
"For practical purposes, an unlimited amount of energy per unit time (heat from the Sun) is available for transfer to both snow and ice" is simply false and absurd.
HsMjstyMstdn
I think he meant an unlimited supply of constant, radiant thermal energy from the sun.
Ernie
@JackAidley: The total energy absorbed by the ice and snow will not deplete the sun's energy or slow down its delivery. The rate of heat transfer through the surface and through ice and snow is an issue. In order for ice to melt faster than snow, more energy must be transferred into the ice per unit time. I've edited the answer. Please let me know if this doesn't make sense or is incorrect. Thank you for your comment.
guanaco
As an experimental physicist, of course my first suggestion is to find a freezer with frost attached to the walls and test it by cleaning it, but other than that:
The main thing I can think of is that when surface snow melts, it can drip and transfer heat further down. This is why you will see melting snow that looks like towers of icicles - there is something dark blowing on the snow, it absorbs the sunlight and heats up, melting some snow around it, which then flows down and melts the snow underneath. a piece of dark material falls out and the process continues. This is impossible in ice, especially since the piece of material will end up in a puddle of water, which will also protect it from ice. I think this process, combined with the much lower mass, will cause the snow to melt much faster.
HsMjstyMstdn
Interesting points, although I think the piece of ice will slide off the ice if we get the ice shape about halfway up the cylinder on its side.
BetterBuildings
Have you ever made a snowman? It's pretty easy to pick up this snowball for your upper body, isn't it? Can you imagine how heavy a solid ice ball of the same size would be?
Thus, the same volume, but much more solid water. All other things being equal, much more thermal energy is required to melt an ice globe compared to a snow globe. Consequently, the snow will melt faster. But all things are not equal, if snow looks different than ice, it is much whiter, so if sunlight (radiation) melts a lot, then pure snow will absorb less heat per surface area than pure ice. We also have conductivity from the ground, the ice layer is in really good contact with the ground, there is less snow. Can we solve this? Maybe, but it will be complicated, you need to consider the heat source, the type of heat (conduction, radiation), surface reflectivity, and so on.
My money goes fastest in the snow at the same volume.
ORG
This answer actually has exactly the same content as the question.
Morozova Marina Yurievna
Goals:
Introduce children to the states of aggregation of water;
Consolidate and generalize children’s knowledge about the properties of snow and ice;
Develop children's observation and mental activity;
Teach children to establish cause and effect relationships.
Material for conducting the experiment:
Snow on a saucer;
Pieces of ice on a saucer.
Description of the experience - experiment.
The guys and I are looking at snow and ice. I explain to the children that both snow and ice are aggregate states of water. Ice and snow are frozen water. The guys talk about the properties of snow and ice (snow is white and loose, and ice is colorless and hard).
The children are given a problematic task: “What will melt faster, snow or ice?”
The guys immediately note that both the snow and ice in the group will melt, because the group room is warm.
They talk about what will melt faster.
I suggest the guys watch.
The guys have been monitoring the condition of snow and ice for a long time. They are surprised to see how the pile of snow on the saucer gradually decreases and the pieces of ice become smaller.
After some time, the guys note that all the snow has melted, turning into water, and the pieces of ice have decreased in size, but have not yet completely melted.
Conclusion.
In warm weather, both snow and ice melt, turning into water. Snow melts faster because it is loose. Ice melts more slowly because it is harder.
How much joy and delight the children had when they were allowed to pick up pieces of ice that had not melted!
The guys also noticed that dirt was visible in the water from the melted snow. This means the snow is dirty, although it seems white and clean.
The water from melted ice is clean, this is how we froze clean water from the tap.
Thank you very much to all colleagues for your attention and support!
Publications on the topic:
"Ice, water, steam." Cognitive and research activities in the preparatory school group Goal: to consolidate ideas about the aggregate states of water. Objectives: 1. To promote the understanding of the meanings of the symbols of ice, water and steam.
Goal: find out what will happen to snow if it is filled with water. Objectives: develop interest in experimentation; expand children's knowledge about.
Purpose: To introduce children to the properties of snow (melts in warmth, turns into water); develop attention, mental activity, and the ability to do simple things.
Experimental activities in the preparatory group on the topic “ELECTRICITY”. GAME “WHAT? WHERE? WHEN?" Goal: generalize and expand.
]During preschool childhood, abilities for initial forms of generalization, inference, and abstraction are formed. However, such cognition is carried out.
Winter, winter is knocking on the window. And there was a lot of snow. And it’s as if this wonderful time is rushing to our earth. She covered the ground with a white cap. Wrapped up.
"Snow, ice and its properties." Experimental activities“Snow and its properties” Purpose: To introduce children to the physical properties of snow - it is white, cold, fluffy, crumbly when wet.
Our Ksyusha has become a bitch. And mom and dad became walking mini-encyclopedias. Therefore, to help parents of the same children, we decided to create a new section “” and publish answers to the most common children’s questions in it. We will try to adapt all the answers as much as possible for preschool children, so that it is easier for parents to explain to them the complex laws of nature.
It's winter now and therefore, of course, questions about why are in the TOP :) That's why we publish our answers to the snowiest questions.
What is snow?
Snowflakes are formed in the same way as raindrops: water evaporates from the seas and oceans and rises to the sky, where it cools and collects into droplets. When it is very cold, water droplets freeze into ice crystals. They fall to the ground in the form of snow. The melted snow evaporates or flows into streams, from where it again begins its path to the sky.
Why is snow white?
If snowflakes and droplets are of the same nature, then why are the droplets transparent and the snowflakes white? The fact is that each individual snowflake is transparent in itself, but together they fall to the ground in a chaotic manner and form a loose mass. Snowflakes lie to each other at different angles. Sunlight is reflected first in one snowflake, then in another, and so on, until it is directed back. It turns out that the snow completely reflects sunlight, and since the rays of the sun are white, the snow is white. If the rays of our Sun were yellow and red, then the snow would also be yellow or red. At sunset or sunrise, when we see the pink rays of the sun, the snow also turns pink.
Why do snow and ice melt from salt?
Snow and ice are water that freezes (becomes solid) at 0 degrees Celsius. If you add salt to water, you get a salt solution that freezes at temperatures below 0. If you sprinkle ice or snow with salt, we will make them melt, since salt dissolves in water and lowers its freezing point.
First, the ice around the salt crystal will melt, and then the melting process will spread further from this point.
Which snow melts faster?
Dirty snow melts faster because:
- There are also salts in the mud, which speed up the process of snow melting.
- Mud is usually dark, which means it absorbs the sun's rays and, as a result, quickly heats up, warming the snow in its wake.
Is it possible to eat snow?
Snow tends to collect dust. City dust, in addition to ordinary natural dirt and bacteria, contains many heavy metals and other toxic substances that are very dangerous for humans. By eating snow, a person absorbs all these toxic substances and puts his life at risk of poisoning.
High in the mountains, pure snow falls without dangerous impurities, but such water is also unhealthful for the body, since it lacks the most important salts that are usually found in drinking water. There is only one conclusion: eating snow is not only unhealthy, but also dangerous to health.
Are there any identical snowflakes in the world?
More than a hundred years ago, when the first cameras first appeared, one man nicknamed “Snezhika” decided to photograph snowflakes under a microscope. He took 5,000 pictures, but not a single snowflake pattern was repeated. Many years have passed, and scientists are still arguing whether there are identical snowflakes. They even created 2 twin snowflakes in their laboratory, but this still did not put an end to their dispute. Having started another study, scientists came to the conclusion that snowflakes may differ not only in their external pattern, but also in their internal structure. This means that even if snowflakes are identical in appearance, most likely their internal structure is still different.
Research work “Snow and Ice”.
Completed by a 1st grade student
Saraeva Anna
Teacher Saraeva T.P.
Research plan.
I. Introduction.
II. Physical properties of snow and ice.
III. The importance of snow and ice in the life of nature and man.
IV. Conclusion.
V. Literature.
VI. Application.
I. Introduction.
People have long been interested in the phenomena of the surrounding world. Why is it raining? Why does the sun shine? Why does day follow night? Where does snow come from? These questions began to worry me too. With the arrival of winter, the temperature dropped. This led to changes in precipitation. Let's take a look around. Snow on trees, fields, roofs of houses. The water in the reservoirs froze. Ice bound rivers, lakes, and ponds. Snow and ice are the most striking signs of winter. I was interested in the question, what properties do snow and ice have?
After reading a fairy tale about a snowflake and a piece of ice, I decided to conduct my own research. Let's listen to a fairy tale.
Once upon a time there were two droplet sisters. One day there was a terrible frost. One drop shrank and turned into a piece of ice. The second droplet was combing her braid and froze, turning into a beautiful snowflake. And she was very self-important. I began to admire myself. Snowflake did not want to recognize the piece of ice as her own sister. She said: “I am all silver and sunshine - a beauty, and you are made of muddy water - a dirty one.”
And I decided to reconcile the snowflake and the piece of ice, and at the same time find out how they are similar and how they differ. All of the above determined the choice of my topic: “Snow and ice. General and different,” and the formulation of the problem: are snow and ice similar and what physical properties prove this.
Object of study: snow and ice.
Subject of research: physical properties.
In accordance with the problem, subject and purpose of the study, the following tasks were set:
1. Get to know the physical properties of snow and ice.
2. Identify similarities and differences.
3. Study literature that talks about the benefits of snow and ice.
Hypothesis.
It can be assumed that the relationship between snow and ice is determined by their common physical properties.
Research methods:
- study of natural history literature on this topic;
- direct and indirect observations;
- conducting experiments;
- analysis of the results obtained by comparison.
The research took place in several stages:
Stage 1 (December) – excursions to the winter park.
Stage 2 - (January) - conducting experiments
Stage 3 - (February) - study of literature, analysis and synthesis of experimental work, preparation of documentation.
II. Physical properties of snow and ice.
Let's conduct several experiments.
Experiment No. 1. Take a sheet of white paper and bring snow to it. The color is the same.
Experiment No. 2. Take a piece of ice and sheets of colored paper. Let's place the sheets behind the ice. We change the paper. The color of the ice changes.
Conclusion: snow is white and ice is colorless.
Why? It turns out that snow cannot transmit the entire ray of sunlight through itself and reflects the purest color of a white ray of sunlight. But ice transmits the sun's rays and remains colorless.
Experiment No. 3. Take a drawing of a cockerel, place it behind a lump of snow - nothing is visible. Let's take a plate of ice and place the same cockerel behind it. See how well the color and shape are visible.
Conclusion: Snow is not transparent, but ice is transparent.
Experience No. 4.
After heavy snowfall we will walk through the snow. We will see traces on it.
Let's walk along the icy path - there are no traces. Let's take a piece of ice and hit it. The ice broke.
Conclusion: the snow is loose, and the ice is dense, but fragile.
Let's consider the same properties of snow and ice.
Experiment No. 5. Take snow and a piece of ice, bring it home, and place them in glasses. After some time, water appeared in the glasses.
Conclusion: snow and ice turned into water under the influence of heat.
Moreover, the snow melted faster than the ice.
Experiment No. 6. Throw snow and ice into containers of water. We see that snow and ice do not sink.
Conclusion: snow and ice are lighter than water.
Therefore, ice forms only on the surface of water bodies.
III. The importance of snow and ice in the life of nature and man.
Observation No. 1. Let's dig out the snow with a shovel. We see small sprouts of grass. These are winter wheat varieties. Many animals spend the winter in the snow and hide from the cold: mice, bears, chipmunks, hedgehogs, black grouse, wood grouse, hazel grouse,
What do fishermen do on the river in winter? They catch fish. Why doesn't every living thing freeze under the ice? It turns out that the temperature under the ice is above zero. Snow is needed by plants, roots, seeds; it does not warm, but, like ice, it retains heat.
Conclusion: snow and ice retain heat, and therefore are of great importance for the life of plants and animals.
Various properties.
Snow is white, opaque, melts quickly, soft, loose.
Ice is colorless, transparent, melts slowly, hard, brittle.
General properties.
- Lighter than water.
- Consist of water.
- Keep warm.
Snow and ice are winter fun for kids.
Observation No. 2. Playing snowballs, building snow towns, fortresses, skiing, sledding, skating are winter entertainment for people. In Rus' we went ice skating. Ice circles were prepared and a place for a seat was cut out in them. They put straw and hay there. A hole was made in the front of the ice cube for the rope. The ice cube was carefully leveled from below. Our great-grandmothers and great-grandfathers rode on ice like these. Craftsmen make real works of art from ice: ice carriages, palaces, castles.
Conclusion: snow and ice are of great importance in human life.
IY. Conclusion.
As a result of our experiments and observations, we confirmed the initial hypothesis, according to which snow and ice are frozen water and their relationship is proven by physical properties. Snow and ice are of great importance in the life of wildlife and humans. Snow is needed to protect crops from the cold. Under the snow there is almost never more than two degrees of frost. In spring, the snow will melt and fill the ground with moisture. During severe frosty winters, many birds hide in the snow: black grouse, hazel grouse, partridges, wood grouse. Mice are hiding under the snow. A bear and a badger hibernate. A hare takes refuge in the snow in bad weather. At the bottom of deep reservoirs in winter, the temperature is not lower than 4 degrees. The ice roof reliably protects from the cold. Snow and ice are fun for kids and adults. Are you wondering how the fairy tale about the ice flake and the snowflake ended? Then, listen. The wind has arrived. I saw that the piece of ice was crying bitterly and felt sorry for her. A warm wind blew. The snowflake melted and turned into a small droplet. And the piece of ice melted and became a droplet. The snowflake looked at the former piece of ice and recognized its sister. “I forgive you everything,” says the piece of ice, “I think that you will never, never boast of your beauty and humiliate another.” Both droplets poured into the stream and talked about something cheerfully and for a long, long time. You guys have probably heard their talk, because spring has come to us.
Literature.
1. Children's encyclopedia. "I'm exploring the world." – M.: AST Publishing House LLC, 2001.-557 p.: V. A. Markin.
2. Great schoolchild encyclopedia. "Planet Earth". "Publishing house Rosman-Press", 2001.- 657 pp.: A. Yu Biryukova.
3. Textbook “Natural History” 2nd grade Moscow “Enlightenment” 1990.- 128 pp..
Program content:
Introduce children to some properties of water, draw their attention to the fact that even such
An ordinary object like water is fraught with many unknowns.
Continue to teach children to make basic conclusions
Development of children's speech and thinking
Development of children's creative skills
Integration of educational areas: cognition, artistic creativity, artistic
Literature, communication
Equipment:
Pre-made colored ice cubes
Children's water buckets
Wooden sharpened sticks
Preliminary work:production of colored ice floes.
Progress of the lesson:
Children with a teacher go out to the site. The teacher reads poetry:
The snow is fluffy, silvery,
Softly spreads like a carpet
And snowflakes are like fluff,
They fly around merrily!
Educator: - Guys, look how snowy the weather is today, how much snow there is! Take snow on your palms. What do you think it consists of?
If children find it difficult, Dunno helps them.
Dunno: - Snow consists of snowflakes.
Finger game "Snowflake"
La-la-la, la-la-laConnect the fingers of both hands with pads
A cloud was floating across the sky.And round it into a ball shape (cloud)
Suddenly out of a cloud above the groundRaise your hands up, spread your fingers
A swarm of snowflakes flewsides. Rotate the brushes slowly
Giving up (snowflakes are flying)
The wind blew and hummed -Blow on your hands (round your lips and
Pull forward slightly).
A swarm of snowflakes flew up.Shake your hands, lifting
Up, rotating them (snowflakes fly)
The wind swirls with them,Rotate the brushes, alternately crossing
Maybe make friends.Hands (snowflakes spinning)
Educator: - Snow consists of snowflakes. Let's look at them.
(Look at the snowflakes on the mittens)
These are some beautiful snowflakes. Let's draw wooden ones on the snow
Snowflakes with sticks?
Children draw snowflakes on the snow with sticks.
Educator: - Take the snow in your hands, what is it like?
Children: - White, cold.
Educator: - Blow on the snowball. What's happening to him?
Children: - The snow scattered. It is light and fluffy.
Educator: - Now try to make something out of this snow.
Children: - It doesn’t mold, we can’t mold it...
Educator: - But you can’t make anything out of it, because in frosty weather, the snow is fluffy, soft, loose. You can't sculpt from such snow.
Dunno appears on skates. It goes and falls.
Educator: - Dunno, where are you coming from, and why on skates?
Dunno: - Well, I wanted to go ice skating, but somehow I can’t do it, the skates don’t work!
Educator: - Children, can you skate in the snow?
Children: - No!
Educator: -Where can you go ice skating?
Children: - On the ice.
Dunno: - What is ice? And where will I get ice?
Educator: - Look, the guys and I recently prepared ice cubes.
(shows ice floes)
Guys, what did we do for this?
Children's answers.
Educator: - That's right, we froze the water in the molds. Look how ice feels to the touch?
Children: - Hard, cold, transparent, slippery.
Educator: - Let's try to leave him and see what happens to him?
Children: - It crashed.
Educator: - Ice is fragile.
Educator: - It is ice that is needed in order to skate. After all, he is the slippery one. What can you guys make ice from?
Children: - From the water.
Educator: - That's right, guys. After all, you and I made our pieces of ice from water.
The teacher approaches the pre-prepared ice area.
Educator: - Dunno, now the guys and I will fill this playground with water. A
Tomorrow ice will appear in this place.
The teacher and the children flood the playground.
(Pay attention to performing the task safely)
Educator: - Do you understand, Dunno, what needs to be done to get ice?
Dunno: - Thanks, guys! I now know how to turn water into ice!
Educator: - Dunno, guys, do you know how to turn ice into water?
Dunno: - No!
Educator: - Now we will return to the group, take with us some ice, snow in a bucket and return to the group.
Experiment 1 “Which melts faster, snow or ice?”
Bring ice and snow indoors, placing each in a separate container. Children monitor the condition of snow and ice in a warm room. They melted and turned into water. The snow melted faster than the ice.
Experiment 2 “Which will melt faster?”
Take one large ice cube and several small ones. Watch what melts faster. It is important that children pay attention to the fact that pieces of ice of different sizes will melt in different periods of time.
Conclusion: - ice, snow are the same as water.
Educator: - Guys, at what time of year can you and I see snow and ice?
Children: - In winter.
Educator: - That's right, in winter. What sports can adults and children engage in in winter?
Children: - Skiing, skating, sledding...
Educator: - That's right guys, and now I invite you to play games
(games can be played when it is necessary to wait for the result of the experiment)
P/ and “I’ll name you, and you show me”- the teacher names the sport, and the children must portray it.
D/i “Pick up a sport”- you need to collect the cut pictures and name the sport.
D/i “Count to five”- formation of plural nouns in the nominative and genitive cases.
One ski, two skis, three skis...
