Scientific experiments at home. Set for experiments "Volcano"
Olga Guzhova
Experiences for children preparatory group in kindergarten
AT preparatory group conducting experiments should become the norm of life, they should be considered not as entertainment, but as a way of acquaintance children with the outside world and the most effective way to develop thought processes. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality.
Some Important Tips:
1. Conduct best experiences in the morning when the child is full of strength and energy;
2. It is important for us not only to teach, but also interest the child to arouse in him a desire to acquire knowledge and make new ones himself experiments.
3. Explain to the child that unknown substances should not be tasted, no matter how beautiful and appetizing they look;
4. Don't just show your child interesting experience, but also explain in a language accessible to him why this happens;
5. Do not ignore the child's questions - look for answers to them in books, reference books, Internet;
6. Where there is no danger, give the child more independence;
7. Invite the child to show the most liked experiences to friends;
8. And most importantly: rejoice in the success of the child, praise him and encourage the desire to learn. Only positive emotions can instill love for new knowledge.
Experience #1. "Disappearing Chalk"
For the spectacular experience we need a small piece of chalk. Dip the chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely.
Chalk is limestone, in contact with acetic acid it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.
Experience #2. "Erupting Volcano"
Required inventory:
Volcano:
Blind cone from plasticine (you can take plasticine that has already been used once)
Soda, 2 tbsp. spoons
Lava:
1. Vinegar 1/3 cup
2. Red paint, drop
3. A drop of liquid detergent to make the volcano foam better;
Experience #3. "Lava - lamp"
Need: Salt, water, a glass of vegetable oil, a few food colors, a large transparent glass.
Experience: Fill a glass 2/3 with water, pour vegetable oil into the water. The oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.
Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil and salt begin to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring can help experience more visual and spectacular.
Experience No. 4. "Rain Clouds"
Kids will love this simple game that teaches them how to it's raining (schematic, of course): At first, water accumulates in the clouds, and then spills onto the ground. This " experience"can be done in a natural history lesson, and in kindergarten in the senior group and at home with children of all ages - it enchants everyone, and the children ask to repeat it again and again. So stock up on shaving foam.
Fill the jar about 2/3 full of water. Squeeze the foam right on top of the water to make it look like a cumulus cloud. Now pipette onto the foam (better entrust it to the child) colored water. And now it remains only to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.
Experience No. 5. "Red Chemistry"
Put the finely chopped cabbage in a glass and pour boiling water for 5 minutes. We filter the infusion of cabbage through a rag.
Pour cold water into the other three glasses. In one glass, add a little vinegar, in another, a little soda. Add cabbage solution to a glass of vinegar - the water will turn red, add to a glass of soda - the water will turn blue. Add the solution to the beaker clean water- the water will remain dark blue.
Experience No. 6. "Inflate the balloon"
Pour water into a bottle and dissolve a teaspoon of baking soda in it.
2. In a separate glass, mix lemon juice with vinegar and pour into a bottle.
3. Quickly put the ball on the neck of the bottle, securing it with tape. The balloon will inflate. Baking soda and lemon juice mixed with vinegar react to release carbon dioxide, which inflates the balloon.
Experience No. 7. "Colored milk"
Need: Whole milk, food coloring, liquid detergent, cotton buds, plate.
Experience: Pour milk into a plate, add a few drops of different food colors. Then you need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. The milk will move and the colors will mix.
Explanation: Detergent reacts with fat molecules in milk and sets them in motion. That is why for experience Skimmed milk is not suitable.
Friends, good afternoon! Agree, how sometimes it is interesting to surprise our crumbs! They have such a funny reaction to. She shows that they are ready to learn, ready to assimilate new material. The whole world opens at this moment before them and for them! And we, parents, act as real wizards with a hat, from which we “pull out” something amazingly interesting, new and very important!
What will we get out of the "magic" hat today? We have 25 experimental experiments there for children and adults. They will be prepared for babies different ages to get them interested and involved in the process. Some can be carried out without any preparation, with the help of handy tools that each of us has at home. For others, you and I will buy some materials so that everything goes smoothly for us. Well? I wish all of us good luck and forward!
Today will be a real holiday! And in our program:
So let's decorate the holiday by preparing an experiment for birthday, New Year, March 8, etc.
Ice bubbles
What do you think would happen if simple bubbles that crumble in 4 years so loves to inflate, run after them and burst them, inflate them in the cold. Or rather, right into the snowdrift.
I give you a hint:
- they will burst immediately!
- take off and fly away!
- freeze!
Whatever you choose, I say right away, it will surprise you! Can you imagine what will happen to the little one?
But in slow motion - it's just a fairy tale!
I complicate the question. Is it possible to repeat the experience in the summer in order to get a similar option?
Choose answers:
- Yes. But you need ice from the fridge.
You know, even though I so want to tell you everything, but that’s exactly what I won’t do! Let there be at least one surprise for you!
Paper vs water
We are waiting for the real experiment. Is it really possible for paper to win over water? This is a challenge for everyone who plays Rock-Paper-Scissors!
What we need:
- Paper;
- Water in a glass.
Cover the glass. It would be nice if its edges were a little wet, then the paper will stick. Gently turn the glass upside down... No water leaks!
Inflate balloons without breathing?
We have already carried out chemical children's experiences. Remember, there the very first for very small crumbs was a room with vinegar and soda. So, let's continue! And we use the energy, or rather, the air that is released during the reaction for peaceful purposes.
Ingredients:
- Soda;
- The bottle is plastic;
- Vinegar;
- Ball.
Pour soda into a bottle and pour 1/3 of vinegar. Shake lightly and quickly pull the ball over the neck. When it inflates, bandage and remove from the bottle.
Such an experience a small one will be able to show even in kindergarten.
Rain from a cloud
We need:
- Bank with water;
- Shaving foam;
- Food coloring (any color, you can use several colors).
We make a cloud of foam. Big and beautiful cloud! Leave it to the best cloud maker, your child 5 years. He will definitely make her real!
photo author
It remains only to distribute the dye over the cloud, and ... drop-drip! Rain is coming!
Rainbow
Maybe, physics children are still unknown. But after they make the Rainbow, they will definitely love this science!
- Deep transparent container with water;
- Mirror;
- Lamp;
- paper.
Place a mirror at the bottom of the container. At a slight angle, shine a flashlight on the mirror. It remains to catch the Rainbow on paper.
Even easier is to use a disc and a flashlight.
crystals
There is a similar, only already finished game. But our experience interesting the fact that we ourselves, from the very beginning, will grow crystals from salt in water. To do this, take a thread or wire. And we will hold it for several days in such salty water, where the salt can no longer dissolve, but accumulates in a layer on the wire.
Can be grown from sugar
lava jar
If you add oil to a jar of water, it will all collect on top. It can be tinted with food coloring. But in order for the bright oil to sink to the bottom, you need to pour salt on top of it. Then the oil will settle. But not for long. The salt will gradually dissolve and “release” beautiful droplets of oil. Colored oil rises gradually, as if a mysterious volcano seething inside the jar.
Eruption
For toddlers 7 years it will be very interesting to blow up, demolish, destroy something. In a word, the real element is for them. and therefore we create a real, exploding volcano!
We sculpt from plasticine or make a “mountain” from cardboard. We put a jar inside it. Yes, so that her neck fits the "crater". We fill the jar with soda, dye, warm water and ... vinegar. And everything will begin to “explode, the lava will rush up and flood everything around!
A hole in the bag is not a problem.
This is what convinces book of scientific experiments for children and adults Dmitry Mokhov "Simple Science". And we can verify this statement ourselves! First, let's fill the bag with water. and then we pierce it. But what they pierced (a pencil, a toothpick or a pin) will not be removed. Are we running out of water? Checking!
Water that does not spill
Only such water still needs to be made.
We take water, paint and starch (as much as water) and mix. The end result is plain water. Just don't spill it!
"Slippery" egg
In order for the egg to really crawl into the neck of the bottle, it is worth setting fire to a piece of paper and throwing it into the bottle. And cover the hole with an egg. When the fire is out, the egg will slip inside.
snow in summer
This trick is especially interesting to repeat in the warm season. Remove the contents of the diapers and soak with water. All! Snow is ready! Now such snow is easy to find in the store in children's toys. Ask the seller artificial snow. And don't ruin diapers.
moving snakes
To make a moving figure, we need:
- Sand;
- Alcohol;
- Sugar;
- Soda;
- Fire.
Pour alcohol on a hill of sand and let it soak. Then pour sugar and soda on top, and set fire! Oh what a cheerful this experiment! Kids and adults will love what the snake comes to life!
Of course, this is for older children. Yes, and it looks pretty scary!
battery train
The copper wire, which we twist into an even spiral, will become our tunnel. How? Connect its edges, forming a round tunnel. But before that, we “launch” the battery inside, we only attach neodymium magnets to its edges. And consider yourself a perpetual motion machine! The steam locomotive drove off.
Candle swing
To light both ends of the candle, you need to clean the bottom of it to the wick from wax. Heat the needle over the fire and pierce the candle in the middle with it. Put the candle on 2 glasses so that it rests on the needle. Burn the edges and wiggle slightly. Then the candle itself will swing.
Elephant Tooth Paste
The elephant needs everything big and much. Let's do it! We dissolve potassium permanganate in water. Adding liquid soap. The final ingredient, hydrogen peroxide, turns our mixture into giant elephant paste!
Let's drink a candle
For a greater effect, we color the water in bright color. We put a candle in the middle of the saucer. We set it on fire and cover it with a transparent container. Pour water into a saucer. At first, the water will be around the container, but then everything will soak inside, to the candle.
Oxygen is burned, the pressure inside the glass decreases and
Real chameleon
What will help our chameleon change color? Cunning! Give your toddler 6 years paint a plastic plate in different colors. And you yourself cut out the figure of a chameleon on another plate, similar in shape and size. It remains not to firmly connect both plates in the middle so that the upper one, with a cut out figure, can rotate. Then the color of the animal will always change.
Light up the rainbow
Arrange the Skittles on a plate in a circle. Pour water into the bowl. just wait a bit and get a rainbow!
smoke rings
Cut off the bottom of the plastic bottle. And stretch the edge of the cut balloon to get a membrane, as in the photo. Light the incense stick and place it in the bottle. Close the lid. When there is solid smoke in the jar, unscrew the lid and tap on the membrane. Smoke will come out in rings.
colorful liquid
To make everything look more spectacular, paint the liquid in different colors. Make 2-3 blanks of colored water. pour water of the same color into the bottom of the jar. Then carefully pour vegetable oil along the wall from different sides. Pour water mixed with alcohol over it.
Egg without shell
Put a raw egg in vinegar for at least a day, some say for a week. And the focus is ready! An egg without a hard shell.
The egg shell is rich in calcium. Vinegar reacts actively with calcium and gradually dissolves it. As a result, the egg is covered with a film, but completely without a shell. It feels like an elastic ball to the touch.
Also, the egg will be larger than its original size, as it will absorb some of the vinegar.
Dancing little men
It's time to mess around! Mix 2 parts cornstarch with 1 part water. Put a bowl of starchy liquid on top of your speakers and turn up the bass!
Decorating the ice
We decorate ice figures of various shapes with the help of food paint mixed with water and salt. Salt corrodes the ice and seeps deep, forming interesting passages. Great idea for color therapy.
Launching paper rockets
We free tea bags from tea by cutting off the top. We set fire! Warm air lifts the package!
There are so many experiences that you will definitely find something to do with children, just choose! And don't forget to come back for a new article that you'll find out about if you subscribe! Invite your friends to visit us! And that's all for today! Till!
A small selection of entertaining experiments and experiments for children.
Chemical and physical experiments
solvent
For example, try to dissolve everything around with your child! We take a pot or a basin with warm water, and the child begins to put there everything that, in his opinion, can dissolve. Your task is to prevent valuable things and living beings from being thrown into the water, look in surprise into the container with the baby to find out if spoons, pencils, handkerchiefs, erasers, toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will gladly begin to dissolve them too and, believe me, will be very surprised when he realizes that they dissolve!
Water under the influence of other chemicals changes its color. The substances themselves, interacting with water, also change, in our case they dissolve. The following two experiments are devoted to this property of water and some substances.
magic water
Show your child how, as if by magic, water in an ordinary jar changes its color. AT glass jar or a glass, pour water and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as Purgen). The liquid will be clear. Then add a solution of baking soda - it will turn into an intense pink-raspberry color. Having enjoyed such a transformation, add vinegar or citric acid there too - the solution will discolor again.
"Live" fish
First, prepare the solution: add 10 g of dry gelatin to a quarter cup of cold water and let it swell well. Heat the water to 50 degrees in a water bath and make sure that the gelatin is completely dissolved. Pour the solution in a thin layer onto plastic wrap and allow to air dry. From the resulting thin leaf, you can cut out the silhouette of a fish. Put the fish on a napkin and breathe on it. Breathing will moisten the jelly, it will increase in volume, and the fish will begin to bend.
lotus flowers
Cut flowers with long petals from colored paper. Using a pencil, twist the petals towards the center. And now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, the flower petals will begin to bloom. This is because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be observed on the example of ordinary spruce or pine cones. You can invite children to leave one cone in the bathroom (wet place) and later be surprised that the scales of the cone closed and they became dense, and put the other on the battery - the cone will open its scales.
Islands
Water can not only dissolve certain substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will help not only to understand this, but also allow your little one to create his own world with mountains and seas.
Take a saucer and pour water into it. We paint with paints in a bluish-greenish or any other color. This is the Sea. Then we take a candle and, as soon as the paraffin melts in it, we turn it over the saucer so that it drips into the water. Changing the height of the candle above the saucer, we get different forms. Then these "islands" can be connected to each other, you can see what they look like, or you can take them out and stick them on paper with a painted sea.
In search of fresh water
How to get drinking water from salt water? Pour water with your child into a deep basin, add two tablespoons of salt there, stir until the salt dissolves. To the bottom of the empty plastic cup put washed pebbles so that it does not float, but its edges should be above the water level in the basin. Stretch the film from above, tying it around the pelvis. Squeeze the film in the center over the glass and put another pebble in the recess. Place your basin in the sun. After a few hours, pure unsalted water will accumulate in the glass. drinking water. This is explained simply: the water begins to evaporate in the sun, the condensate settles on the film and flows into an empty glass. Salt does not evaporate and remains in the pelvis.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.
Making a cloud
Pour into a three-liter jar of hot water (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud.
And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.
Volcano on the table
Mom and dad can be wizards too. They can even do. real volcano! Arm yourself with a "magic wand", cast a spell, and the "eruption" will begin. Here is a simple recipe for witchcraft: add vinegar to baking soda as we do for dough. Only soda should be more, say, 2 tablespoons. Put it in a saucer and pour the vinegar directly from the bottle. A violent neutralization reaction will begin, the contents of the saucer will begin to foam and boil in large bubbles (carefully, do not bend over!). For greater effect, you can fashion a “volcano” from plasticine (a cone with a hole at the top), place it on a saucer with soda, and pour vinegar into the hole from above. At some point, the foam will begin to splash out of the "volcano" - the sight is simply fantastic!
This experience clearly shows the interaction of alkali with acid, the neutralization reaction. By preparing and carrying out the experiment, you can tell the child about the existence of an acidic and alkaline environment. The experiment "Home Sparkling Water", which is described below, is devoted to the same topic. And older children can continue their study with the following exciting experience.
Table of natural indicators
Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. From improvised material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral medium, water). as an acid environment will do vinegar solution or citric acid, as an alkaline - a solution of soda. Only you need to cook them immediately before the experiment: they deteriorate over time. Tests can be carried out in the following way: in empty cells from under the eggs, pour, say, a solution of soda and vinegar (each in its own row, so that there is a cell with alkali opposite each cell with acid). Drip (or rather pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Record the results in a table. Color changes can be recorded, or you can paint with paints: it is easier to achieve the desired shade with them.
If your baby is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (available at chemical stores and gardening stores) and suggest moistening it with any liquid: saliva, tea, soup, water, whatever. The humidified place will be colored, and the scale on the box will indicate whether you have studied an acidic or alkaline environment. Usually this experience causes a storm of enthusiasm in children and gives parents a lot of free time.
Salt wonders
Have you already grown crystals with your baby? It's not difficult at all, but it will take a few days. Prepare a supersaturated salt solution (one in which salt does not dissolve when a new portion is added) and carefully dip a seed into it, say, a wire with a small loop at the end. After some time, crystals will appear on the seed. You can experiment and lower not a wire, but a woolen thread into a saline solution. The result will be the same, but the crystals will be distributed differently. For those who are especially keen, I recommend making wire crafts, such as a Christmas tree or a spider, and also placing them in a salt solution.
Secret letter
This experience can be combined with the popular game "Find the Treasure", or you can simply write to someone from home. There are two ways to make such a letter at home: 1. Dip a pen or brush in milk and write a message on white paper. Be sure to let dry. You can read such a letter by holding it over the steam (do not burn yourself!) or by ironing it. 2. Write a letter lemon juice or citric acid solution. To read it, dissolve a few drops of pharmacy iodine in water and lightly moisten the text.
Is your child already grown up or did you get a taste of it yourself? Then the following experiences are for you. They are somewhat more complicated than previously described, but it is quite possible to cope with them at home. Still be very careful with reagents!
Coke fountain
Coca-Cola (a solution of phosphoric acid with sugar and dye) reacts very interestingly to the placement of Mentos lozenges in it. The reaction is expressed in a fountain, literally beating from a bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. "Mentos" is better to crush a little, and take a liter Coca-Cola. The effect exceeds all expectations! After this experience, I do not want to use all this inside. I recommend conducting this experiment with children who love chemical drinks and sweets.
Drown and eat
Wash two oranges. Put one of them in a saucepan filled with water. He will swim. Try to drown him - it will never work!
Peel the second orange and put it in the water. Are you surprised? The orange has sunk. Why? Two identical oranges, but one drowned and the other floated? Explain to your child: “There are a lot of air bubbles in an orange peel. They push the orange to the surface of the water. Without the peel, the orange sinks because it is heavier than the water it displaces.
live yeast
Tell the children that yeast is made up of tiny living organisms called microbes (meaning that microbes can be beneficial as well as harmful). When they feed, they release carbon dioxide, which, mixed with flour, sugar and water, “raises” the dough, making it lush and tasty. Dry yeast is like little lifeless balls. But this is only until the millions of tiny microbes that dormant in a cold and dry form come to life. But they can be revived! Pour two tablespoons of warm water into a pitcher, add two teaspoons of yeast to it, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, pulling a balloon over its neck. Place the bottle in a bowl of warm water. And then a miracle will happen in front of the children's eyes.
The yeast will come to life and begin to eat sugar, the mixture will fill with bubbles of carbon dioxide already familiar to children, which they begin to release. The bubbles burst and the gas inflates the balloon.
"Bait" for ice
1. Dip the ice into the water.
2. Put the thread on the edge of the glass so that it lies at one end on an ice cube floating on the surface of the water.
3. Pour a little salt on the ice and wait 5-10 minutes.
4. Take the free end of the thread and pull the ice cube out of the glass.
Salt, hitting the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and pure water on the surface of the ice freezes along with the thread.
physics.
If you make several holes in a plastic bottle, it will become even more interesting to study its behavior in water. First, make a hole in the wall of the bottle just above the bottom. Fill the bottle with water and watch with your baby how it pours out. Then pierce a few more holes, located one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain breaks out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and older children can be explained that the water pressure increases with depth. That is why the lower fountain beats the most.
Why does an empty bottle float and a full one sink? And what are these funny bubbles that pop out of the neck of an empty bottle, if you remove the cap from it and lower it under water? And what will happen to water if you first pour it into a glass, then into a bottle, and then pour it into a rubber glove? Pay attention to the fact that the water takes the form of the vessel into which it was poured.
Does your baby already determine the temperature of the water by touch? It’s great if, by dipping the pen into the water, he can tell if the water is warm, cold or hot. But not everything is so simple, pens can be easily fooled. For this trick, you will need three bowls. In the first we pour cold water, in the second - hot (but such that you can safely lower your hand into it), in the third - water room temperature. Now offer baby put one hand into the bowl hot water, the other - in a bowl of cold. Let him hold his hands there for about a minute, and then plunge them into the third bowl, where there is room water. Ask child what he feels. Although the hands are in the same bowl, the sensations will be completely different. Now you can’t tell for sure if it’s hot or cold water.
Soap bubbles in the cold
For experiments with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which not a large number of pure glycerin, and a plastic tube from ballpoint pen. Bubbles are easier to blow indoors in a cold room, as winds almost always blow outside. Large bubbles are easily blown out with a plastic pouring funnel.
The bubble freezes at about –7°C upon slow cooling. Surface tension coefficient soap solution increases slightly upon cooling to 0°C, and upon further cooling below 0°C decreases and becomes equal to zero at the moment of freezing. The spherical film will not contract even though the air inside the bubble is compressed. Theoretically, the bubble diameter should decrease during cooling to 0°C, but by such a small amount that it is very difficult to determine this change in practice.
The film turns out to be not fragile, which, it would seem, should be a thin crust of ice. If you let a crystallized soap bubble fall to the floor, it will not break, will not turn into jingling fragments, like a glass ball, which is used to decorate a Christmas tree. Dents will appear on it, individual fragments will twist into tubes. The film is not brittle, it exhibits plasticity. The plasticity of the film turns out to be a consequence of its small thickness.
We bring to your attention four entertaining experience with soap bubbles. The first three experiments should be carried out at –15...–25°C, and the last one at –3...–7°C.
Experience 1
Take the jar of soapy water out into the cold and blow out the bubble. Immediately in different points small crystals appear on the surface, which grow rapidly and finally merge. As soon as the bubble is completely frozen, a dent forms in its upper part, near the end of the tube.
The air in the bubble and the shell of the bubble are cooler at the bottom, since there is a less cooled tube at the top of the bubble. Crystallization spreads from bottom to top. Less chilled and thinner (due to solution swell) top part the shell of the bubble sags under the action of atmospheric pressure. The more the air inside the bubble is cooled, the larger the dent becomes.
Experience 2
Dip the end of the tube into the soapy water, and then remove it. A column of solution about 4 mm high will remain at the lower end of the tube. Place the end of the tube on the palm of your hand. The column will be greatly reduced. Now blow the bubble until a rainbow color appears. The bubble turned out with very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So getting a frozen bubble with very thin walls is never possible.
The thickness of the bubble wall can be considered equal to the thickness of the monomolecular layer. Crystallization begins at individual points on the film surface. The water molecules at these points should approach each other and arrange themselves in a certain order. The rearrangement in the arrangement of water molecules and relatively thick films does not lead to the disruption of bonds between water and soap molecules, while the thinnest films are destroyed.
Experience 3
Pour an equal amount of soap solution into two jars. Add a few drops of pure glycerin to one. Now from these solutions blow out two approximately equal bubbles one by one and put them on a glass plate. The freezing of a bubble with glycerin proceeds a little differently than a bubble from a shampoo solution: the onset is delayed, and the freezing itself is slower. Please note: a frozen bubble from a shampoo solution lasts longer in the cold than a frozen bubble with glycerin.
The walls of a frozen bubble from a shampoo solution are a monolithic crystalline structure. Intermolecular bonds in any place are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, strong bonds between water molecules are weakened. In addition, these bonds are broken by the thermal movement of glycerol molecules, so the crystal lattice quickly sublimates, and therefore, is destroyed faster.
Glass bottle and a ball.
We warm the bottle well, put the ball on the neck. Now let's put the bottle in the basin with cold water- the ball will be "swallowed" by the bottle!
Match dressing.
We put several matches in a bowl of water, put a piece of refined sugar in the center of the bowl and - lo and behold! Matches will gather in the center. Perhaps our matches are sweet!? And now let's remove the sugar and drop a little liquid soap into the center of the bowl: matches don't like it - they "scatter" in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement to the center, and soap, on the contrary, spreads over the water and drags the matches with it.
Cinderella. static voltage.
We need the balloon again, only already inflated. Sprinkle a teaspoon of salt and ground pepper on the table. Mix well. Now let's imagine ourselves as Cinderellas and try to separate the pepper from the salt. It doesn’t work out ... Now let's rub our ball on something woolen and bring it to the table: all the pepper, as if by magic, will be on the ball! We enjoy the miracle, and we whisper to older young physicists that the ball becomes negatively charged from friction with wool, and peppercorns, or rather, pepper electrons, acquire a positive charge and are attracted to the ball. But in salt electrons move poorly, so it remains neutral, does not acquire a charge from the ball, so it does not stick to it!
Straw pipette
1. Put 2 glasses side by side: one with water, the other empty.
2. Dip the straw into the water.
3. Hold down index finger straw on top and transfer to an empty glass.
4. Remove your finger from the straw - water will flow into an empty glass. By doing the same several times, we can transfer all the water from one glass to another.
The pipette, which is probably in your home first aid kit, works on the same principle.
straw flute
1. Flatten the end of a straw about 15 mm long and cut its edges with scissors2. From the other end of the straw, cut 3 small holes at the same distance from each other.
This is how the "flute" turned out. If you lightly blow into the straw, slightly squeezing it with your teeth, the "flute" will start to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. And now let's try to pick up some melody.
Additionally.
.
1. Smell, taste, touch, listen
Task: to consolidate children's ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, surface structure; tongue - to determine the taste).
Materials: a screen with three round slots (for hands and nose), a newspaper, a bell, a hammer, two stones, a rattle, a whistle, a talking doll, cases from kinder surprises with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar.
Description. Newspapers, a bell, a hammer, two stones, a rattle, a whistle, a talking doll are laid out on the table. Grandfather Know invites children to play with him. Children are given the opportunity to explore subjects on their own. During this acquaintance, Grandfather Know talks with the children, asking questions, for example: “How do these objects sound?”, “With what help were you able to hear these sounds?” etc.
The game "Guess what sounds" - a child behind a screen chooses an object with which he then makes a sound, other children guess. They name the object with which the sound is made, and say that they heard it with their ears.
The game "Guess by smell" - the children put their noses to the window of the screen, and the teacher offers to guess by the smell what is in his hands. What is it? How did you know? (The nose helped us.)
The game "Guess the taste" - the teacher invites children to guess the taste of lemon, sugar.
The game "Guess by touch" - the children put their hand into the opening of the screen, guess the object and then take it out.
Name our assistants who help us to recognize an object by sound, by smell, by taste. What would happen if we didn't have them?
2. Why does everything sound?
Task: to bring children to an understanding of the causes of sound: the vibration of an object.
Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel
Description: Game "What sounds?" - the teacher invites the children to close their eyes, and he himself makes sounds with the help of known im-objects. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray with their voice: how does a mosquito ring? (Z-z-z.)
How does a fly buzz? (F-f-f.) How does the bumblebee buzz? (Woo.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.
Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line? (Shakes, hesitates.) How to stop the sound? (Stop the vibrations of the ruler with your hand.) We extract the sound from the glass with a stick, stop. When does sound occur? Sound occurs when there is a very rapid forward and backward movement of air. This is called oscillation. Why does everything sound? What other items can you name that will sound?
3. Clear water
Task: to identify the properties of water (transparent, odorless, pours, has weight).
Materials: two opaque jars (one filled with water), a wide-mouthed glass jar, spoons, small dippers, a basin of water, a tray, object pictures.
Description. Drop came to visit. Who is Droplet? What does she like to play with?
On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is she? What does water smell like?
An adult invites children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing? (Pour, pour water.) What does the water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, the children are invited to play the game "Find out and name" (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?
4. Water takes shape
Task: to reveal that water takes the form of a vessel in which it is poured.
Materials, funnels, narrow tall glass, round vessel, wide bowl, rubber glove, equally sized dippers, balloon, plastic bag, basin of water, trays, worksheets with sketched shapes of vessels, colored pencils.
Description. In front of the children - a basin of water and various vessels. The Curious Little Gal tells how he walked, swam in puddles, and he had a question: “Can water have any shape?” How to check it? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider what shape the water is in different vessels. It turns out that water takes the form of the vessel in which it is poured. The results obtained are sketched in the worksheets - children paint over various vessels
5. Foam pillow
Task: to develop in children an idea of the buoyancy of objects in soap suds(buoyancy does not depend on the size of the object, but on its weight).
Materials: a bowl of water on a tray, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items for testing buoyancy.
Description. Bear cub Misha tells what he learned to do not only bubble but also soap suds. And today he wants to know if all objects sink in soap suds? How to make soap foam?
Children pick up liquid soap with a pipette and release it into a bowl of water. Then they try to beat the mixture with chopsticks, a whisk. What is more convenient to whip the foam? What is the foam like? They try to lower various objects into the foam. What is floating? What is sinking? Do all objects float in the same way?
Are all objects that float the same size? What determines the buoyancy of objects?
6. Air is everywhere
Tasks, to detect air in the surrounding space and to reveal its property - invisibility.
Materials, balloons, a basin of water, an empty plastic bottle, sheets of paper.
Description. Curious Little Gal makes a riddle to the children about the air.
Passes through the nose to the chest and back keeps the way. He is invisible, and yet we cannot live without him. (Air)
What do we breathe in through our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?
Game exercise "Feel the air" - children wave a piece of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.
Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with?
Air fills any space, so nothing is empty.
7. Air running
Task: to give children an idea that air can move objects ( sailing ships, balloons, etc.).
Materials: a plastic bath, a basin of water, a sheet of paper; a piece of plasticine, a stick, balloons.
Description. Grandfather Know invites children to consider balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bath into the water and suggests to the children: "Try to make it swim." Children blow on her. What can you think of to make the boat swim faster? Attaches the sail, makes the boat move again. Why does a boat move faster with a sail? More air presses on the sail, so the bath moves faster.
What other items can we make move? How can you make a balloon move? Balloons are inflated, released, children watch their movement. Why is the ball moving? The air escapes from the balloon and makes it move.
Children independently play with a boat, a ball
8. Each stone has its own house
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); show children the possibility of using stones for play purposes.
Materials: various stones, four boxes, sand trays, a model for examining an object, pictures-schemes, a path of pebbles.
Description. The bunny gives the children a chest with different pebbles, which he collected in the forest, near the lake. The children are looking at them. How are these stones similar? They act in accordance with the model: they press on the stones, they knock. All stones are hard. How are stones different from each other? Then draws the attention of children to the color, shape of the stones, offers to feel them. Notes that there are smooth stones, there are rough ones. The bunny asks to help him arrange the stones into four boxes according to the following criteria: in the first - smooth and rounded; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone together consider how the stones are laid out, count the number of pebbles.
Playing with pebbles “Lay out the picture” - the bunny distributes pictures-schemes to the children (Fig. 3) and offers to lay them out of the pebbles. Children take trays of sand and lay out a picture in the sand according to the scheme, then lay out the picture as they wish.
Children walk along the path of pebbles. What do you feel? What kind of pebbles?
9. Is it possible to change the shape of stone and clay
Task: to identify the properties of clay (wet, soft, viscous, you can change its shape, divide it into parts, sculpt) and stone (dry, hard, you cannot sculpt it, it cannot be divided into parts).
Materials: modeling boards, clay, river stone, a model for examining an object.
Description. According to the model of examining the subject, grandfather Know invites the children to find out if it is possible to change the form of the proposed natural materials. To do this, he invites children to press a finger on clay, a stone. Where is the finger hole? What stone? (Dry, hard.) What kind of clay? (Wet, soft, pits remain.) Children take turns taking a stone in their hands: they crush it, roll it in their palms, pull it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, nothing can be molded from it with hands, it cannot be divided into parts.) Children take turns crushing clay, pulling it in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not the same as stone, it is soft, it can be divided into parts, clay changes shape, it can be sculpted.)
Children sculpt various clay figurines. Why don't the figurines fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?
10. Light is everywhere
Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, bonfire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events taking place in different time days; pictures with images of light sources; several objects that do not give light; flashlight, candle, table lamp, a chest with a slot.
Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, bonfire.) Invites children to find out what is in the “magic chest” (inside a flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light will hit and illuminate everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light inside? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
The game "Light is different" - grandfather Know invites children to decompose the pictures into two groups: light in nature, artificial light- made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these objects, compare, arrange pictures with the image of these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare the pictures and sort them according to the degree of brightness of the light (from the brightest).
11. Light and shadow
Tasks: to introduce the formation of shadows from objects, to establish the similarity of the shadow and the object, to create images using shadows.
Materials: shadow theater equipment, lantern.
Description. Bear cub Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines? Misha puts his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is there a shadow? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny, a dog. Children repeat. Misha gives the children a gift.
Game "Shadow theater". The teacher takes out a shadow theater from the box. Children are considering equipment for the shadow theater. What is special about this theatre? Why are all the figurines black? What is a flashlight for? Why is this theater called shadow? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, such as "Kolobok", or any other.
12. Frozen water
Task: to reveal that ice - solid, floats, melts, consists of water.
Materials, pieces of ice, cold water, plates, a picture of an iceberg.
Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because
she is liquid. Can water be hard? What happens to water if it is very cold? (The water will turn to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. Which
ice shapes? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.)
Huge blocks of ice float in the cold seas. They are called icebergs (image display). above the surface
only the tip of the iceberg is visible. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“Playing with ice floes” is a free activity for children: they choose plates, examine and observe what happens to ice floes.
13. Melting ice
Task: to determine that ice melts from heat, from pressure; that in hot water it melts faster; that water freezes in the cold, and also takes the shape of the container in which it is located.
Materials: a plate, a bowl of hot water, a bowl of cold water, ice cubes, a spoon, watercolors, strings, various molds.
Description. Grandfather Know offers to guess where ice grows faster - in a bowl of cold water or in a bowl of hot water. He spreads the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)
How can you get colored water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and put them on trays in the cold
14. Multi-colored balls
Task: to get new shades by mixing the primary colors: orange, green, purple, blue.
Materials: palette, gouache paints: blue, red, (wishing, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), models - colored circles and halves of circles (corresponding to the colors of the paints) , worksheets.
Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we do not have blue, orange, green and purple colors?
How can we make them?
Children together with a bunny mix two paints. If it turned out desired color, the blending method is fixed with models (circles). Then the children paint the ball with the resulting paint. So children experiment until they get all the necessary colors. Conclusion: mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. The results of the experiment are recorded in the worksheet.
15. Mysterious Pictures
Task: show the children that the surrounding objects change color when you look at them through colored glasses.
Materials: colored glasses, worksheets, colored pencils.
Description. The teacher invites the children to look around them and name the color of the objects they see. Together they count how many flowers the children named. Do you believe that the turtle sees everything only in green? It really is. Would you like to see everything around through the eyes of a turtle? How can I do that? The teacher distributes green glasses to the children. What do you see? How else would you like to see the world? Children look at things. How to get colors if we don't have the right glass pieces? Children get new shades by applying glasses - one on top of the other.
Children draw "mysterious pictures" on a worksheet
16. We will see everything, we will know everything
Task: to introduce the assistant device - a magnifying glass and its purpose.
Materials: magnifiers, small buttons, beads, zucchini seeds, sunflower seeds, small stones and other objects for examination, worksheets, colored pencils.
Description. Children receive a "gift" from their grandfather Knowing, considering it. What is it? (Bead, button.) What does it consist of? What is it for? Grandfather Know offers to consider a small button, a bead. How can you see better - with your eyes or with the help of this glass? What is the secret of glass? (Enlarges objects, they are better seen.) This assistant device is called a "magnifying glass". Why does a person need a magnifying glass? Where do you think adults use magnifiers? (When repairing and making watches.)
Children are invited to independently examine the objects of their choice, and then draw on the worksheet what
the object actually and what it is, if you look through a magnifying glass
17. Sand country
Tasks, highlight the properties of sand: flowability, friability, wet can be sculpted; Learn how to make a sand painting.
Materials: sand, water, magnifiers, sheets of thick colored paper, glue sticks.
Description. Grandfather Know invites children to consider the sand: what color, try to touch (loose, dry). What is sand made of? What do sand grains look like? How can we see grains of sand? (With the help of a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Can you sculpt with sand? Why can't we change anything from dry sand? We try to blind from the wet. How can you play with dry sand? Can you paint with dry sand?
On thick paper with a glue stick, children are invited to draw something (or circle the finished drawing),
and then pour sand on the glue. Shake off excess sand and see what happens. Together they look at children's drawings
18. Where is the water?
Tasks: to reveal that sand and clay absorb water differently, to highlight their properties: flowability, friability.
Materials: transparent containers with dry sand, dry clay, measuring cups with water, a magnifying glass.
Description. Grandfather Know invites children to fill the cups with sand and clay as follows: first pour
dry clay (half), and on top the second half of the glass is filled with sand. After that, the children examine the filled glasses and tell what they see. Then the children are invited to close their eyes and guess by the sound what grandfather Know is sleeping. What rolled better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (A sand hill is even, clay is uneven.) Why are the hills different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains of sand are small, translucent, round, do not stick to each other.) And what does clay consist of? (Particles of clay are small, closely pressed to each other.) What will happen if water is poured into cups with sand and clay? Children try to do it and observe. (All the water has gone into the sand, but it stands on the surface of the clay.)
Why doesn't clay absorb water? (In clay, the particles are closer to each other, they do not let water through.) Everyone together remembers where there are more puddles after the rain - on the sand, on asphalt, on clay soil. Why are the paths in the garden sprinkled with sand? (To absorb water.)
19. Water mill
Task: to give an idea that water can set other objects in motion.
Materials: a toy water mill, a basin, a jug with a code, a rag, aprons according to the number of children.
Description. Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, the children remember her in their own way. Can water make other things work? After the children's answers, grandfather Know shows them a water mill. What is it? How to make the mill work? The children hum their aprons and roll up their sleeves; take a pitcher of water right hand, and with the left they support it near the spout and pour water on the blades of the mill, directing a stream of water to the center of the hit. What do we see? Why is the mill moving? What sets her in motion? The water drives the mill.
Children play with a windmill.
It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.
20. Ringing water
Task: show children that the amount of water in a glass affects the sound produced.
Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” with a thread, at the end of which a plastic ball is fixed.
Description. There are two glasses filled with water in front of the children. How to make glasses sound? All options for children are checked (tap with a finger, objects that the children will offer). How to make sound louder?
A stick with a ball on the end is offered. Everyone listens to the clink of glasses of water. Do we hear the same sounds? Then grandfather Know pours and adds water to the glasses. What affects ringing? (The amount of water affects the ringing, the sounds are different.) Children try to compose a melody
21. "Guess"
Task: show children that objects have weight, which depends on the material.
Materials: objects of the same shape and size from different materials: wood, metal, foam rubber, plastic;
container with water; sand container; balls of different material of the same color, sensory box.
Description. In front of the children are various pairs of objects. Children examine them and determine how they are similar and how they differ. (Similar in size, different in weight.)
Take objects in hand, check the difference in weight!
The game "Guessing" - from the sensory box, children select objects by touch, explaining, as they guessed, whether it is heavy or light. What determines the lightness or heaviness of an object? (It depends on what material it is made of.) Children are invited to determine, with their eyes closed, by the sound of an object that has fallen on the floor, whether it is light or heavy. (A heavy object has a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (The splash is stronger from a heavy object.) Then they throw the objects into a basin of sand and determine the carrying of the object by the depression left in the sand after the fall. (From a heavy object, the depression in the sand is larger.
22. Catch, fish, both small and large
Task: to find out the ability of a magnet to attract certain objects.
Materials: magnetic game "Fishing", magnets, small objects from different materials, a basin of water, worksheets.
Description. Cat-fisherman offers children the game "Fishing". What can you fish with? Trying to fish with a rod. They tell if any of the children saw real fishing rods, how they look, what kind of bait the fish is caught on. What are we fishing for? Why is she holding on and not falling?
They examine fish, a fishing rod and find metal plates, magnets.
What objects are attracted by a magnet? Children are offered magnets, various items, two boxes. They put in one box the objects that are attracted by the magnet, and in the other - those that are not attracted. The magnet only attracts metal objects.
What other games have you seen magnets in? Why does a person need a magnet? How does he help him?
Children are given worksheets in which they complete the task "Draw a line to a magnet from an object that is attracted to it"
23. Tricks with magnets
Task: to select objects interacting with a magnet.
Materials: magnets, a goose cut out of foam plastic with a metal piece inserted into its beak. rod; a bowl of water, a jar of jam, and mustard; wooden stick, from one end a cat. a magnet is attached and covered with cotton wool on top, and on the other end only cotton wool; animal figurines on cardboard stands; a shoe box with a wall cut off on one side; paperclips; a magnet attached with adhesive tape to a pencil; a glass of water, small metal rods or a needle.
Description. The children are met by a magician who performs the "picky goose" trick.
Magician: Many consider the goose a stupid bird. But it's not. Even a little gosling understands what is good for him, what is bad. At least this kid. Just hatched from an egg, and already got to the water and swam. So, he understands that it will be difficult for him to walk, but it will be easy to swim. And understands food. Here I have two cotton wool tied, I dip it in mustard and offer the caterpillar to taste it (a wand without a magnet is brought) Eat, little one! Look, it turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let's try to dip another cotton wool into the jam (a stick with a magnet is brought up). Yeah, I reached for a sweet one. Not a stupid bird
Why does our gosling reach for the jam with its beak, but turns away from the mustard? What is his secret? Children look at a stick with a magnet on the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in the beak.
The magician shows the children pictures of animals and asks: “Can my animals move by themselves?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edge. Puts the figures on the box and moves the magnet inside the box. Why did the animals move? Children look at the figures and see that paper clips are attached to the stands. Children try to control animals. The magician “accidentally” drops the needle into a glass of water. How to get it without getting your hands wet? (Bring the magnet to the glass.)
Children themselves get different. objects from water with pom. magnet.
24. Sunbeams
Tasks: to understand the reason for the appearance of sunbeams, to teach how to let sunbeams (reflect light with a mirror).
Material: mirror.
Description. Grandfather Know helps children remember a poem about a sunny bunny. When is it available? (In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and becomes a source of light itself.) Invites children to let out sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with a sunny bunny: catch up, catch, hide it.
Children find out that playing with a bunny is difficult: from a small movement of the mirror, it moves a long distance.
Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear? (No bright light.)
25. What is reflected in the mirror?
Tasks: to introduce children to the concept of "reflection", to find objects that can reflect.
Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, working PITs.
Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those that you saw in the mirror? (No, they are the same.) The image in a mirror is called a reflection. The mirror reflects the object as it really is.
There are various objects in front of the children (spoons, foil, frying pan, vases, balloon). The monkey asks them to find everything
objects in which you can see your face. What did you pay attention to when choosing a subject? Try to touch the object, is it smooth or rough? Are all items shiny? See if your reflection is the same on all these objects? Is it always the same form! get the best reflection? The best reflection is obtained in flat, shiny and smooth objects, they make good mirrors. Next, the children are invited to remember where on the street you can see their reflection. (In a puddle, in a shop window.)
In the worksheets, the children complete the task “Find all the objects in which you can see the reflection.
26. What dissolves in water?
Task: show children the solubility and insolubility of various substances in water.
Materials: flour, granulated sugar, river sand, food coloring, washing powder, glasses of clean water, spoons or chopsticks, trays, pictures of the presented substances.
Description. In front of the children on trays are glasses of water, sticks, spoons and substances in various containers. Children examine water, remember its properties. What do you think will happen if sugar is added to water? Grandfather Know adds sugar, stirs, and together they observe what has changed. What happens if we add river sand to the water? Adds river sand to water, mixes. Has the water changed? Did it become cloudy or remain clear? Did the river sand dissolve?
What will happen to water if we add to it food coloring? Adds paint, mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint has dissolved and changed the color of the water, the water has become opaque.)
Will flour dissolve in water? Children add flour to the water, mix. What has the water become? Cloudy or transparent? Does flour dissolve in water?
Will washing powder dissolve in water? Washing powder is added, mixed. Does the powder dissolve in water? What did you notice unusual? Dip your fingers in the mixture and see if it feels like pure water to the touch? (The water became soapy.) What substances have dissolved in our water? What substances do not dissolve in water?
27. Magic sieve
Tasks: to acquaint children with the method of separation to; kov from sand, small grains from large ones with the help of developing independence.
Materials: scoops, various sieves, buckets, bowls, semolina and rice, sand, small stones.
Description. Little Red Riding Hood comes to the children and tells that she is going to visit her grandmother - to bring her mountains of semolina. But she had an accident. She did not drop the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
Children try to separate with their fingers. Note that it is slow. How can this be done faster? Look
those, are there any objects in the laboratory that can help us? We notice that there is a sieve near grandfather Knowing? Why is it necessary? How to use it? What is poured from the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, asks: “What else can you call this magic sieve?”
We will find the substances in our laboratory, which we will sift. We find that there are a lot of pebbles in the sand to separate the sand from the pebbles? Children sift the sand on their own. What do we have in the bowl? What's left. Why do large substances remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.
28. Colored sand
Tasks: to introduce children to the method of making colored sand (mixing with colored chalk); learn how to use a grater.
Materials: colored crayons, sand, transparent container, small objects, 2 bags, small graters, bowls, spoons (sticks), small jars with lids.
Description. The little jackdaw Curiosity flew to the children. He asks the children to guess what is in his bags. Children try to identify by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check the assumptions. The teacher with the children examine the contents of the bags. What is it? What kind of sand, what can be done with it? What color is the chalk? What does it feel like? Can it be broken? What is it for? The little gal asks: “Can sand be colored? How to color it? What happens if we mix sand with chalk? How to make chalk be as free-flowing as sand? The little jackdaw boasts that he has a tool for turning chalk into a fine powder.
Shows the grater to the children. What is it? How to use it? Children, following the example of a galchonka, take bowls, graters and rub chalk. What happened? What color is your powder? (Galchon asks each child) How can I make the sand colored now? Children pour sand into a bowl and mix it with spoons or chopsticks. Children are looking at colored sand. How can we use this sand? (make beautiful pictures.) Galchonok offers to play. Shows a transparent container filled with multi-colored layers of sand, and asks the children: “How can I quickly find a hidden object?” The children offer their options. The teacher explains that it is impossible to mix the sand with your hands, a stick or a spoon, and shows a way to push it out of the sand
29. Fountains
Tasks: to develop curiosity, independence, create a joyful mood.
Materials: plastic bottles, nails, matches, water.
Description. Children go for a walk. Parsley brings pictures of different fountains to the children. What is a fountain? Where did you see fountains? Why do people install fountains in cities? Can you make your own fountain? What can it be made from? The teacher draws the attention of the children to the bottles, nails, and matches brought by Petrushka. Is it possible to make a fountain with these materials? What is the best way to do this?
Children pierce holes in bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and a fountain is obtained. How did we get the fountain? Why does water not pour out when there are matches in the holes? Children play with fountains.
object by shaking the container.
What happened to the colored sand? Children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of multi-colored sand, close the jars with lids and show a checkmark how they quickly find the hidden object and mix the sand. The little jackdaw gives the children a box of colored chalk in parting.
30. Sand games
Tasks: to consolidate children's ideas about the properties of sand, develop curiosity, observation, activate children's speech, develop constructive skills.
Materials: a large children's sandbox with traces of plastic animals, animal toys, scoops, children's rakes, watering cans, a site plan for walking this group.
Description. Children go outside and inspect the playground. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose footprints are these? Why do you think so?
Children find plastic animals and test their assumptions: they take toys, put their paws on the sand and look for the same print. And what trace will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose less? Check by applying.
The teacher in the paws of a bear cub discovers a letter, takes out a site plan from it. What is shown? Which place is circled in red? (Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, immersing their hands in the sand, look for toys. Who is it?
Each animal has its own home. At the fox ... (burrow), at the bear ... (lair), at the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build with? How to make it wet?
Children take watering cans, pour sand. Where does the water go? Why did the sand get wet? Children build houses and play with animals.
CARD FILE OF EXPERIENCES AND EXPERIMENTS FOR PRESCHOOL CHILDREN "EXPERIMENTS WITH WATER"
Prepared by: teacher Nurullina G.R.
Target:
1. Help children get to know the world around them better.
2. Create favorable conditions for sensory perception, improvement of such vital mental processes as sensations, which are the first steps in the knowledge of the surrounding world.
3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.
4. Teach children to explore water in different states.
5. Through games and experiments, teach children to identify physical properties water.
6. Teach children to make independent conclusions based on the results of the survey.
7. To educate the moral and spiritual qualities of the child during his communication with nature.
EXPERIMENTS WITH WATER
Note to the teacher: you can buy equipment for experiments in kindergarten in the specialized store "Kindergarten" detsad-shop.ru
Experience number 1. "Coloring water."
Purpose: To identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; the warmer the water, the faster the substance dissolves.
Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.
An adult and children examine 2-3 objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult suggests coloring the water by yourself (in cups with warm and cold water). In which cup will the paint dissolve the fastest? (in a glass of warm water). How will the water be colored if there is more dye? (Water will become more colored).
Experience number 2. "Water has no color, but it can be dyed."
Open the faucet, offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be tinted by adding paint to it. (Children watch the coloring of the water). What color is the water? (Red, blue, yellow, red). The color of the water depends on what color paint was added to the water.
Conclusion: What did we learn today? What can happen to water if paint is added to it? (Water is easily dyed any color).
Experience number 3. "Playing with paints."
Purpose: To introduce the process of dissolving paint in water (arbitrarily and with stirring); develop observation, ingenuity.
Materials: Two cans of clean water, paints, spatula, cloth napkin.
Colors like a rainbow
They delight their children with the beauty
orange, yellow, red,
Blue, green - different!
Add some red paint to a jar of water, what happens? (the paint will dissolve slowly, unevenly).
Add a little blue paint to another jar of water, stir. What's happening? (the paint will dissolve evenly).
Children mix water from two jars. What's happening? (when blue and red paint are combined, the water in the jar turns brown).
Conclusion: A drop of paint, if not stirred, dissolves in water slowly, unevenly, and when stirred, evenly.
Experience number 4. "Everyone needs water."
Purpose: To give children an idea of the role of water in plant life.
Stroke: The teacher asks the children what will happen to the plant if it is not watered (it dries up). Plants need water. Look. Let's take 2 peas. We will place one on a saucer in a wet cotton wool, and the second - on another saucer - in a dry cotton wool. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, while the other did not. Children are clearly convinced of the role of water in the development and growth of plants.
Experience number 5. "A droplet walks in a circle."
Purpose: To give children basic knowledge about the water cycle in nature.
Move: Let's take two bowls of water - a large one and a small one, put it on the windowsill and observe which bowl the water disappears faster from. When there is no water in one of the bowls, discuss with the children where the water has gone? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; plants water, under the rays of the sun they return home again - to the clouds, from which they once came to earth in the form of rain.)
Experience number 6. "Warm and cold water."
Purpose: Clarify children's ideas that water is different temperatures- cold and hot; you can find out if you touch the water with your hands, soap lathers in any water: water and soap wash away dirt.
Material: Soap, water: cold, hot in basins, a rag.
Stroke: The teacher invites the children to lather their hands with dry soap and without water. Then he offers to wet his hands and soap in a bowl of cold water. Clarifies: the water is cold, transparent, soap is lathered in it, after washing the hands the water becomes opaque, dirty.
Then he offers to rinse his hands in a basin of hot water.
Conclusion: Water is a good helper of a person.
Experience number 7. "When it pours, when it drips?"
Purpose: To continue to introduce the properties of water; develop observation; to consolidate knowledge of safety rules when handling objects made of glass.
Material: Pipette, two beakers, plastic bag, sponge, rosette.
Stroke: The teacher invites the children to play with water and makes a hole in a bag of water. Children lift it above the outlet. What's happening? (water drips, hitting the surface of the water, droplets make sounds). Drop a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?
Children from one beaker pour water into another. Watching when faster water pours - when it drips or when it pours?
Children immerse the sponge in a beaker of water, take it out. What's happening? (water first flows out, then drips).
Experience number 8. "Which bottle will fill the water faster?".
Purpose: To continue to introduce the properties of water, objects different sizes, develop ingenuity, teach to follow safety rules when handling glass objects.
Material: Water bath, two bottles different sizes- with a narrow and wide neck, a cloth napkin.
Move: What song does the water sing? (boule, boule, boule).
Let's listen to two songs at once: which one is better?
Children compare bottles in size: consider the shape of the neck of each of them; immerse a bottle with a wide neck in water, looking at the clock, note how long it takes to fill with water; a bottle with a narrow neck is immersed in water, note how many minutes it takes to fill it.
Find out from which bottle the water will pour out faster: from a large one or a small one? Why?
Children immerse two bottles in water at once. What's happening? (water bottles fill unevenly)
Experience number 9. "What happens to the steam when it cools?".
Purpose: To show children that in a room, steam, cooling, turns into droplets of water; on the street (in the cold), it becomes frost on the branches of trees and bushes.
Stroke: The teacher offers to touch the window glass - make sure that it is cold, then the three guys are invited to breathe on the glass at one point. Watch how the glass fogs up, and then a drop of water forms.
Conclusion: Steam from breathing on cold glass turns into water.
During a walk, the teacher takes out a freshly boiled kettle, puts it under the branches of a tree or shrub, opens the lid and everyone watches how the branches “grow” with frost.
Experience number 10. "Friends."
Purpose: To introduce the composition of water (oxygen); develop ingenuity, curiosity.
Material: A glass and a bottle of water, closed with a cork, a cloth napkin.
Progress: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).
Shake the water bottle with all your might. What's happening? (a lot of bubbles formed)
Conclusion: Water contains oxygen; it "appears" in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.
Experience number 11. "Where did the water go?".
Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material: Two dimensional identical containers.
Children pour an equal amount of water into a container; together with the teacher make a mark of the level; one jar is closed tightly with a lid, the other is left open; both banks put on the windowsill.
During the week, the evaporation process is observed, making marks on the walls of the containers and recording the results in the observation diary. Discuss whether the amount of water has changed (the water level has fallen below the mark), where the water has disappeared from open jar(water particles rise from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from a closed container).
Experience number 12. "Where does the water come from?".
Purpose: To introduce the process of condensation.
Material: Hot water tank, refrigerated metal lid.
An adult covers the water container with a cold lid. After a while, the children are invited to examine the inside of the lid, touch it with their hands. Find out where the water comes from (these are water particles that have risen from the surface, they could not evaporate from the jar and settled on the lid). An adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher, they conclude that the process of turning steam into water occurs when the steam cools.
Experience number 13. "Which puddle will dry faster?".
Guys, do you remember what remains after the rain? (puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain, the puddles are: (small). Offers to see which puddle dries faster - large or small. (The teacher pours water on the asphalt, making puddles of different sizes). Why did the small puddle dry faster? (There is less water there). And large puddles sometimes dry up all day long.
Conclusion: What did we learn today? Which puddle dries faster - large or small. (A small puddle dries out faster.)
Experience number 14. "Hide and seek."
Purpose: To continue to introduce the properties of water; develop observation, ingenuity, perseverance.
Material: Two Plexiglas plates, pipette, cups with clear and colored water.
One, two, three, four, five!
Let's look for a bit
Appeared from the pipette
Dissolved on glass...
Place a drop of water from a pipette on a dry glass. Why doesn't it spread? (the dry surface of the plate interferes)
Children tilt the plate. What's happening? (drop slowly flows)
Moisten the surface of the plate, drop on it from a pipette with clear water. What's happening? (it will “dissolve” on a wet surface and become invisible)
Apply a drop of colored water to the wet surface of the pipette plate. What will happen? (colored water will dissolve in clear water)
Conclusion: When a transparent drop enters the water, it disappears; a drop of colored water on a damp glass is visible.
Experience number 15. "How to push out the water?".
Purpose: To form ideas that the water level rises if objects are placed in water.
Material: Measuring container with water, pebbles, object in the container.
The task is set for the children: to get the item out of the container without putting their hands into the water and without using various helper items (for example, a net). If the children find it difficult to decide, then the teacher suggests putting the pebbles in the vessel until the water level reaches the brim.
Conclusion: Pebbles, filling the container, push out the water.
Experience number 16. "Where does the frost come from?".
Equipment: Thermos with hot water, a plate.
A thermos of hot water is taken out for a walk. Opening it, the children will see steam. A cold plate must be held over the steam. Children see how the steam turns into water droplets. Then this misted plate is left until the end of the walk. At the end of the walk, children can easily see the formation of frost on it. The experiment should be supplemented with a story about how precipitation is formed on the earth.
Conclusion: When heated, water turns into steam, steam - when cooled, turns into water, water into frost.
Experience number 17. "Melting ice."
Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolors, string, various molds.
The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. She lays out the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)
How can you get colored water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and put them on trays in the cold.
Experience No. 18. "Frozen water".
Equipment: Pieces of ice, cold water, plates, picture of an iceberg.
In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because it is a liquid. Can water be solid? What happens to water if it is very cold? (Water turns to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. What shape is ice? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (image display). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
Experience No. 19. "Water mill".
Equipment: Toy watermill, basin, jug with code, rag, aprons according to the number of children.
Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, children recall its properties. Can water make other things work? After the children's answers, grandfather Know shows them a water mill. What is it? How to make the mill work? Children put on aprons and roll up their sleeves; they take a jug of water in their right hand, and with their left they support it near the spout and pour water on the blades of the mill, directing the stream of water to the center of the blade. What do we see? Why is the mill moving? What drives her? The water drives the mill.
Children play with a windmill.
It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.
Experience No. 20. "Steam is also water."
Equipment: Mug with boiling water, glass.
Take a mug of boiling water so that the children can see the steam. Place glass over the steam, water droplets form on it.
Conclusion: Water turns into steam, and steam then turns into water.
Experience No. 21. "Transparency of ice."
Equipment: water molds, small items.
The teacher invites the children to walk along the edge of the puddle, listen to how the ice crunches. (Where there is a lot of water, the ice is solid, durable, does not break underfoot.) Reinforces the idea that the ice is transparent. To do this, he puts small objects in a transparent container, fills it with water and puts it outside the window at night. In the morning, frozen objects are seen through the ice.
Conclusion: Objects are visible through the ice because it is transparent.
Experience number 22. "Why is the snow soft?".
Equipment: Spatulas, buckets, magnifying glass, black velvet paper.
Invite the children to watch the snow spin and fall. Have the children shovel the snow, and then carry it with buckets to a pile for a slide. Children note that snow buckets are very light, and in summer they carried sand in them, and it was heavy. Then the children examine the snow flakes that fall on black velvet paper through a magnifying glass. They see that they are separate snowflakes clasped together. And between the snowflakes there is air, therefore, the snow is fluffy and it is so easy to lift it.
Conclusion: Snow is lighter than sand, as it consists of snowflakes, between which there is a lot of air. Children complete from personal experience, they call what is heavier than snow: water, earth, sand and much more.
Pay attention to the children that the shape of snowflakes changes depending on the weather: in severe frost, snowflakes fall in the form of solid large stars; in mild frost, they resemble white hard balls, which are called cereals; at strong wind very small snowflakes fly, as their rays are broken off. If you walk through the snow in the cold, you can hear how it creaks. Read the poem "Snowflake" by K. Balmont to the children.
Experience number 23. "Why does the snow warm?".
Equipment: Spatulas, two bottles of warm water.
Invite the children to remember how their parents in the garden, in the country, protect plants from frost. (Cover them with snow). Ask the children if it is necessary to compact, slap the snow near the trees? (Not). And why? (In loose snow, there is a lot of air and it retains heat better).
This can be verified. Before a walk, pour warm water into two identical bottles and cork them. Invite the children to touch them and make sure that the water is warm in both of them. Then, on the site, one of the bottles is placed in an open place, the other is buried in the snow without slamming it. At the end of the walk, both bottles are placed side by side and compared in which water has cooled more, they find out in which bottle ice appeared on the surface.
Conclusion: In a bottle under the snow, the water has cooled less, which means that the snow retains heat.
Pay attention to children how easy it is to breathe on a frosty day. Ask the children to say why? This is because the falling snow picks up the smallest particles of dust from the air, which is also present in winter. And the air becomes clean and fresh.
Experience number 24. "How to get drinking water from salt water."
Pour water into a basin, add two tablespoons of salt, mix. Put washed pebbles on the bottom of an empty plastic glass, and lower the glass into the basin so that it does not float up, but its edges are above the water level. Stretch the film from above, tie it around the pelvis. Press the film in the center over the glass and put another pebble in the recess. Put the basin in the sun. After a few hours, unsalted clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensate remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.
Experience number 25. "Melting snow."
Purpose: To bring to the understanding that snow melts from any source of heat.
Move: Watch the snow melt on warm hand, mitten, on a battery, on a heating pad, etc.
Conclusion: Snow melts from heavy air coming from any system.
Experience number 26. "How to get water for drinking?".
Dig a hole in the ground about 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, put fresh green grass and leaves around it. Cover the hole with clean plastic wrap and cover the edges with earth to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The device for collecting water is ready.
Leave your design until the evening. Now carefully shake the earth off the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did she come from? Explain to the child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you've slightly pressed the film and put a stone there. Now you have to come up with interesting story about travelers who went to distant lands and forgot to take water with them, and start an exciting journey.
Experience number 27. "Is it possible to drink melt water."
Purpose: To show that even the most seemingly pure snow is dirtier than tap water.
Progress: Take two light plates, put snow in one, pour ordinary tap water. After the snow melts, look at the water in the plates, compare it and find out which of them had snow (determined by the debris at the bottom). Make sure snow is dirty meltwater and not fit for human drinking. But, melt water can be used to water plants, and it can also be given to animals.
Experience No. 28. "Is it possible to glue paper with water."
Let's take two sheets of paper. We move one in one direction, the other in another. Moisten with water, squeeze lightly, try to move - unsuccessfully. Conclusion: water has a gluing effect.
Experience No. 29. "The ability of water to reflect surrounding objects."
Purpose: To show that water reflects surrounding objects.
Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.
Conclusion: Water reflects surrounding objects, it can be used as a mirror.
Experience No. 30. "Water can pour, or it can splash."
Pour water into the watering can. The teacher demonstrates watering indoor plants(1-2). What happens to the water when I tilt the watering can? (Water pours). Where is the water pouring from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed in order to sprinkle on flowers in hot weather. We sprinkle and refresh the leaves, it is easier for them to breathe. Flowers take a shower. Offer to observe the spraying process. Note that the droplets are very similar to dust because they are very small. Offer to substitute palms, sprinkle on them. What have the palms become? (Wet). Why? (They were splashed with water.) Today we watered the plants with water and sprinkled water on them.
Conclusion: What did we learn today? What can happen to water? (Water can pour or splash).
Experience No. 31. "Wet wipes dry faster in the sun than in the shade."
Wet wipes in a container of water or under a tap. Invite the children to touch the napkins to the touch. What are the napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and dry napkins will be needed to lay on the table. What to do? (Dry). Where do you think wipes dry faster - in the sun or in the shade? This can be checked on a walk: we will hang one on sunny side, the other - on the shadow. Which napkin dried faster - the one that hangs in the sun or the one that hangs in the shade? (In the sun).
Conclusion: What did we learn today? Where does laundry dry faster? (Laundry in the sun dries faster than in the shade).
Experience No. 32. "Plants breathe easier if the soil is watered and loosened."
Offer to examine the soil in the flower bed, touch it. What does she feel like? (Dry, hard). Can you loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried up). In such soil, plants do not breathe well. Now we will water the plants in the flower bed. After Watering: Feel the soil in the flower bed. What is she now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.
Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).
Experience number 33. "Hands will become cleaner if you wash them with water."
Suggest using molds to make sand figures. Draw the children's attention to the fact that the hands have become dirty. What to do? Shall we shake our hands? Or shall we blow on them? Are your palms clean? How to clean your hands from sand? (wash with water). The teacher suggests doing so.
Conclusion: What did we learn today? (Your hands will be cleaner if you wash them with water.)
Experience No. 34. "Water Helper".
There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were dirty. It's not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and cloth). Or maybe you can do without water? Let's try to wipe the tables with a dry cloth. It was possible to collect the crumbs, but the stains remained. What to do? (Moisten a cloth with water and rub well). The teacher shows the process of washing tables, invites the children to wash the tables themselves. During washing emphasizes the role of water. Are the tables clear now?
Conclusion: What did we learn today? When do tables get very clean after eating? (If you wash them with water and a cloth).
Experience No. 35. "Water can turn into ice, and ice turns into water."
Pour water into a glass. What do we know about water? What water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into molds and put in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The fridge is very cold.) Leave the molds with ice for a while in a warm place. What will happen to the ice? Why? (The room is warm). Water turns to ice and ice turns to water.
Conclusion: What did we learn today? When does water turn to ice? (When it's very cold). When does ice turn into water? (When it's very warm).
Experience No. 36. "The fluidity of water."
Purpose: To show that water has no form, spills, flows.
Move: Take 2 glasses filled with water, as well as 2-3 items made of solid material(dice, ruler, wooden spoon, etc.) determine the shape of these objects. Ask the question: “Does water have a form?”. Invite the children to find the answer on their own, pouring water from one vessel to another (cup, saucer, vial, etc.). Remember where and how puddles spill.
Conclusion: Water has no form, it takes the form of the vessel in which it is poured, that is, it can easily change shape.
Experience No. 37. "The life-giving property of water."
Purpose: Show important property water - to give life to the living.
Move: Observation of the cut branches of a tree placed in water, they come to life, give roots. Observation of the germination of identical seeds in two saucers: empty and with wet cotton wool. Observation of the germination of the bulb in a dry jar and a jar of water.
Conclusion: Water gives life to living things.
Experience No. 38. "Melting ice in water."
Purpose: To show the relationship between quantity and quality on size.
Move: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.
Conclusion: The larger the ice floe, the slower it melts, and vice versa.
Experience No. 39. “What does water smell like?”
Three glasses (sugar, salt, pure water). In one of them add a solution of valerian. There is a smell. Water begins to smell of those substances that are added to it.
How to entertain a child at home? You can, of course, turn on cartoons for him. But we offer you another option - to conduct interesting experiments. The benefits will be much greater. The child will be delighted, as well as the parents. The experiments are very easy to perform. Awaken your curiosity!
1. Science experiments for kids at home:
"Lava lamp"
Would need: Salt, water, a glass of vegetable oil, a few food colors, a large transparent glass or glass jar.
Experience: Fill a glass 2/3 with water, pour vegetable oil into the water. The oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.
Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil and salt begin to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular.
2. Science experiments for kids at home:
"Personal Rainbow"
Would need: A container filled with water (bath, basin), flashlight, mirror, sheet of white paper.
Experience: Pour water into the container and put a mirror on the bottom. We direct the light of a flashlight to the mirror. The reflected light must be caught on paper, on which a rainbow should appear.
Explanation: The beam of light consists of several colors; when it passes through the water, it decomposes into its component parts - in the form of a rainbow.
3. Science experiments for kids at home:
"Volcano"
Would need: Tray, sand, plastic bottle, food coloring, soda, vinegar.
Experience: A small volcano should be molded around a small plastic bottle made of clay or sand - for entourage. To cause an eruption, you should pour two tablespoons of soda into the bottle, pour in a quarter cup of warm water, add a little food coloring, and finally pour in a quarter cup of vinegar.
Explanation: When baking soda and vinegar come into contact, a violent reaction begins with the release of water, salt and carbon dioxide. Gas bubbles and push the contents out.
4.Science experiments for kids at home:
"Growing Crystals"
Would need: Salt, water, wire.
Experience: To get crystals, you need to prepare a supersaturated salt solution - one in which when a new portion is added, the salt does not dissolve. In this case, you need to keep the solution warm. To make the process go better, it is desirable that the water be distilled. When the solution is ready, it must be poured into a new container to get rid of the debris that is always in the salt. Further, a wire with a small loop at the end can be lowered into the solution. Put the jar in a warm place so that the liquid cools more slowly. After a few days, beautiful salt crystals will grow on the wire. If you get the hang of it, you can grow quite large crystals or patterned crafts on twisted wire.
Explanation: As the water cools, the solubility of the salt decreases, and it begins to precipitate and settle on the walls of the vessel and on your wire.
5.Science experiments for kids at home:
"Dancing Coin"
Would need : A bottle, a coin that can be used to cover the neck of a bottle, water.
Experience: An empty unclosed bottle should be put in the freezer for a few minutes. Moisten a coin with water and cover the bottle taken out of the freezer with it. After a few seconds, the coin will begin to bounce and, hitting the neck of the bottle, make sounds similar to clicks.
Explanation: The coin is lifted by air, which has compressed in the freezer and occupied a smaller volume, and now has heated up and begun to expand.
6.Science experiments for kids at home:
"Colored Milk"
Would need: Whole milk, food coloring, liquid detergent, cotton buds, plate.
Experience: Pour milk into a plate, add a few drops of dyes. Then you need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. The milk will begin to move and the colors will begin to mix.
Explanation: Detergent reacts with fat molecules in milk and sets them in motion. That is why skimmed milk is not suitable for the experiment.
7. Science experiments for kids at home:
"Fireproof banknote"
Would need: Ten-rouble note, tongs, matches or lighter, salt, 50% alcohol solution (1/2 part alcohol to 1/2 part water).
Experience: Add a pinch of salt to the alcohol solution, immerse the bill in the solution so that it is completely saturated. Remove the bill from the solution with tongs and let it drain excess fluid. Set fire to a bill and watch it burn without burning.
Explanation: Combustion ethyl alcohol water, carbon dioxide and heat (energy) are produced. When you set fire to a bill, alcohol burns. The temperature at which it burns is not enough to evaporate the water that the paper bill is soaked in. As a result, all the alcohol burns out, the flame goes out, and the slightly damp ten remains intact.
8. Science experiments for kids at home:
"Egg Walk"
Would need: two dozen eggs in cells, a garbage bag, a bucket of water, soap and good friends.
Experience: Lay a trash bag on the floor and place two egg cartons on it. Check the eggs in the boxes, replace if you notice a cracked egg. Also check that all eggs are oriented in the same direction - either with sharp ends up or blunt. If you place your foot correctly, evenly distributing the weight, you can stand or walk barefoot on the balls. If you don’t want extreme from careless movement, you can put a thin board or tile on top of the eggs. Then nothing will stop you.
Explanation: Everyone knows that an egg is easy to break, but the shell of an egg is very strong and can withstand a lot of weight. The "architecture" of the egg is such that with uniform pressure, the stress is distributed throughout the shell and does not allow it to break.
Based on materials from Bright Side