Experiment with chalk and food coloring. Entertaining experiences and experiments for preschoolers

Chalk, marble, shell

Moisten a piece of natural chalk CaCO 3 with a drop of hydrochloric acid HCl (you can take pharmaceutical acid). Where the drop fell, energetic boiling is noticeable. Place a piece of chalk with a “boiling” drop into the flame of a candle or dry alcohol. The flame will turn a beautiful red color.

This is a well-known phenomenon: calcium, which is part of chalk, makes the flame red. But why acid? Reacting with chalk, it forms soluble calcium chloride CaCl 2, its splashes are carried away by gases and fall directly into the flame - this makes the experience more effective.

Unfortunately, such an experiment with pressed school chalk does not work - it contains an admixture of soda (sodium salt), and the flame turns orange. The best experience is obtained with a piece of white marble soaked in the same acid. And you can make sure that sodium salts color the flame an intense yellow color by adding a grain of NaCl salt to the flame (or simply lightly “salting” the fire).

For the next experiment with chalk, you will need a candle. Strengthen it on a non-flammable stand and add a piece of chalk (marble, shell, eggshell) to the flame. The chalk becomes covered with soot, which means the flame temperature is low. We are going to burn the chalk, and this requires a temperature of 700-800 °C. How to be? It is necessary to increase the temperature by blowing air through the flame.

Remove the rubber cap from the medicine pipette and replace it with a rubber or plastic tube. Blow into the tube so that air enters the flame just above the wick through the drawn end of the pipette. The flame will deviate to the side, its temperature will increase. Point the tongue at the sharpest part of the crayon. This area will become white-hot, the chalk here will turn into burnt (quicklime) CaO, and at the same time carbon dioxide will be released.

Do this operation several times with pieces of chalk, marble, and eggshells. Place the burned pieces in a clean tin. While they are cooling, place the largest piece in a saucer and drop some water on the place that was heated. There will be a hissing sound, all the water will be absorbed, and the baked area will crumble into powder. This powder is slaked lime Ca(OH)2.

Add more water and drop in the phenolphthalein solution. The water in the saucer will turn red; This means that slaked lime forms an alkaline solution.

When the burned pieces have cooled, place them in glass jar or bottle, fill it with water, close the lid and shake - the water will become cloudy. You already know that we will now get lime water. Let the liquid settle and pour the clear solution into a clean bottle. Pour some limewater into a test tube - and you can use it to perform the previously described experiments with gases. Or you can do tricks, like turning “water” into “milk” or “water” into “blood.” You will find a description of such tricks in the section "Chemical tricks".

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Interesting experience in physics.

Entertaining experiments for preschoolers, experiments for children at home, magic tricks for children, fun science... How to curb the ebullient energy and irrepressible curiosity of a baby? How to Make the Most of Your Inquisitiveness childish mind and push the child to explore the world? How to promote the development of a child’s creativity? These and other questions certainly arise before parents and educators. This work contains a large number of different experiences and experiments that can be carried out together with children to expand their understanding of the world, for intellectual and creative development child. The experiments described do not require any special training and almost no material costs.

How to pierce balloon no harm to him?

The child knows that if you puncture the balloon, it will burst. Place a piece of tape on both sides of the ball. And now you can easily push the ball through the tape without any harm to it.

"Submarine" No. 1. Grape submarine

Take a glass of fresh sparkling water or lemonade and drop a grape into it. It is slightly heavier than water and will sink to the bottom. But gas bubbles, like small balloons, will immediately begin to land on it. Soon there will be so many of them that the grape will float up.

But on the surface the bubbles will burst and the gas will fly away. The heavy grape will sink to the bottom again. Here it will again become covered with gas bubbles and float up again. This will continue several times until the water runs out. This principle is how a real boat floats up and rises. And fish have a swim bladder. When she needs to submerge, the muscles contract, squeezing the bubble. Its volume decreases, the fish goes down. But you need to get up - the muscles relax, the bubble dissolves. It increases and the fish floats up.

"Submarine" No. 2. Egg submarine

Take 3 cans: two half-liter and one liter. Fill one jar clean water and put it in it a raw egg. It will drown.

Pour a strong solution of table salt into the second jar (2 tablespoons per 0.5 liters of water). Place the second egg there and it will float. This is explained by salty water heavier, which is why it is easier to swim in the sea than in a river.

Now place an egg at the bottom of a liter jar. By gradually adding water from both small jars in turn, you can get a solution in which the egg will neither float nor sink. It will remain suspended in the middle of the solution.

When the experiment is completed, you can show the trick. By adding salt water, you will ensure that the egg floats. Adding fresh water will cause the egg to sink. Externally, salt and fresh water are no different from each other, and it will look amazing.

How to get a coin out of water without getting your hands wet? How to get away with it?

Place a coin in the bottom of a plate and fill it with water. How to take it out without getting your hands wet? The plate must not be tilted. Fold a small piece of newspaper into a ball, set it on fire, throw it into a half-liter jar and immediately place it with the hole down in the water next to the coin. The fire will go out. The heated air will come out of the can, and thanks to the difference atmospheric pressure inside the jar, the water will be drawn into the jar. Now you can take the coin without getting your hands wet.

Lotus flowers

Natural magnifying glass

If you need to see a small creature, such as a spider, mosquito or fly, it is very easy to do.

Place the insect in a three-liter jar. Cover the top of the neck with cling film, but do not pull it, but, on the contrary, push it through so that a small container is formed. Now tie the film with a rope or elastic band, and pour water into the recess. You will get a wonderful magnifying glass through which you can perfectly see the smallest details.

The same effect can be achieved if you look at an object through a jar of water, securing it to the back wall of the jar with transparent tape.

Water candlestick

Take a short stearin candle and a glass of water. Weight the lower end of the candle with a heated nail (if the nail is cold, the candle will crumble) so that only the wick and the very edge of the candle remain above the surface.

The glass of water in which this candle floats will act as a candlestick. Light the wick and the candle will burn for quite a long time. It seems that it is about to burn down to the water and go out. But this won't happen. The candle will burn out almost to the very end. And besides, a candle in such a candlestick will never cause a fire. The wick will be extinguished with water.

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, and place fresh green grass and leaves around it. Cover the hole with clean plastic wrap and fill the edges with soil 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 water collecting device is ready.

Leave your design until the evening. Now carefully shake off the soil from the film so that it does not fall into the container (bowl), and look: there is pure water.

Where did she come from? Explain to your 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 the cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you slightly pressed the film and put the stone there.

Now you just have to figure it out interesting story about travelers who went to distant countries and forgot to take water with them, and begin an exciting journey.

Wonderful matches

You will need 5 matches.

Break them in the middle, bend them at a right angle and place them on a saucer.

Place a few drops of water on the folds of the matches. Watch. Gradually the matches will begin to straighten out and form a star.

The reason for this phenomenon, called capillarity, is that wood fibers absorb moisture. It creeps further and further through the capillaries. The tree swells, and its surviving fibers “get fat”, and they can no longer bend much and begin to straighten out.

The head of the wash basins. Making a washbasin is easy

Babies have one peculiarity: they always get dirty when there is even the slightest opportunity. And taking a child home to wash all day is quite troublesome, and besides, children don’t always want to leave the street. Solving this issue is very simple. Make a simple washbasin with your child.

To do this, you need to take a plastic bottle and make a hole on its side surface about 5 cm from the bottom with an awl or nail. The work is finished, the washbasin is ready. Plug the hole with your finger, fill it to the top with water and close the lid. By unscrewing it slightly, you get a trickle of water by screwing it on - you will “close the tap” of your washbasin.

Where did the ink go? Transformations

Add ink or ink to a bottle of water until the solution is pale blue. Place a tablet of crushed activated carbon there. Close the neck with your finger and shake the mixture.

It will brighten before your eyes. The fact is that coal absorbs dye molecules on its surface and it is no longer visible.

Making a cloud

Pour hot water into a three-liter jar (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 will begin to cool as it rises. The water vapor it contains will condense to form a cloud.

This experiment simulates the process of cloud formation as warm air cools. Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain.

I don't believe my hands

Prepare three bowls of water: one with cold water, one with room temperature, and the third with hot water. Ask your child to place one hand in a bowl of cold water, the second - with hot water. After a few minutes, have him put both hands in the water room temperature. Ask if she seems hot or cold to him. Why is there a difference in how your hands feel? Can you always trust your hands?

Water suction

Place the flower in water tinted with any paint. Observe how the color of the flower changes. Explain that the stem has conducting tubes through which water rises to the flower and colors it. This phenomenon of water absorption is called osmosis.

Vaults and tunnels

Glue a tube out of thin paper, slightly larger in diameter than a pencil. Insert a pencil into it. Then carefully fill the pencil tube with sand so that the ends of the tube protrude out. Pull out the pencil and you will see that the tube remains uncrumpled. Grains of sand form protective arches. Insects trapped in sand emerge from under the thick layer unharmed.

Equal share for everyone

Take a regular hanger, two identical containers (these can also be large or medium-sized disposable cups and even aluminum drink cans, although the top of the cans must be cut off). In the upper part of the container on the side, opposite each other, make two holes, insert any rope into them and attach to a hanger, which you hang, for example, on the back of a chair. Balance containers. Now pour berries, candies, or cookies into these improvised scales, and then the children won’t argue about who got the most goodies.

"Good boy and Vanka-Vstanka." Obedient and naughty egg

First, try placing a whole raw egg on the blunt or sharp end. Then start the experiment.

Poke two holes the size of a match head in the ends of the egg and blow out the contents. Rinse the inside thoroughly. Let the shell dry thoroughly from the inside for one to two days. After this, cover the hole with plaster, glue with chalk or whitewash so that it becomes invisible.

Fill the shell about one-quarter full of clean, dry sand. Seal the second hole in the same way as the first. The obedient egg is ready. Now, in order to put it in any position, just shake the egg slightly, holding it in the position that it should take. The grains of sand will move, and the placed egg will maintain balance.

To make a “vanka-vstanka” (tumbler), instead of sand, you need to throw 30-40 pieces of the smallest pellets and pieces of stearin from a candle into the egg. Then put the egg on one end and heat it up. The stearin will melt, and when it hardens, the pellets will stick together and stick them to the shell. Mask the holes in the shell.

It will be impossible to lay the tumbler down. An obedient egg will stand on the table, on the edge of a glass, and on the handle of a knife.

If your child wants, let him paint both eggs or glue funny faces on them.

Boiled or raw?

If there are two eggs on the table, one of which is raw and the other is boiled, how can you determine this? Of course, every housewife will do this with ease, but show this experience to a child - he will be interested.

Of course, he is unlikely to connect this phenomenon with the center of gravity. Explain to him that a boiled egg has a constant center of gravity, so it rotates. And in a raw egg, the internal liquid mass acts as a kind of brake, so the raw egg cannot spin.

“Stop, hands up!”

Take a small plastic jar for medicine, vitamins, etc. Pour some water into it, put any effervescent tablet and close it with a lid (non-screw).

Place it on the table, turning it upside down, and wait. Gas released during chemical reaction tablets and water, will push out the bottle, there will be a “rumble” and the bottle will be thrown up.

"Magic Mirrors" or 1? 3? 5?

Place two mirrors at an angle greater than 90°. Place one apple in the corner.

This is where the real miracle begins, but only just begins. There are three apples. And if you gradually decrease the angle between the mirrors, the number of apples begins to increase.

In other words, the smaller the angle of approach of the mirrors, the more objects will be reflected.

Ask your child if it is possible to make 3, 5, 7 from one apple without using cutting objects. What will he answer you? Now perform the experiment described above.

How to scrub green grass off your knee?

Take fresh leaves of any green plant, put them in a thin-walled glass and pour in a small amount of vodka. Place the glass in a pan of hot water (in a water bath), but not directly on the bottom, but on some kind of wooden circle. When the water in the saucepan has cooled, use tweezers to remove the leaves from the glass. They will become discolored, and the vodka will turn emerald green, as chlorophyll, the green dye of plants, has been released from the leaves. It helps plants “feed” on solar energy.

This experience will be useful in life. For example, if a child accidentally stains his knees or hands with grass, you can wipe them off with alcohol or cologne.

Where did the smell go?

Take the corn pops, put them in a jar that has previously had a drop of cologne in it, and close it with a tight lid. After 10 minutes, opening the lid, you will not feel the smell: it was absorbed by the porous substance of the corn sticks. This absorption of color or odor is called adsorption.

What is elasticity?

Take a small rubber ball in one hand and a plasticine ball of the same size in the other. Throw them onto the floor from the same height.

How did the ball and ball behave, what changes happened to them after the fall? Why doesn't the plasticine bounce, but the ball does - maybe because it's round, or because it's red, or because it's rubber?

Invite your child to be the ball. Touch the baby's head with your hand, and let him sit down a little, bending his knees, and when you remove your hand, let the child straighten his legs and jump. Let the baby bounce like a ball. Then explain to the child that the same thing happens to the ball as to him: he bends his knees, and the ball is pressed in a little, when it falls to the floor, he straightens his knees and jumps, and what was pressed in the ball is straightened. The ball is elastic.

But a plasticine or wooden ball is not elastic. Tell your child: “I will touch your head with my hand, but you don’t bend your knees, you won’t be elastic.”

Touch the child’s head, but don’t let him bounce like a wooden ball. If you don't bend your knees, then it's impossible to jump. You can’t straighten knees that aren’t bent. A wooden ball, when it falls on the floor, is not pressed in, which means it does not straighten out, which is why it does not bounce. It's not elastic.

The concept of electric charges

Inflate a small balloon. Rub the ball on wool or fur, or even better, on your hair, and you will see how the ball begins to stick to literally every object in the room: to the closet, to the wall, and most importantly, to the child.

This is explained by the fact that all objects have a certain electric charge. As a result of contact between two different materials, electrical discharges separate.

Dancing foil

Cut aluminum foil (the shiny wrapper from chocolate or candy) into very narrow, long strips. Run the comb through your hair and then bring it close to the sections.

The stripes will begin to “dance”. This attracts positive and negative electrical charges to each other.

Hanging on your head, or Is it possible to hang on your head?

Make a light top out of cardboard by placing it on a thin stick. Sharpen the lower end of the stick, and insert a tailor's pin (with a metal, not a plastic head) deeper into the upper end so that only the head is visible.

Descendants of Sherlock Holmes, or In the Footsteps of Sherlock Holmes

Mix stove soot with talcum powder. Have the child breathe on a finger and press it to a piece of white paper. Sprinkle this area with the prepared black mixture. Shake the sheet of paper until the mixture well covers the area where your finger was applied. Pour the remaining powder back into the jar. There will be a clear fingerprint on the sheet.

This is explained by the fact that we always have some fat from the subcutaneous glands on our skin. Everything we touch leaves an imperceptible mark. And the mixture we made sticks well to fat. Thanks to black soot, it makes the print visible.

It's more fun together

Cut a circle out of thick cardboard around the rim of the tea cup. On one side, in the left half of the circle, draw a figure of a boy, and on the other side, a figure of a girl, which should be located upside down in relation to the boy. Make a small hole on the left and right of the cardboard, insert the elastic bands in loops.

Now stretch the elastic bands different sides. The cardboard circle will spin quickly, the pictures from different sides will align, and you will see two figures standing next to each other.

The secret jam thief. Or maybe it's Carlson?

Chop the pencil lead with a knife. Let the child rub the prepared powder on his finger. Now you need to press your finger to a piece of tape, and stick the tape to a white sheet of paper - the imprint of your baby’s finger pattern will be visible on it. Now we will find out whose fingerprints were left on the jam jar. Or maybe it was Carlosson who flew in?

Unusual drawing

Give your child a piece of clean, light-colored fabric (white, blue, pink, light green).

Pick some petals from different colors: yellow, orange, red, blue, blue, and green leaves different shades. Just remember that some plants are poisonous, such as aconite.

Sprinkle this mixture onto a cloth placed on a cutting board. You can either spontaneously sprinkle petals and leaves or build a planned composition. Cover it with plastic wrap, secure the sides with buttons and roll it all out with a rolling pin or tap the fabric with a hammer. Shake off the used “paints”, stretch the fabric over thin plywood and insert it into the frame. The masterpiece of the young talent is ready!

It turned out to be a wonderful gift for mom and grandma.

Interesting experiments for children

IN preparatory group conducting experiments should become the norm of life; they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way development 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 understand the world, all cognitive abilities, ability to invent, use not standard solutions V difficult situations, create creative personality.
Some important advice:
1. It is better to conduct experiments in the morning, when the child is full of strength and energy;
2. It is important for us not only to teach, but also to interest the child, to make him want to gain knowledge and do new experiments himself.
3. Explain to your child that you cannot taste unknown substances, no matter how beautiful and appetizing they look;
4. Don't just show it to your child. interesting experience, but also explain in a language accessible to him why this is happening;
5. Do not ignore your child’s questions - look for answers to them in books, reference books, and the Internet;
6. Where there is no danger, give the child more independence;
7. Invite your child to show his favorite experiments to his friends;
8. And most importantly: rejoice in your child’s successes, praise him and encourage his desire to learn. Only positive emotions can instill a love for new knowledge.

Experience No. 1. "Vanishing Chalk"

For spectacular experience We will need a small piece of chalk. Dip 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; when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide, violently released in the form of bubbles.
Experience No. 2. "Erupting Volcano"

Required equipment:
Volcano:
- Make a 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 No. 3. "Lava - lamp"

Needed: Salt, water, a glass of vegetable oil, several food colors, a large transparent glass.
Experience: Fill a glass 2/3 full with water, pour vegetable oil into the water. 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.
Experience No. 4. "Rain Clouds"

Children will be delighted with this simple fun that explains to them how rain falls (schematically, of course): first the water accumulates in the clouds and then spills onto the ground. This “experience” can be carried out both in a natural history lesson and in kindergarten V senior group and at home with children of all ages - it captivates everyone, and the children ask to repeat it again and again. So, stock up on shaving foam.
Fill the jar with water about 2/3 full. Squeeze the foam directly on top of the water until it looks like a cumulus cloud. Now use a pipette to drop colored water onto the foam (or better yet, trust your child to do this). And now all that remains is to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.
Experience No. 5. "Red Head Chemistry"

Place finely chopped cabbage in a glass and pour boiling water over it for 5 minutes. Strain the cabbage infusion through a cloth.
Pour cold water into the other three glasses. Add a little vinegar to one glass, a little soda to the other. Add the cabbage solution to a glass with vinegar - the water will turn red, add it to a glass of soda - the water will turn blue. Add the solution to a glass of clean water - the water will remain dark blue.
Experience No. 6. "Blow up 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 place the balloon on the neck of the bottle, securing it with electrical tape. The ball will inflate. Baking soda and lemon juice mixed with vinegar react to release carbon dioxide, which inflates the balloon.
Experience No. 7. "Colored milk"

Needed: Whole milk, food coloring, liquid detergent, cotton swabs, 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 the detergent and touch the swab to the very center of the plate with milk. The milk will begin to move and the colors will begin to mix.
Explanation: The detergent reacts with the fat molecules in the milk and causes them to move. This is why skim milk is not suitable for the experiment.

A small selection of entertaining experiences and experiments for children.

Chemical and physical experiments

Solvent

For example, try dissolving everything around with your child! We take a saucepan or basin with warm water, and the child begins to put everything there that, in his opinion, can dissolve. Your task is to prevent valuable things and living creatures from being thrown into the water, look in surprise into the container with your baby to find out if spoons, pencils, handkerchiefs, erasers, and toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will happily start dissolving them too and, believe me, will be very surprised when he realizes that they are dissolving!
Water under the influence of others chemical substances 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. Pour water into a glass jar or glass 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 an intense pink-raspberry color. Having enjoyed this transformation, add vinegar or citric acid - the solution will become discolored again.

"Live" fish

First, prepare a solution: add 10 g of dry gelatin to a quarter glass 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. Place 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 out flowers with long petals from colored paper. Using a pencil, curl the petals towards the center. Now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, flower petals will begin to bloom. This happens because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be observed with ordinary spruce or pine cones. You can invite children to leave one cone in the bathroom (a damp place) and later be surprised that the scales of the cone have closed and they have become dense, and put the other one on the radiator - the cone will open its scales.

Islands

Water can not only dissolve some substances, but also has a number of others. remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will not only help you understand it, but will also allow your little one to create it. own world with mountains and seas.
Take a saucer and pour water into it. We paint with paints bluish-greenish or any other color. This is the Sea. Then we take a candle and, as soon as the paraffin in it melts, we turn it over the saucer so that it drips into the water. By changing the height of the candle above the saucer, we get different shapes. Then these “islands” can be connected to each other, you can see what they look like, or you can take them out and glue them onto paper with a drawn sea.

In search of fresh water

How to get drinking water from salt water? Pour water into a deep basin with your child, add two tablespoons of salt there, stir until the salt dissolves. Place washed pebbles at the bottom of an empty plastic glass so that it does not float, but its edges should be higher than the water level in the basin. Pull the film over the top, tying it around the pelvis. Squeeze the film in the center above the cup and place another pebble in the recess. Place the basin in the sun. After a few hours, pure unsalted water will accumulate in the glass. drinking water. This is explained simply: water begins to evaporate in the sun, condensation settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin.
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

Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain.

Vulcan on the table

Mom and dad can be wizards too. They can even do it. a real volcano! Arm yourself " with a magic wand", cast the spell, and the "eruption" will begin. Here is a simple recipe for witchcraft: add vinegar to baking soda as we do for the dough. Only there should be more soda, say 2 tablespoons. Place it in a saucer and pour vinegar straight from the bottle. A violent neutralization reaction will occur, the contents of the saucer will begin to foam and boil with large bubbles (be careful not to bend over!). For greater effect, you can fashion a “volcano” (a cone with a hole at the top) out of plasticine, place it on a saucer with soda, and pour vinegar into the hole from above. At some point, foam will begin to splash out of the “volcano” - the sight is simply fantastic!
This experiment clearly shows the interaction of alkali with acid, the neutralization reaction. By preparing and carrying out an experiment, you can tell your child about the existence of acidic and alkaline environments. The “Homemade Carbonated Water” experiment, which is described below, is devoted to the same topic. And older kids can continue to study them 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 available material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral environment, water). A solution of vinegar or citric acid is suitable as an acidic medium, and a soda solution is suitable for an alkaline medium. You just need to cook them immediately before the experiment: they will spoil over time. Tests can be carried out as follows: pour, say, a solution of soda and vinegar into empty egg cells (each in its own row, so that opposite each cell with acid there is a cell with alkali). Drop (or better yet, pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Enter the results into a table. The color change can be recorded, or you can paint it with paints: they are easier to achieve the desired shade.
If your child is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (available in chemical supply stores and gardening stores) and offer to moisten it with any liquid: saliva, tea, soup, water - whatever. The moistened area will become colored, and using the scale on the box you can determine whether you have tested an acidic or alkaline environment. Usually this experience causes a storm of delight in children and gives parents a lot of free time.

Salt miracles

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 the salt does not dissolve when adding a new portion) and carefully lower 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 dip not a wire, but a woolen thread, into the salt 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 at 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 it dry. You can read such a letter by holding it over steam (don’t get burned!) or ironing it. 2. Write a letter with lemon juice or citric acid solution. To read it, dissolve a few drops of pharmaceutical iodine in water and lightly moisten the text.
Is your child already grown up or have you gained the taste yourself? Then the following experiments are for you. They are somewhat more complicated than those previously described, but it is quite possible to cope with them at home. Still be very careful with reagents!

Coca-Cola fountain

Coca-Cola (a solution of phosphoric acid with sugar and dye) reacts very interestingly when Mentos lozenges are placed in it. The reaction is expressed in a fountain literally gushing out of the bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. It’s better to crush Mentos a little, and take a liter of Coca-Cola. The effect exceeds all expectations! After this experience, I don’t really want to take all this stuff internally. I recommend conducting this experiment with children who love chemical drinks and sweets.

Drown and eat

Wash two oranges. Place one of them in a saucepan filled with water. He will float. Try to drown him - it will never work!
Peel the second orange and place it in water. Are you surprised? The orange drowned. Why? Two identical oranges, but one drowns and the other floats? 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 children that yeast is made up of tiny living organisms called microbes (which means that microbes can be beneficial as well as harmful). As they feed, they emit carbon dioxide, which, when mixed with flour, sugar and water, “raises” the dough, making it fluffy and tasty. Dry yeast looks like small lifeless balls. But this is only until millions of tiny microbes that lie dormant in a cold and dry state come to life. But they can be revived! Pour two tablespoons into a jug warm water, add two teaspoons of yeast to it, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, placing a balloon over the neck of the bottle. Place the bottle in a bowl of warm water. And then a miracle will happen before the eyes of the children.
The yeast will come to life and begin to eat sugar, the mixture will be filled with bubbles of carbon dioxide, already familiar to children, which they begin to emit. The bubbles burst and the gas inflates the balloon.

"Bait" for ice

1. Place the ice in the water.

2. Place the thread on the edge of the glass so that one end of it lies on an ice cube floating on the surface of the water.

3. Sprinkle some salt on the ice and wait 5-10 minutes.

4. Take the free end of the thread and pull out the ice cube from the glass.

Salt, once on the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and clean 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 side of the bottle just above the bottom. Fill a bottle with water and watch with your baby how it pours out. Then poke a few more holes, one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain comes out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and explain to older children that water pressure increases with depth. That’s why the bottom fountain hits the hardest.

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 and put it under water? 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? Draw your child's attention to the fact that the water takes the shape of the vessel into which it was poured.

Does your baby already determine the water temperature by touch? It’s great if, by lowering the handle into the water, he can tell whether the water is warm, cold or hot. But not everything is so simple; pens can be easily deceived. For this trick you will need three bowls. Pour cold water into the first, hot water into the second (but such that you can safely put your hand in it), and room temperature water into the third. Now suggest baby Place one hand in a bowl of hot water, the other in a bowl of cold water. Let him hold his hands there for about a minute, and then plunge them into the third bowl, which contains room water. Ask baby what he feels. Even though your hands are in the same bowl, the sensations will be completely different. Now you can no longer say for sure whether it is hot or cold water.

Soap bubbles in the cold

To experiment with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which a small amount of pure glycerin has been added, and a plastic tube from a ballpoint pen. It is easier to blow bubbles in a closed, cold room, since the winds almost always blow outside. Big bubbles are easily blown out using a plastic funnel for pouring liquids.

When cooled slowly, the bubble freezes at approximately –7°C. The surface tension coefficient of the soap solution increases slightly when cooled to 0°C, and with further cooling below 0°C it decreases and becomes equal to zero at the moment of freezing. The spherical film will not shrink, even though the air inside the bubble is compressed. Theoretically, the diameter of the bubble should decrease during cooling to 0°C, but by such a small amount that in practice this change is very difficult to determine.

The film turns out to be not fragile, as it would seem that a thin crust of ice should be. If you allow a crystallized soap bubble to fall to the floor, it will not break or turn into ringing fragments, like a glass ball used to decorate a Christmas tree. Dents will appear on it, and individual fragments will twist into tubes. The film turns out to be not brittle, it exhibits plasticity. The plasticity of the film turns out to be a consequence of its small thickness.

We present to your attention four entertaining experiments with soap bubbles. The first three experiments should be carried out at a temperature of –15...–25°C, and the last one at –3...–7°C.

Experience 1

Take the jar of soap solution out into the extreme cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which quickly grow and finally merge. As soon as the bubble freezes completely, a dent will form in its upper part, near the end of the tube.

The air in the bubble and the bubble shell are cooler in the lower part, 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 swelling of the solution) top part the shell of the bubble bends under the influence of atmospheric pressure. The more the air inside the bubble cools, the larger the dent becomes.

Experience 2

Dip the end of the tube into the soapy solution and then remove it. At the lower end of the tube there will be a column of solution about 4 mm high. Place the end of the tube against the surface of your palm. The column will decrease greatly. Now blow the bubble until a rainbow color appears. The bubble turned out to have very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So it is never possible to get a frozen bubble with very thin walls.

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 come closer to each other and be located in in a certain order. Rearrangements in the arrangement of water molecules and relatively thick films do not lead to disruption of the bonds between water and soap molecules, but the thinnest films are destroyed.

Experience 3

Pour equal amounts of soap solution into two jars. Add a few drops of pure glycerin to one. Now blow two approximately equal bubbles from these solutions one after the other and place them on a glass plate. 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 will remain in the cold longer than a frozen bubble with glycerin.

The walls of a frozen bubble from a shampoo solution - monolithic crystal structure. Intermolecular bonds in any place are completely identical and durable, while in a frozen bubble from the same solution with glycerin strong connections between water molecules are weakened. In addition, these bonds are disrupted by the thermal movement of glycerol molecules, therefore crystal cell quickly sublimates, which means it breaks down faster.

Glass bottle and ball.

Warm the bottle well, put the ball on the neck. Now let’s put the bottle in a bowl of cold water - the ball will be “swallowed” by the bottle!

Match training.

We put a few matches in a bowl of water, drop a piece of refined sugar into the center of the bowl and - lo and behold! The matches will gather in the center. Perhaps our matches have a sweet tooth!? Now let’s remove the sugar and drop a little liquid soap into the center of the bowl: the matches don’t like this - they “scatter” in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement towards the center, and soap, on the contrary, spreads over the water and carries matches along with it.

Cinderella. static voltage.

We need a balloon again, only already inflated. Place 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... Now let’s rub our ball on something woolen and bring it to the table: all the pepper, as if by magic, will end up on the ball! We enjoy the miracle, and whisper to older young physicists that the ball becomes negatively charged from friction with wool, and the peppercorns, or rather, pepper electrons, acquire positive charge and are attracted to the ball. But in salt electrons they move poorly, so it remains neutral, does not acquire a charge from the ball, and therefore does not stick to it!

Pipette straw

1. Place 2 glasses next to each other: one with water, the other empty.

2. Place the straw in the water.

3. Let's pinch index finger put the straw on top and transfer it to the empty glass.

4. Remove your finger from the straw - the water will flow into the empty glass. By doing the same thing several times, we will be able to transfer all the water from one glass to another.

A pipette, which you probably have in your home medicine cabinet, works on the same principle.

Straw-flute

1. Flatten the end of the straw about 15 mm long and trim its edges with scissors2. At the other end of the straw, cut 3 small holes at the same distance from each other.

So we got a “flute”. If you blow lightly into a straw, slightly squeezing it with your teeth, the “flute” will begin to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. Now let's try to find some melody.

Additionally.

1. Smell, taste, touch, listen
Task: to consolidate children’s ideas about the senses, their purpose (ears - to hear, recognize various sounds; nose - detect smell; fingers - determine the shape, structure of the surface; tongue - determine by taste).

Materials: a screen with three round slits (for hands and nose), newspaper, bell, hammer, two stones, rattle, whistle, talking doll, Kinder surprise cases with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar.

Description. There are newspapers, a bell, a hammer, two stones, a rattle, a whistle, and a talking doll laid out on the table. Grandfather Know invites the children to play with him. Children are given the opportunity to explore subjects independently. During this acquaintance, grandfather Know talks with the children, asking questions, for example: “What do these objects sound like?”, “How 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 that produced the sound and say that they heard it with their ears.
The game “Guess by Smell” - children put their noses to the window of the screen, and the teacher offers to guess by smell what is in his hands. What is this? How did you find out? (The nose helped us.)
Game “Guess the taste” - the teacher asks the children to guess the taste of lemon and sugar.
Game “Guess by touch” - children put their hand into the hole in the screen, guess the object and then take it out.
Name our assistants who help us recognize an object by sound, smell, taste. What would happen if we didn't have them?

2. Why does everything sound?
Task: to lead children to understand the causes of sound: vibration of an object.

Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, metallophone

Description: Game "What does it sound like?" - the teacher invites the children to close their eyes, and he makes sounds using known objects. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice: what does a mosquito call? (Z-z-z.)
How does a fly buzz? (W-w-w.) How does a bumblebee buzz? (Uh-uh.)
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 she stops, the sound also disappears.
Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end of the ruler to the table, and clap the free end with our palm. What happens to the ruler? (Trembles, hesitates.) How to stop the sound? (Stop the vibration of the ruler with your hand.) Extract the sound from the glass glass using a stick, stop. When does sound arise? Sound occurs when very fast movement air forward and backward. This is called oscillation. Why does everything sound? What other objects 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 glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures.

Description. Droplet came to visit. Who is Droplet? What does she like to play with?
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?
An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, children are invited to play the game “Recognize 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 shape of the vessel into which it is poured.

Materials, funnels, a narrow tall glass, a round vessel, a wide bowl, a rubber glove, ladles of the same size, an inflatable ball, a plastic bag, a bowl of water, trays, worksheets with sketched shapes of the vessels, colored pencils.

Description. In front of the children is a basin of water and various vessels. Little Chick Curiosity tells how he was walking, swimming in puddles, and he had a question: “Can water have some kind of shape?” How can I check this? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Use a 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 the shape of water in different vessels. It turns out that water takes the shape of the vessel into which it is poured. The worksheet sketches the results obtained - children paint over various vessels

5. Foam pillow
Task: to develop in children an idea of the buoyancy of objects in soap foam (buoyancy depends not on the size of the object, but on its heaviness).

Materials: on a tray there is a bowl of water, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items to check for buoyancy.

Description. Misha the bear tells what he learned to do not only bubble, but also soap suds. And today he wants to find out whether all objects sink in soap suds? How to make soap foam?
Children use a pipette to collect liquid soap and release it into a bowl of water. Then try to beat the mixture with chopsticks and a whisk. What is more convenient for whipping foam? What kind of foam did you get? They try to dip various objects into the foam. What floats? What's sinking? Do all objects float equally on water?
Are all objects that float the same size? What determines the buoyancy of objects?

6. Air is everywhere
The task is to detect air in the surrounding space and identify its property - invisibility.

Materials, balloons, bowl of water, empty plastic bottle, sheets of paper.

Description. Little Chick Curious asks the children a riddle about air.
It goes through the nose into the chest and goes back. He is invisible, and yet we cannot live without him. (Air)
What do we inhale through our nose? What is air? What is it for? Can we see it? Where is the air? How do you 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 don't 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 until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear 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 every space, so nothing is empty.

7. Air works
Objective: to give children the idea that air can move objects (sailboats, balloons, etc.).

Materials: plastic bath, basin with water, sheet of paper; a piece of plasticine, a stick, balloons.

Description. Grandfather Know invites children to look at the balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a sail? There is more air pressing on the sail, so the bath moves faster.
What other objects can we make move? How can you make a balloon move? The balls are inflated and released, and the children watch their movement. Why is the ball moving? Air escapes from the ball and causes it to move.
Children play independently with a boat and a ball

8. Every pebble has its own home
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, trays with sand, a model for examining an object, pictures and diagrams, a path of pebbles.

Description. The bunny gives the children a chest with various pebbles that he collected in the forest, near the lake. The children look at them. How are these stones similar? They act in accordance with the model: they press on the stones, knock. All stones are hard. How do the stones differ from each other? Then he draws the children’s attention to the color and shape of the stones and invites them to feel them. He notes that some stones are smooth and some are rough. The bunny asks you to help him arrange the stones into four boxes according to the following characteristics: first - smooth and round; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone looks together at how the stones are laid out and counts the number of stones.
Game with pebbles “Lay out a picture” - the bunny hands out picture diagrams to the children (Fig. 3) and invites them to lay them out from pebbles. Children take trays with sand and lay out a picture in the sand according to the diagram, then lay out the picture as they wish.
Children walk along a path made of pebbles. How do you feel? What 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 from it, it cannot be divided into parts).

Materials: boards for modeling, clay, river stone, model of examining the object.

Description. According to the model of examining the subject, grandfather Znay invites the children to find out whether it is possible to change the form of the proposed natural materials. To do this, he invites the children to press their finger on the clay or stone. Where is the finger hole left? What stone? (Dry, hard.) What kind of clay? (Wet, soft, holes remain.) Children take turns taking the stone in their hands: crushing it, rolling it in their palms, pulling it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, you cannot mold anything from it with your hands, it cannot be divided into parts.) Children take turns crushing the clay, pulling in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not like stone, it is soft, it can be divided into parts, clay changes shape, you can sculpt from it.)
Children sculpt various figures from clay. Why don't the figures fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?

10. Light is everywhere
Objectives: show the meaning of light, explain that light sources can be natural (sun, moon, fire), 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 provide light; flashlight, candle, table lamp, chest with a slot.

Description. Grandfather Know invites children to determine whether it is dark or light now and explain their answer. What's shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light will come in and illuminate everything inside it.) Open the chest, light will come in, and everyone will see a flashlight.
And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
The game “Light can be different” - grandfather Znay invites children to sort 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 action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from the brightest).

11. Light and shadow
Objectives: to introduce the formation of shadows from objects, to establish the similarity between a shadow and an object, to create images using shadows.

Materials: equipment for shadow theater, lantern.

Description. Misha the bear 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 turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything clearly when a flashlight is shining? Misha places his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is a shadow formed? (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 or dog. Children repeat. Misha gives the children a gift.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children examine equipment for a shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? 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, for example “Kolobok”, or any other.

12. Frozen water
Task: to reveal that ice is solid, floats, melts, consists of water.

Materials, pieces of ice, cold water, plates, picture of an iceberg.

Description. In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because
she is liquid. Can water be solid? What happens to water if it is cooled too much? (The water will turn into ice.)
Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. Which
ice shapes? Ice retains 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. How much ice floats? (Top.)
Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Above the surface
Only the tip of the iceberg is visible. And if the ship's captain does not notice and stumbles upon the underwater part of the iceberg, the ship may sink.
The teacher draws the children's attention 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 the ice floes.

13. Melting ice
Task: determine that ice melts from heat, from pressure; that it melts faster in hot water; that water freezes in the cold and also takes the shape of the container in which it is located.

Materials: plate, bowl of hot water, bowl of cold water, ice cubes, spoon, watercolor paints, strings, various molds.

Description. Grandfather Know suggests guessing where ice grows faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why does the string hold on? (Frozen to a piece of ice.)
How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.

14. Multi-colored balls
Task: to obtain new shades by mixing primary colors: orange, green, purple, blue.

Materials: palette, gouache paints: blue, red, (blue, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), models - colored circles and half circles (corresponding to the colors of the paints) , worksheets.

Description. The bunny brings the children sheets with pictures of balls and asks them to help him color them. Let's find out from him what color balls he likes best. What if we don’t have blue, orange, green and purple paints?
How can we make them?
Children and the bunny mix two colors each. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children use the resulting paint to paint the ball. So children experiment until they get all the necessary colors. Conclusion: by mixing red and yellow paint, you can get orange; blue with yellow - green, red with blue - purple, blue with white - blue. The results of the experiment are recorded in the worksheet

15. Mysterious pictures
Task: show children that surrounding objects change color if 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 what color objects they see. Everyone together counts how many colors the children named. Do you believe that the turtle sees everything only in green? This is true. Would you like to look at everything around you through the eyes of a turtle? How can I do that? The teacher hands out green glasses to the children. What do you see? How else would you like to see the world? Children look at objects. How to get colors if we don't have the right pieces of glass? Children get new shades by placing glasses - one on top of the other.
Children sketch “mysterious pictures” on a worksheet

16. We will see everything, we will know everything
Task: to introduce the assistant device - the magnifying glass and its purpose.

Materials: magnifying glasses, small buttons, beads, zucchini seeds, sunflower seeds, small pebbles and other objects for examination, worksheets, colored pencils.

Description. The children receive a “gift” from their grandfather. Knowing it, they look at it. What is this? (Bead, button.) What does it consist of? What is it for? Grandfather Know suggests looking at a small button or bead. How can you see better - with your eyes or with the help of this piece of glass? What is the secret of the glass? (Magnifies objects so they can be seen better.) This assistant device is called a “magnifying glass.” Why does a person need a magnifying glass? Where do you think adults use magnifying glasses? (When repairing and making watches.)
Children are invited to independently examine the objects at their request, and then sketch on the worksheet what
the object actually is and what it is like if you look through a magnifying glass

17. Sand Country
Objectives: highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a picture from sand.

Materials: sand, water, magnifying glasses, sheets of thick colored paper, glue sticks.

Description. Grandfather Znay invites children to look at the sand: what color it is, try it by touch (loose, dry). What is sand made of? What do grains of sand look like? How can we look at grains of sand? (Using a magnifying glass.) The grains of sand are small, translucent, round, and do not stick to each other. Is it possible to sculpt from sand? Why can't we change anything from dry sand? Let's try to mold it from wet. How can you play with dry sand? Is it possible to paint with dry sand?
Children are asked to draw something on thick paper with a glue stick (or trace a finished drawing),
and then pour sand onto the glue. Shake off excess sand and see what happens. Everyone looks at children's drawings together

18. Where is the water?
Objectives: to identify 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, magnifying glass.

Description. Grandfather Znay invites children to fill cups with sand and clay as follows: first pour
dry clay (half), and fill the second half of the glass with sand on top. After this, the children examine the filled glasses and tell what they see. Then the children are asked to close their eyes and guess by the sound what Grandfather Know is pouring out. Which fell better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (A sand slide is smooth, a clay slide is uneven.) Why are the slides different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains of sand are small, translucent, round, and do not stick to each other.) What does clay consist of? (The clay particles are small, pressed closely together.) What happens if you pour water into cups with sand and clay? Children try to do this and observe. (All the water has gone into the sand, but stands on the surface of the clay.)
Why doesn't clay absorb water? (Clay has particles closer friend to a friend, they do not allow water to pass through.) Everyone remembers together where there are more puddles after rain - on the sand, on the asphalt, on clay soil. Why are paths in the garden sprinkled with sand? (To absorb water.)

19. Water mill
Objective: to give an idea that water can set other objects in motion.

Materials: toy water mill, basin, jug with water, rag, aprons according to the number of children.

Description. Grandfather Znay talks with children about why water is needed for people. During the conversation, the children remember it in their own way. Can water make other things work? After the children’s answers, grandfather Znay shows them a water mill. What is this? How to make the mill work? Children hum their aprons and roll up their sleeves; take a jug of water right hand, and with the left they support it near the spout and pour water onto the blades of the mill, directing the stream of water to the center of the fall. What do we see? Why is the mill moving? What sets her in motion? Water drives the mill.
Children play with a mill.
It is noted that if you pour water in a small stream, the mill works slowly, and if you pour it in a large stream, the mill works faster.

20. Ringing water
Task: show children that the amount of water in a glass affects the sound made.

Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” with a thread with a plastic ball attached to the end.

Description. There are two glasses filled with water in front of the children. How to make glasses sound? All the children’s options are checked (knock with a finger, objects that the children offer). How to make the sound louder?
A stick with a ball at the end is offered. Everyone listens to the clinking of glasses of water. Are we hearing the same sounds? Then grandfather Znay pours and adds water to the glasses. What affects the ringing? (The amount of water affects the ringing; the sounds are different.) Children try to compose a melody

21. "Guessing Game"
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; container with sand; balls of different materials of the same color, sensory box.

Description. In front of the children are various pairs of objects. Children look at them and determine how they are similar and how they differ. (Similar in size, different in weight.)
They take objects in their hands and check the difference in weight!
Guessing game - children select objects from the sensory box by touch, explaining how they guessed whether it is heavy or light. What determines the lightness or heaviness of an object? (Depending on what material it is made of.) With their eyes closed, children are asked to determine by the sound of an object falling on the floor whether it is light or heavy. (A heavy object makes a louder impact sound.)
They also determine light object 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 whether the object was carried by the depression left after the fall in the sand. (A heavy object causes a larger depression in the sand.

22. Catch, little fish, both small and great
Task: find out the ability of a magnet to attract certain objects.

Materials: magnetic game “Fishing”, magnets, small objects from different materials, a bowl of water, worksheets.

Description. The fishing cat offers children the game “Fishing”. What can you use to catch fish? They try to catch with a fishing rod. They tell whether any of the children have seen real fishing rods, what they look like, what kind of bait the fish are caught with. What do we use to catch fish? Why does she hold on and not fall?
They examine the fish and fishing rod and discover metal plates and magnets.
What objects does a magnet attract? Children are offered magnets, various objects, and two boxes. They put objects that are attracted by a magnet into one box, and objects that are not attracted into another box. A 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 the magnet from the object that is attracted to it.”

23. Tricks with magnets
Task: identify objects that interact with a magnet.

Materials: magnets, a goose cut out of foam plastic with a metal one inserted into its beak. rod; a bowl of water, a jar of jam, and mustard; wooden stick with a cat on one edge. a magnet is attached and covered with cotton wool on top, and only cotton wool on the other end; animal figurines on cardboard stands; a shoe box with one side cut off; paper clips; a magnet attached with tape to a pencil; a glass of water, small metal rods or a needle.

Description. The children are greeted by a magician and shown the “picky goose” trick.
Magician: Many people think the goose is a stupid bird. But that's not true. Even a little gosling understands what is good and what is bad for him. At least this baby. He had just hatched from the egg, but he had already reached the water and swam. This means that he understands that walking will be difficult for him, but swimming will be easy. And he knows about food. Here I have two cotton wool tied, dip it in mustard and offer the gosling to taste it (a stick without a magnet is brought up) Eat, little one! Look, he turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let’s try dipping another cotton ball into the jam (a stick with a magnet is brought up). Aha, I reached for the sweet one. Not a stupid bird
Why does our little gosling reach for jam with its beak, but turns away from mustard? What is his secret? Children look at a stick with a magnet at 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 its beak.
The magician shows the children pictures of animals and asks: “Can my animals move on their own?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edges. Places the figures on the box and moves the magnet inside the box. Why did the animals start moving? Children look at the figures and see that there are paper clips attached to the stands. Children try to control animals. A magician “accidentally” drops a needle into a glass of water. How to get it out without getting your hands wet? (Bring the magnet to the glass.)
The children get the various things themselves. objects made from water with pom. magnet.

24. Sunny bunnies
Objectives: understand the reason for the appearance of sunbeams, teach how to let in sunbeams (reflect light with a mirror).

Material: mirrors.

Description. Grandfather Know helps children remember a poem about a sunny bunny. When does it work? (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 itself becomes a source of light.) Invites children to make sunbeams (to do 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: chase, catch, hide it.
Children find out that playing with a bunny is difficult: a small movement of the mirror causes it to move 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?
Objectives: introduce children to the concept of “reflection”, find objects that can reflect.

Materials: mirrors, spoons, glass bowl, 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 you saw in the mirror? (No, they are the same.) The image in the mirror is called reflection. A mirror reflects an object as it really is.
In front of the children are various objects (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 the object to the touch, is it smooth or rough? Are all objects shiny? See if your reflection is the same on all these objects? Is it always the same shape! do you get a better reflection? The best reflection is obtained in flat, shiny and smooth objects, they make good mirrors. Next, children are asked to remember where on the street they can see their reflection. (In a puddle, in a store window.)
In the worksheets, children complete the task “Find all the objects in which you can see a 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 sticks, trays, pictures depicting the presented substances.
Description. In front of the children on trays are glasses of water, chopsticks, spoons and substances in various containers. Children look at water and remember its properties. What do you think will happen if granulated sugar is added to water? Grandfather Know adds sugar, mixes, and everyone observes together what has changed. What happens if we add river sand to the water? Adds river sand to the water and mixes. Has the water changed? Did it become cloudy or remain clear? Has the river sand dissolved?
What will happen to water if we add food coloring to it? Adds paint and mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint dissolved and changed the color of the water, the water became opaque.)
Will flour dissolve in water? Children add flour to the water and mix. What did the water become? Cloudy or clear? Has the flour dissolved in the water?
Will washing powder dissolve in water? Add washing powder and mix. Did the powder dissolve in water? What did you notice that was unusual? Dip your fingers into the mixture and check if it still feels the same as clean water? (The water has become soapy.) What substances have dissolved in our water? What substances do not dissolve in water?

27. Magic sieve
Objectives: to introduce children to the method of separating k; coves from sand, small grains from large grains, with the help of developing independence.

Materials: scoops, various sieves, buckets, bowls, semolina and rice, sand, small pebbles.

Description. Little Red Riding Hood comes to the children and tells them that she is going to visit her grandmother - to take her a mountain of semolina porridge. But she had a misfortune. 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. They note that it turns out slowly. How can you do this faster? Look
Are there any items in the laboratory that can help us? We notice that there is a sieve next to Grandfather Knowing? Why is it necessary? How to use it? What pours out of the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, and asks: “What else can you call this magic sieve?”
We'll find substances in our laboratory that we can sift through. We find that there are a lot of pebbles in the sand. How can we separate the sand from the pebbles? Children sift the sand themselves. What's in our bowl? What's left. Why do large substances remain in the sieve, while small substances immediately fall into the bowl? Why is a sieve needed? 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
Objectives: introduce children to the method of making colored sand (mixed with colored chalk); teach how to use a grater.
Materials: colored crayons, sand, transparent container, small objects, 2 bags, fine graters, bowls, spoons (sticks,) small jars with lids.

Description. The little jackdaw, Curiosity, flew to the children. He asks the children to guess what he has in his bags. The children try to determine by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check their guesses. The teacher and the children examine the contents of the bags. What is this? What kind of sand, what can you do with it? What color is chalk? What does it feel like? Can it be broken? What is it for? Little Gal asks: “Can sand be colored? How to make it colored? What happens if we mix sand with chalk? How can you make chalk as free-flowing as sand?” Little Gal boasts that he has a tool for turning chalk into fine powder.
Shows the children a grater. What is this? How to use it? Children, following the example of the little jackdaw, take bowls, graters and rub chalk. What happened? What color is your powder? (The little pebble 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 look at colored sand. How can we use this sand? (make beautiful pictures.) The little pebble offers to play. Shows a transparent container filled with multi-colored layers of sand and asks the children: “How can you quickly find a hidden object?” Children offer their own options. The teacher explains that you cannot mix sand with your hands, a stick or a spoon, and shows how to push it out of the sand

29. Fountains
Objectives: develop curiosity, independence, create a joyful mood.

Materials: plastic bottles, nails, matches, water.

Description. Children go for a walk. Parsley brings the children pictures of different fountains. What is a fountain? Where have you seen fountains? Why do people install fountains in cities? Is it possible to make a fountain yourself? What can it be made from? The teacher draws the children's attention to the bottles, nails, and matches brought by Parsley. Is it possible to make a fountain using these materials? What's the best way to do this?
Children poke holes in the bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and it turns out to be a fountain. How did we get the fountain? Why doesn't water pour out when there are matches in the holes? Children play with fountains.
object by shaking the vessel.
What happened to the colorful sand? The 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 the little girl how they quickly find the hidden object and mix the sand. Little Galchon gives the children a box of colored chalk as a farewell gift.

30. Playing with sand
Objectives: to consolidate children’s ideas about the properties of sand, to develop curiosity and observation, to activate children’s speech, and to develop constructive skills.

Materials: a large children's sandbox, in which traces of plastic animals are left, animal toys, scoops, children's rakes, watering cans, a plan of the area for walks of this group.

Description. Children go outside and explore the walking area. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose tracks are these? Why do you think so?
Children find plastic animals and test their guesses: they take toys, place their paws on the sand and look for the same print. What trace will be left from the palm? Children leave their marks. Whose palm is bigger? Whose is smaller? Check by applying.
The teacher finds a letter in the bear cub's paws and 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, plunging their hands into the sand, look for toys. Who is this?
Each animal has its own home. The fox has... (hole), the bear has... (den), the dog has... (kennel). Let's build a sand house for each animal. What sand is best for building with? How to make it wet?
Children take watering cans and water the sand. Where does the water go? Why did the sand become wet? Children build houses and play with animals.

Abstract research activities“An unusual piece of chalk” for senior preschool age.

(Properties, quality, human use of chalk)

Program content:

1. Enrich and expand children’s ideas about mele, him properties (flowability, hardness, friability, etc.), its application in the life and activities of people.

2. Strengthen the skill of research activities: the ability to identify the properties and qualities of chalk through experiments.

3. Continue work on development in children geographical representations through acquaintance with natural resources bowels of the Earth.

4. Develop cognitive abilities on a multisensory basis: with the help of analyzers - visual, gustatory, tactile, auditory and olfactory.

5. Develop the ability to work in small subgroups, be able to listen to the opinions of other members of the subgroup and defend their opinions.

6. Establish safety rules when conducting experiments (using algorithms)

7. Develop demonstrative speech, the ability to clearly justify your answer.

Activation of the dictionary: laboratory, scientific adviser, researcher, sediment, crush, crumble, etc.

8. Cultivate in children curiosity, accuracy, and seriousness when performing experiments.

Preliminary work.

1. Consideration of collections of minerals and minerals: table salt, granite, limestone, bauxite, clay, oil, etc.

2. Review and conversations on the map “Mineral Resources of the Russian Federation”,

3. Training session “Our generous Earth”

4. Examination and compilation of collages.

5. Reading and viewing children's and encyclopedic literature:

M. Kuryachaya “Chemistry in pictures”, Melikhova “Geography and you”, Atlas “Natural history” pp. 12-13 (Physical map of Russia), “My first atlas” - pp. 40-41 “Riches of the Earth”, A. Chlenov “Geology in pictures (What’s inside the mine, where the gasoline comes from, why the gas burns.), A. Ivich “70 heroes”

6. Drawing on the theme “Insects” using salt.

7. Consideration illustrative material"Professions of people."

8. Conducting a series of experiments in the Pochemuchka laboratory to expand ideas about the properties and qualities of minerals: “Where sugar melts faster. Growing crystals (salt), comparing clay and sand.

9. Recording the results in observation diaries.

10. Conversations with children about safety rules when carrying out experiments.

Equipment:

Chalk - powder, colored pieces, vinegar, hourglass for three minutes, cold and hot water, spatulas, masher, measuring spoons, containers, containers, algorithm of safety rules for conducting experiments (salt and chalk), collages, observation diaries, glue, felt-tip pens, colored pencils.

Progress of the event

Children enter the hall to the music...

Educator:

Russia is great, but for each of us it begins from our native land.

Guys, what is the name of our native land?

Children: Belogorye.

Educator : That's right, dear fatherland. This is where you were born, this is where your closest people, your friends and comrades live. We all love this region - a part of our Motherland; we are proud of this region.

Children read a poem:

Favorite region! My Belgorod region!

How much I love you:

Chalk mountains and forests

Your rivers are streams, heaven.

I live in the Belgorod region,

I breathe freely and easily here,

I'm composing lines awkwardly

Streams of my poems flow here

I will glorify the dear land in lines!

Belgorod region! Live and prosper!

Children: The nature of our region is very picturesque. Endless fields, blue rivers and lakes, forests and woodlands, snow-white peaks chalk hills, which we majestically call “white mountains”.

The chalk mountains are one of the most breathtaking sights. From a distance, they resemble clouds that have descended to the ground to rest, or huge blocks of snow lying in the middle of green vegetation.

Educator: Guys, pay attention to the map of our region, how our region is rich in minerals... and especially chalk deposits, show them on the map.

Children, how did the chalk mountains appear?

Children: Millions of years ago, an ancient ocean stretched here. The chalk we walk on is nothing more thanthe bottom of the ancient ocean. It is known that it has never been lifeless. Various algae, sea lilies grew on it, mollusks, crustaceans, starfish, and urchins lived. Over time, the remains of dead organisms (shells, shells, hard shells, skeletons) settled to the bottom and were buried in sediments in entire layers. They mixed with inorganic material and formed deposits of a kind of silt.

Over the years, the silt was replenished with new sediments, which were compacted due to pressure upper layers to the lower ones, increased in volume and became stronger. Eventually, they were cemented by various compounds contained in the solution that penetrated deep into the sediments.The tops of the surrounding hills have been washed and “polished” by rain for thousands of years. steppe winds, soft rocks crumbled, revealing harder formations - chalk pillars. This is how, from the point of view of geologists, Cretaceous deposits arose.

Educator: Guys, we already know a lot about chalk, but today let’s tell our guests what chalk is used for and where it is used?

Children: We know that they write with chalk at school and draw on the asphalt.

In industry, chalk is used to produce lime, cement, soda, glass, and school chalk. Used as a filler for rubber, plastics, paper, paints and varnishes. In agriculture for fertilizing soils and feeding animals, in perfumery - for preparing toothpastes and powders. Ground chalk is widely used as a cheap material for priming, whitewashing, painting the walls of houses, and for protecting tree trunks from sunburn.

Educator: Our region is also rich in chalk reserves, and in our city there is a chalk processing plant. Tell me, what is it called?

Children: Melzavod..

Educator: That's right guys, what properties of chalk do you know?

Children: White chalk; hard, but softer than stone; when they write to them, it crumbles, crumbles, which means it is fragile. Chalk leaves a mark and it gets dirty, dissolves in water,There is air inside the chalk.Chalk is limestone and when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide.

Educator:

Guys, let's tell you what experiments we conducted to find out the properties of chalk.

With water (stone and chalk).

When they lowered the stone into the water, nothing happened to the water; it remained transparent. And the stone remained the same.

And when they dipped the chalk into the water, they noticed that the water was clean and transparent, but became cloudy because the chalk dissolved in it. Chalk is limestone consisting of marine microorganisms, calcareous algae, it is hardened sea silt in which mollusk shells and skeletons are found sea urchins, lilies, even corals. WhenWe dropped a piece of chalk into a glass of water, then we saw bubbles because there is air inside the chalk.

Under a magnifying glass.

We looked at the chalk under a magnifying glass and saw small holes and blades of grass.

With vinegar and a piece of chalk.

We took half a glass of vinegar and a piece of chalk and threw a piece of chalk into the glass. When we carried out this experiment, we noticed that the vinegar in the glass began to bubble. Natalya Nikolaevna said that this was due to a huge number of gas bubbles coming out of the chalk. Gradually, small pieces fell off of it, and, in the end, it completely disintegrated. With the help of this experiment, we learned that chalk is limestone and when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles. In the same way, but very slowly, stone statues are destroyed due to the weak acid solution contained in the drops.

Making crayons

When we were drawing in a group on the board, we drew the teacher’s attention to the fact that there were few crayons left. Then Natalya Nikolaevna suggested making crayons ourselves. We took a mold, paints, water, plaster. In a plastic container we mixed plaster with water and added paint. Then we filled the molds with the mixture. And after 4 hours the crayons were ready!

Educator: Well done guys, and now I want to invite you to conduct experiments on your own, but first let’s warm up.

Physical education minute:

There is a mountain - an old woman,(raise hands up)
To the top of the sky(stretch on tiptoes)
The wind blows around her, (fan themselves with their hands)
The rain pours down on her,(shakes hands)
The mountain stands, suffers, loses stones(put palms to cheeks and shake head)
And every day and every night(the teacher touches several children, who must imitate pebbles).
The pebbles are rolling and rolling away.(some of the children move aside)

Educator:

Children, go behind your desks, find the chalk on your trays and look at it, touch it. What is he like?

Children: White chalk; hard, but softer than stone; when they write to them, it crumbles, crumbles, which means it is fragile.

Educator: Let's check it out! Try drawing a line of chalk across the board. What do you see? What did the chalk do?

Children: The chalk leaves a mark and it gets dirty.

Educator: Well done guys, you already know a lot about chalk.

The importance of chalk in people’s lives is great, but what is especially surprising are the unusual architectural objects that man has formed thanks to the richness of chalk deposits over many centuries, these are historically significant architectural monuments, temples and monasteries. The most striking of them are located on the territory of our homeland - in Belogorye, namely the monastery of Ignatius the God-Bearer,Holy Trinity Kholkovsky Monastery,Shmanenskaya cave, Valuysky Assumption Nikolaevsky Monastery.

Holy Trinity Kholkovsky Monastery- the only active cave monastery inBelgorod region . Located inChernyansky district near the village Withers . The caves of the monastery are located in one of the chalk hills.

We learned that chalk is playing big role in people's lives, and we are proud that we live in the Belgorod region, which is rich in deposits of this valuable mineral.

And how many historical, cultural and architectural interweavings are associated with the presence of the mineral chalk, which in everyday life seems so banal that you don’t even notice it in everyday life.

Educator.

Chalk can also be used to make souvenirs. We decided to make a gift for moms, a rainbow in a jar.

To do this, we crushed colored chalk and poured semolina and chalk into a container with a lid and shaken several times. The semolina is colored! Then we carefully began to pour the semolina into the jar, changing colors.So we filled the entire jar with layers of semolina of different colors.

Educator: And how many riddles and poems about chalk we learned! The children and I found riddles about chalk and made a little book “White Pebble” as a gift for the groups.But we came across chalk not only in poems and riddles. We read S. Alekseeev’s story about Marshal Konev “Belgorod”. We really liked him!

Our group has a mini-museum “Belogorye”. After this work, we added the section “An Unusual Piece of Chalk” to the exhibition.

Since chalk occupies one of the leading positions in industrial development in the Belgorod region, while bearing historical, cultural and architectural value, it can rightfully be called the “white gold” of our region.