Experiments with the sun. Summer experiences and experiments in kindergarten

Astronomy is absolutely irreplaceable in raising a child. It is not surprising that children are much more interested in the starry sky than their parents. After all, adults always have no time, they are busy, they have problems and worries. But children ask a lot of the most unexpected questions and they need to be answered. Curious boys and girls are already interested not only in the Earth, the Moon and the Sun, but also in other planets, galaxies, and comets. Concerned parents wonder: “At what age can you start talking to your child about such an interesting science as astronomy?” Some children already at two or three years old dream of flying to the moon. And others at four years old ask their mother not to read before bed funny tales and funny stories, but a completely serious book “The Universe”. But we digress. Today in this article we want to introduce parents to several exciting experiences, which your children will definitely like. And, who knows, maybe, thanks to these experiments, your child will become a great astronomer and not only fly to the Moon, but also discover a new unknown planet.

Day-Night Experience

The main goal of this experience is to tell the child why there is day and night on our planet.

For the experiment, we only need a flashlight and a globe.

How to conduct an experiment:

1. Take your child into a room with the lights off and point the flashlight at the globe. Explain to him that conventionally you will consider the flashlight to be the Sun, and the globe to be the Earth. In those places on Earth where they fall Sun rays(light from a lantern) - it’s light, it’s day there. And where they don’t reach is night, because it’s dark there.
2. Now turn the globe, the sunlight will illuminate other areas of the earth. Find your region or city on the globe and ask your child to make it become day and then night in your city. Ask your child what time of day it is at the border between light and dark. Children will quickly find their bearings and say: “Either early morning or evening.” Explain to your child that in our Universe all the planets and stars are in constant movement. But they do not move chaotically, but along a given trajectory. And our planet Earth rotates around its axis. This can be easily demonstrated using the example of a globe. The globe clearly shows that the earth's axis is slightly tilted. It is thanks to this that our planet has a polar night and a polar day. Give your child a globe, let him independently rotate it and play during the day and night.
3. By illuminating first one and then the other part of the globe, he will be able to make sure that one pole is always dark and the other light. During the experiment, you can tell your child how people live in the polar night. Believe me, the child will be very interested.
4. You can also draw the outlines of North America and Australia on a regular sheet of paper. Cut them out and stick them on balloon ik. But stick them as they are actually located on our planet. Then you need to tie the ball loosely and shine a flashlight on one side of it. Release the string and let the ball fall. But fall from the height from which the paper was cut. Now turn it slowly. Try to hold the ball so that it is midnight in Australia and dawn in North America. By demonstrating this space, it is easier to explain to a child that our planet is in constant motion. People living on the side that is currently facing the Sun are watching the sunrise, while people on the other side are admiring the stars and getting ready to go to bed.

How to make a sundial - instructions

For creating sundial buy:

• CD packaging.
• Translucent CD.
• Sticky paper.
• Labels designed for CDs.

Instructions:

1. To the bottom of the box, or rather to its inner surface, glue a semicircle on which to mark the time zones in advance. In this case, the “0” mark should be positioned clearly horizontally.
2. Carefully cut out the gray section. It is located on the insert part of the disk. Stick it on the disc.
3. Determine the center in the box and drill a hole in this place. Its diameter should be approximately 2 mm.
4. Attach a gnomon into the hole - a small nail without a head. A toothpick will also work. Fix perpendicular to the plane of the disk itself. The nail should protrude 20 mm in both directions.
5. The CD can then be placed in the holder. Place the scale at an angle of 90 degrees latitude.
6. The role of the stand can be played by the lid of the box. You just need to fold it back. You can achieve the desired slope angle by slightly trimming the edges of the box.
7. Now the sundial needs to be oriented. Point the carnation north. Naturally, top part The scale will be directed towards the south pole. In order for the sundial to be used, you need to mark the longitude of your city on the “map” and combine this mark with the number of the region’s time zone. The shadow of the gnomon will indicate the standard time.

How to simulate an eclipse at home - experiment

The ancient Chinese were sure that an eclipse was the result of the Dragon swallowing the Sun. In the twenty-first century, we ourselves can arrange a small home eclipse. Why are we worse than the Chinese Dragon?

For this experiment we you will need: a tennis ball, a table tennis ball and a flashlight.

Instructions:

1. Place the tennis ball at a distance of 60 cm from the flashlight, and between them (in the middle) place a table tennis ball.
2. Let's turn off the lights in the room.
3. Turn on the flashlight and direct the beam of light at the ball, while simultaneously moving the ball around the ball.
4. Now imagine that the tennis ball is the Earth, and the tennis ball is the Moon. Naturally, the flashlight is the Sun.
5. Let us carefully observe what will happen when the ball (Moon) passes between the flashlight and the ball, and when it moves behind the ball (Earth).

We will see a model of a real eclipse.

Microcosm in a glass - an astronomy experience

To create a microcosm in a glass we will need : pure medical alcohol (vodka will not work), 250 mm glass, water, any vegetable oil, pipette.

Instructions:

1. Pour 150 mm of alcohol into a glass.
2. We take the oil into a pipette and carefully drop a large drop into a glass of alcohol.
3. A drop of oil will immediately fall to the bottom of the glass.
4. Look how beautiful the drop looks - a real golden ball.
5. In this case, different liquids have different specific gravity, that's why they don't mix.
6. Why did the oil choose the shape of a ball? Simply because it is the most economical figure. The alcohol presses on the oil from all sides, and the oil ball is (in a kind of) weightlessness.
7. Now let’s turn our ball not just into an object lying at the bottom, but into a real floating planet. To do this, we need to dilute the alcohol with water. But it must be added to the glass gradually in tiny portions.
8. The ball will begin to lift off from the bottom.
9. Oil does not mix with water or alcohol. There will always be a border between them. But water and alcohol mix easily. The liquid in the glass changes its density, and the oil ball begins to float from the bottom.
10. The result of this will be simply amazing if you add food coloring to the water in advance.
11. Now you can give your child a pipette and let him add a few “planets” to the space. He can independently connect several small planets into one large one, and he can divide a planet into several smaller ones. He can stir a glass with a stick and create a new planetary system.

How to make a rocket from a bottle?

This experience will allow us to simulate a pneumohydraulic model of a rocket taking off under the influence of reactive force.

For experience you will need an ordinary two-liter plastic bottle, a pump, a sealed cap, a tube for inflating air, a nipple, a frame, and a mount.

Instructions:

1. We attach a plastic tube strictly vertically to the frame (wooden stand).
2. Fill a regular plastic bottle 1/3 full with water.
3. Place the bottle hermetically on the tube.
4. We install a nipple on the bottom of the tube in advance. You can use a bicycle nipple.
5. Using a pump, using a nipple, pump H2O into the bottle.
6. Thanks to the air, pressure is created at the top of the bottle.
7. H2O begins to push out the liquid.
8. The bottle breaks off the frame.
9. The flow of water rushes down, creating jet thrust. It is she who lifts the bottle up (into space - joke).

Laugh, laugh, but a rocket made from a bottle can rise to the height of a nine-story building. It’s hard to even imagine how many fans will gather to watch the rocket launch.

Canadian Stephen Leacock once said that astronomy teaches us to protect and properly use not only the Sun, but also all other planets.

And we need to learn to love, cherish and admire our Universe from early childhood.

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. IN glass jar or pour a glass of water and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as “Purgen”). The liquid will be clear. Then add a solution of baking soda - it will turn 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 certain substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will 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. 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

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.

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). As acidic environment A solution of vinegar or citric acid is suitable; a solution of soda is suitable for alkaline. You just need to cook them immediately before the experiment: they will spoil over time. Tests can be carried out in the following way: 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 of warm water into a jug, add two teaspoons of yeast, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, stretching it over the neck balloon. 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 water into the third room temperature. 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

For experiments with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which no a large number of pure glycerin, and a plastic tube from ballpoint pen. It is easier to blow bubbles in a closed, cold room, since 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 experience 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. The less cooled and thinner (due to swelling of the solution) upper part of the bubble shell 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 are a monolithic crystalline structure. Intermolecular bonds in any place are completely identical and strong, while in a frozen bubble from the same solution with glycerol, the strong bonds between water molecules are weakened. In addition, these bonds are disrupted by the thermal movement of glycerol molecules, so the crystal lattice quickly sublimates, which means it collapses faster.

Glass bottle and ball.

Warm the bottle well, put the ball on the neck. Now let's put the bottle in a basin with 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” different sides! 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 the wool, and the peppercorns, or rather the electrons of the pepper, acquire a 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 sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, structure of the surface; tongue - to determine the 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? (Zh-zh.) 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 ( sailing ships, 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 occurring at different times of the day; 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 examine various items. 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 a solid substance, floats, melts, and consists of water.

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

Description. In front of the children is a bowl of water. They discuss what kind of water 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; what in hot water it melts faster; that water freezes in the cold and also takes the shape of the container in which it is located.

Materials: 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 it works desired color, 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 color; 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.) Children are offered with eyes closed by the sound of an object falling on the floor, determine 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 little one. 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 cause sunbeams, teach 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 vase, aluminium 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 with clean water, spoons or chopsticks, 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.

Favorite partner in summer games- sunny bunny. Arm yourself with several mirrors on your walk and launch sunbeams across any surface. You can throw one in the face for a short time - how bright the bunny turned out to be - the baby can’t see anything at all. In addition to mirrors, try using foil and shiny candy wrappers.

Dry-wet

Disappearing masterpieces

Warm-cold

Salt miners

Sundial

"Shadows disappear at noon"

Shadow play

Portrait by shadow

In mothers - less

Making fire

Burnout

Making a Rainbow

Solar stars

Solar "tattoo"

Dry-wet

For this little experiment we will need two wet scarves. Let the baby wet the scarf under water and then compare it with a dry one. When going outside, suggest hanging one scarf on a tree in the shade, and hanging the second one in a sunny place. You can imagine that these are not scarves, but blankets for toys that you washed and now the toys want to get them back. Which napkin dried faster: the one hanging in the sun or the one hanging in the shade? And all because, thanks to heat, moisture evaporates faster in the sun than in the shade.

Disappearing masterpieces

To reinforce the theme of evaporation, you can grab a bottle of water with a “sports” cap from home and draw with water on the asphalt. Experiment with the size of the puddle - the more water you pour, the longer it will take to dry. You can use half-dried drawings to remember what was drawn and add new details, creating a completely new drawing.

Warm-cold

Take several colored sheets of paper for your walk, including white and black. Place them in a sunny place to warm up (you can first cut out little people from these sheets to make it more interesting for your baby to put them “on the beach” to sunbathe). Now touch the sheets, which sheet is the hottest? And the coldest? And all because dark-colored objects trap heat from the sun, and objects light color reflect it. By the way, this is why dirty snow melts faster than clean snow.

Salt miners

Invite the little pirates to get salt from the “sea” water. First make a saturated salt solution at home, and in hot sunny weather outside, try evaporating the water. You will have salt to cook dinner for real sea wolves!

Sundial

No real solar laboratory is complete without a sundial, which can be made using a disposable paper plate and a pencil.

Insert a pencil with the sharpened end down into the hole made in the center of the plate and place this device in the sun so that no shadow falls on it. The pencil will cast its shadow, along which you need to draw lines every hour; do not forget to put numbers on the edge of the plate indicating the time.

It would be correct to make such hours throughout the daylight hours - from sunrise to sunset. But the time when you usually walk will be enough. The next day you can use the watch and the child will be able to track when you went for a walk, how much time you have already spent outside and whether it’s time for you to go home.

"Shadows disappear at noon"

Try to catch up with your shadows together with your baby. Run fast, change direction sharply to deceive your shadow, hide behind a slide and suddenly jump out to catch it. Happened?

To better understand why shadows move, find an unshaded sunny spot in the morning. Place your baby's back to the sun and mark the length of his shadow. Before sunset, place the child in the same direction and in the same place as in the morning, and mark the shadow again. The result will help you understand why shadows run in front and behind.

Shadow play

In general, it’s very cool to play with the shadow, and a fine sunny day allows us to set up a whole theater without resorting to special devices. To begin with, you can show your baby how an ordinary children's scoop changes its shape in a shadow theater, now it looks like itself, and turn it a little - and it's just a stick, turn it again - a thin line.

Don’t forget about traditional entertainment - showing various figures with your hands. The shadow just follows the contour of the object, but how interesting it is to watch how the mother’s intricately clasped hands turn into an owl or a dog.

Portrait by shadow

Draw the outline of your fidget's shadow on the asphalt with chalk, and let him complete the details himself: face, hair, clothes. This will make a very funny self-portrait.

In mothers - less

Measure the height of a tree, a lamppost, or an entire multi-story building using your own shadow. It’s so interesting what the height of the school is in boys, and the height of the tree in mothers. To do this, take a long rope for a walk and use it to measure your child’s shadow. Then use this “unit of measurement” to measure the shadow of the object you are interested in. So you will get, for example, the growth of a high-rise building in 38 parrots, or rather 38 boys, and in mothers the same house will be smaller - only 30. It will be interesting to know the child’s opinion on how this happened.

Making fire

With the help of the sun you can make fire. Imagine yourself as primitive people, albeit armed with a magnifying glass and a sheet of black paper. Use a magnifying glass to focus the sun's rays so that they form a small dot. Very soon your leaf will start smoking!

Burnout

It’s even more interesting to try your hand at pyrography - drawings using fire. The same principle is used as with setting fire to paper, just take a wooden plank as a base. The magnifying glass will need to be moved so that the point of light moves across the surface of the board, leaving a burnt mark.

This is not so easy, you need a lot of patience to draw a picture, and you also have to be lucky with the weather - a minimum of clouds and the Sun at its zenith.

Making a Rainbow

When sunlight is split into individual colors, we see a rainbow. This happens when the sun works together with water. For example, when the clouds parted and the sun began to shine, but it was still raining. Or on a nice day at the fountain. Take a spray bottle of water for a walk and try to create a rainbow yourself - and cool off at the same time. Draw your child’s attention to the fact that soap bubbles in the sun play with all the colors of the rainbow.

Solar stars

At home, you can also play a little with sunlight, making a night in a separate room in the middle of the day. To do this, make holes of various diameters and frequencies on a large black sheet of paper, and then attach this sheet to the window. You will get the effect of a starry sky.

Solar "tattoo"

The funniest experiment you can try on yourself is to draw something on your body using the sun. Attach the prepared template to your body, for example, the silhouette of a butterfly, and lie down to sunbathe. After a few tanning sessions, you will become the owner of a unique white tattoo.

#experiments #experiments #summer On summer days you can not only tirelessly run and ride on a swing, but also play with such seemingly elusive substances as the sun, air and water. WARM-COLD Take several colored sheets of paper, including white and black. Place them in a sunny place to warm up (you can first cut out little people from these sheets to make it more interesting for your baby to put them “on the beach” to sunbathe). Now touch the sheets, which sheet is the hottest? And the coldest? This is because dark-colored objects trap heat from the sun, while light-colored objects reflect it. By the way, this is why dirty snow melts faster than clean snow. SUNDIAL For a sundial, you can use a disposable paper plate and a pencil, or you can make them directly on the ground (in an open space). Insert a pencil with the sharpened end down into the hole made in the center of the plate and place this device in the sun so that no shadow falls on it. The pencil will cast its shadow, along which you need to draw lines every hour. Don't forget to put numbers around the edge of the plate to indicate the time. It would be correct to make such hours throughout the daylight hours - from sunrise to sunset. But the time when you usually walk will be enough. “SHADOWS DISAPPEAR AT NOON” Try to catch up with your shadows with your baby. Run fast, change direction sharply to deceive your shadow, hide behind a slide and suddenly jump out to catch it. Happened? To better understand why shadows move, find an unshaded sunny spot in the morning. Place your baby's back to the sun and mark the length of his shadow. Before sunset, place the child in the same direction and in the same place as in the morning, and mark the shadow again. The result will help you understand why shadows run in front and behind. PORTRAIT BY SHADOW Draw the outline of the child's shadow on the asphalt with chalk, and let him complete the details himself: face, hair, clothes. This will make a very funny self-portrait. MAKING FIRE You can make fire with the help of the sun. Imagine yourself as primitive people, albeit armed with a magnifying glass and a sheet of black paper. Use a magnifying glass to focus the sun's rays so that they form a small dot. Very soon your leaf will start smoking! BURNING It’s even more interesting to try your hand at pyrography - drawings using fire. The same principle is used as with setting fire to paper, just take a wooden plank as a base. The magnifying glass will need to be moved so that the point of light moves across the surface of the board, leaving a burnt mark. This is not so easy, you need a lot of patience to draw a picture, and you also have to be lucky with the weather - a minimum of clouds and the sun at its zenith. CREATING A RAINBOW When sunlight is split into individual colors, we see a rainbow. This happens when the sun works together with water. For example, when the clouds parted and the sun began to shine, but it was still raining. Or on a nice day at the fountain. Try creating a rainbow yourself using a spray bottle - and refresh yourself at the same time. Draw your child’s attention to the fact that soap bubbles in the sun play with all the colors of the rainbow. SALT MINERS Invite little pirates to get salt from “sea” water. First make a saturated salt solution at home, and in hot sunny weather outside, try evaporating the water. SUN STARS At home, you can also play a little with sunlight by making a night in a separate room in the middle of the day. To do this, make holes of various diameters and frequencies on a large black sheet of paper, and then attach this sheet to the window. You will get the effect of a starry sky. PAINTING WITH WATER In sunny weather, you can paint with ordinary water on asphalt or on wooden surfaces. Different shapes, numbers and letters will dry quickly, and children like this disappearance, as well as the appearance of wet marks from a brush.

CARD OF EXPERIMENTS AND EXPERIMENTS FOR PRESCHOOL CHILDREN “EXPERIMENTS WITH WATER”

Prepared by: teacher Nurullina G.R.

Target:

1. Help children get to know the world around them better.

2. Create favorable conditions for sensory perception, improving such vital mental processes, as sensations that are the first steps in understanding the world around us.

3. Develop fine motor skills and tactile sensitivity, learn to listen to your feelings and pronounce them.

4. Teach children to explore water in different states.

5. Through games and experiments, teach children to determine physical properties water.

6. Teach children to make independent conclusions based on the results of the examination.

7. Nurture the moral and spiritual qualities of a child during his communication with nature.

EXPERIMENTS WITH WATER

Note to the teacher: You can buy equipment for conducting experiments in kindergarten in the specialized store “Kindergarten” detsad-shop.ru

Experiment No. 1. “Coloring water.”

Purpose: Identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.

Materials: Containers with water (cold and warm), paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water and find out why they are clearly visible (the water is clear). Next, find out how to color the water (add paint). An adult offers to color the water themselves (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass with warm water). How will the water color if there is more dye? (The water will become more colored).

Experiment No. 2. “Water has no color, but it can be colored.”

Open the tap and offer to watch the flowing water. Pour water into several glasses. What color is the water? (Water has no color, it is transparent). Water can be colored by adding paint to it. (Children observe the coloring of the water). What color did the water become? (Red, blue, yellow, red). The color of the water depends on what color of dye was added to the water.

Conclusion: What did we learn today? What can happen to water if you add paint to it? (Water easily turns into any color).

Experiment No. 3. “Playing with colors.”

Purpose: To introduce the process of dissolving paint in water (at random and with stirring); develop observation and intelligence.

Materials: Two jars of clean water, paints, a spatula, a cloth napkin.

Colors like a rainbow

Children are delighted with their beauty

Orange, yellow, red,

Blue, green - different!

Add some red paint to a jar of water, what happens? (the paint will dissolve slowly and unevenly).

Add a little blue paint to another jar of water and stir. What's happening? (the paint will dissolve evenly).

Children mix water from two jars. What's happening? (when blue and red paint were combined, the water in the jar turned brown).

Conclusion: A drop of paint, if not stirred, dissolves in water slowly and unevenly, but when stirred, it dissolves evenly.

Experience No. 4. “Everyone needs water.”

Purpose: To give children an idea of ​​the role of water in plant life.

Progress: The teacher asks the children what will happen to the plant if it is not watered (it dries out). Plants need water. Look. Let's take 2 peas. Place one on a saucer in a wet cotton pad, and the second on another saucer in a dry cotton pad. Let's leave the peas for a few days. One pea, which was in a cotton wool with water, had a sprout, but the other did not. Children are clearly convinced of the role of water in the development and growth of plants.

Experiment No. 5. “A droplet walks in a circle.”

Goal: To give children basic knowledge about the water cycle in nature.

Procedure: Let's take two bowls of water - a large and a small one, put them on the windowsill and watch from which bowl the water disappears faster. When there is no water in one of the bowls, discuss with the children where the water went? What could have happened to her? (droplets of water constantly travel: they fall to the ground with rain, run in streams; they water plants, under the rays of the sun they return home again - to the clouds from which they once came to earth in the form of rain.)

Experiment No. 6. “Warm and cold water.”

Purpose: To clarify children’s ideas about what water can be different temperatures– cold and hot; You can find out if you touch the water with your hands; soap lathers in any water: water and soap wash away dirt.

Material: Soap, water: cold, hot in basins, rag.

Procedure: The teacher invites the children to wash their hands with dry soap and without water. Then he offers to wet your hands and soap in a basin of cold water. He clarifies: the water is cold, clear, soap is washed in it, after washing hands the water becomes opaque and dirty.

Then he suggests rinsing your hands in a basin of hot water.

Conclusion: Water is a good helper for humans.

Experiment No. 7. “When does it pour, when does it drip?”

Goal: Continue to introduce the properties of water; develop observation skills; consolidate knowledge of safety rules when handling glass objects.

Material: Pipette, two beakers, plastic bag, sponge, socket.

Procedure: The teacher invites the children to play with water and makes a hole in the bag of water. Children lift it above the socket. What's happening? (water drips, hitting the surface of the water, the droplets make sounds). Add a few drops from a pipette. When does water drip faster: from a pipette or a bag? Why?

Children pour water from one beaker to another. Do they observe when the water fills faster - when it drips or when it pours?

Children immerse a sponge in a beaker of water and take it out. What's happening? (water first flows out, then drips).

Experiment No. 8. “Which bottle will the water be poured into faster?”

Goal: Continue to introduce the properties of water, objects different sizes, develop ingenuity, learn to follow safety rules when handling glass objects.

Material: Water bath, two bottles different sizes– with a narrow and wide neck, a fabric napkin.

Progress: What song does the water sing? (Glug, glug, glug).

Let's listen to two songs at once: which one is better?

Children compare bottles by size: look at the shape of the neck of each of them; immerse a wide-necked bottle in water, looking at the clock and note how long it will take for it to fill with water; immerse a bottle with a narrow neck in water and note how many minutes it will take to fill it.

Find out from which bottle the water will pour out faster: a large one or a small one? Why?

Children immerse two bottles in water at once. What's happening? (water does not fill the bottles evenly)

Experiment No. 9. “What happens to steam when it cools?”

Purpose: Show children that steam in a room, cooling, turns into droplets of water; outside (in the cold) it becomes frost on the branches of trees and bushes.

Procedure: The teacher offers to touch the window glass to make sure that it is cold, then invites three children to breathe on the glass at one point. Observe how the glass fogs up and then a drop of water forms.

Conclusion: The vapor from breathing on cold glass turns into water.

During the walk, the teacher takes out a freshly boiled kettle, places it under the branches of a tree or bush, opens the lid and everyone watches how the branches are “overgrown” with frost.

Experiment No. 10. “Friends.”

Purpose: To introduce the composition of water (oxygen); develop ingenuity and curiosity.

Material: Glass and bottle of water, closed with a cork, cloth napkin.

Procedure: Place a glass of water in the sun for a few minutes. What's happening? (bubbles form on the walls of the glass - this is oxygen).

Shake the water bottle as hard as you can. What's happening? (a large number of bubbles have formed)

Conclusion: Water contains oxygen; it “appears” in the form of small bubbles; when water moves, more bubbles appear; Oxygen is needed by those who live in water.

Experiment No. 11. “Where did the water go?”

Purpose: To identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: Two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).

Experiment No. 12. “Where does water come from?”

Purpose: To introduce the condensation process.

Material: Hot water container, cooled metal lid.

An adult covers a container of water with a cold lid. After some time, children are asked to consider inner side cover, touch it with your hand. They find out where the water comes from (water particles rose from the surface, they could not evaporate from the jar and settled on the lid). The adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher they conclude: the process of turning steam into water occurs when the steam cools.

Experiment No. 13. “Which puddle will dry up faster?”

Guys, do you remember what remains after the rain? (Puddles). The rain is sometimes very heavy, and after it there are large puddles, and after a little rain the puddles are: (small). Offers to see which puddle will dry faster - large or small. (The teacher spills water on the asphalt, creating puddles of different sizes). Why did the small puddle dry up faster? (There is less water there). And large puddles sometimes take a whole day to dry up.

Conclusion: What did we learn today? Which puddle dries out faster - big or small? (A small puddle dries faster).

Experiment No. 14. “Game of hide and seek.”

Goal: Continue to introduce the properties of water; develop observation, ingenuity, perseverance.

Material: Two plexiglass plates, a pipette, cups with clear and colored water.

One two three four five!

We'll look for a little bit

Appeared from a pipette

Dissolved on the glass...

Apply a drop of water from a pipette onto dry glass. Why doesn't it spread? (the dry surface of the plate interferes)

Children tilt the plate. What's happening? (drop flows slowly)

Moisten the surface of the plate, drop a drop onto it from a pipette clear water. What's happening? (it will “dissolve” on a damp surface and become invisible)

Apply a drop of colored water to the damp surface of the plate using a pipette. What will happen? (colored water will dissolve in clear water)

Conclusion: When a transparent drop falls into water, it disappears; a drop of colored water on wet glass is visible.

Experiment No. 15. “How to push water out?”

Purpose: To form the idea that the water level rises if objects are placed in the water.

Material: Measuring container with water, pebbles, object in the container.

The children are given the task: to get an object from the container without putting their hands in the water and without using various assistant objects (for example, a net). If the children find it difficult to decide, the teacher suggests placing pebbles in the vessel until the water level reaches the brim.

Conclusion: Pebbles, filling the container, push out water.

Experiment No. 16. “Where does frost come from?”

Equipment: Thermos with hot water, plate.

Take a thermos with hot water for a walk. When children open it, they will see steam. You need to hold a cold plate over the steam. Children see how steam turns into water droplets. This steamed plate is then left for the rest of the walk. At the end of the walk, children can easily see frost forming on it. The experience should be supplemented with a story about how precipitation is formed on earth.

Conclusion: When heated, water turns into steam, when cooled, steam turns into water, water into frost.

Experiment No. 17. “Melting ice.”

Equipment: Plate, bowls of hot and cold water, ice cubes, spoon, watercolor paints, strings, various molds.

The teacher offers to guess where the ice will melt faster - in a bowl of cold water or in a bowl of hot water. 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 is the string holding on? (Frozen to the 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.

Experiment No. 18. “Frozen water.”

Equipment: Pieces of ice, cold water, plates, a picture of an iceberg.

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 it 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. What shape is the ice? 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? (Upper.) Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Only the tip of the iceberg is visible above the surface. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.

The teacher draws the 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?

Experiment No. 19. “Water Mill”.

Equipment: Toy water mill, basin, jug with coda, rag, aprons according to the number of children.

Grandfather Znay talks with children about why water is needed for people. During the conversation, the children remember its properties. 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 put on aprons and roll up their sleeves; They take a jug of water in their right hand, and with their left they support it near the spout and pour water onto the blades of the mill, directing the stream of water to the center of the blade. What do we see? Why is the mill moving? What sets it 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.

Experiment No. 20. “Steam is also water.”

Equipment: Mug with boiling water, glass.

Take a mug of boiling water so the children can see the steam. Place glass over the steam; water droplets form on it.

Conclusion: Water turns into steam, and steam then turns into water.

Experiment No. 21. “Transparency of ice.”

Equipment: water molds, small items.

The teacher invites the children to walk along the edge of the puddle and listen to the ice crunch. (Where there is a lot of water, the ice is hard, durable, and does not break underfoot.) Reinforces the idea that ice is transparent. To do this, place small objects in a transparent container, fill it with water and place it outside the window overnight. In the morning, they examine frozen objects through the ice.

Conclusion: Objects are visible through ice because it is transparent.

Experiment No. 22. “Why is the snow soft?”

Equipment: Spatulas, buckets, magnifying glass, black velvet paper.

Invite the children to watch the snow spin and fall. Let the children scoop up the snow and then use buckets to carry it into a pile for the slide. Children note that buckets of snow are very light, but in the summer they carried sand in them, and it was heavy. Then the children look at the snow flakes that fall on the black velvet paper through a magnifying glass. They see that these are separate snowflakes linked together. And between the snowflakes there is air, which is why the snow is fluffy and so easy to lift.

Conclusion: Snow is lighter than sand, since it consists of snowflakes with a lot of air between them. Children complement from personal experience, they call what is heavier than snow: water, earth, sand and much more.

Please pay attention to the children that the shape of snowflakes changes depending on the weather: when severe frost snowflakes fall in the form of solid large stars; in mild frost they resemble white hard balls, which are called cereals; at strong wind Very small snowflakes are flying because their rays are broken. If you walk through the snow in the cold, you can hear it creaking. Read K. Balmont’s poem “Snowflake” to the children.

Experiment No. 23. “Why does snow warm?”

Equipment: Spatulas, two bottles of warm water.

Invite children to remember how their parents protect plants from frost in the garden or at the dacha. (Cover them with snow). Ask the children whether it is necessary to compact and pat down the snow near the trees? (No). And why? (In loose snow, there is a lot of air and it retains heat better).

This can be checked. Before your walk, pour warm water into two identical bottles and seal them. Invite the children to touch them and make sure that the water in both of them is warm. Then, on the site, one of the bottles is placed in an open place, the other is buried in the snow, without slamming it down. At the end of the walk, both bottles are placed side by side and compared, in which the water has cooled more, and find out in which bottle ice appeared on the surface.

Conclusion: The water in the bottle under the snow has cooled less, which means the snow retains heat.

Pay attention to the children how easy it is to breathe on a frosty day. Ask the children to say why? This is because falling snow picks up tiny particles of dust from the air, which is present even in winter. And the air becomes clean and fresh.

Experiment No. 24. “How to get drinking water from salt water.”

Pour water into a basin, add two tablespoons of salt, stir. Place washed pebbles at the bottom of an empty plastic glass and lower the glass into a basin so that it does not float up, but its edges are above the water level. Pull the film over the top and tie it around the pelvis. Press 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, unsalted, clean water will accumulate in the glass. Conclusion: water evaporates in the sun, condensation remains on the film and flows into an empty glass, salt does not evaporate and remains in the basin.

Experiment No. 25. “Snow Melting.”

Goal: To bring to the understanding that snow melts from any heat source.

Procedure: Watch the snow melt on a warm hand, mitten, radiator, heating pad, etc.

Conclusion: Snow melts from heavy air coming from any system.

Experiment No. 26. “How to get drinking water?”

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 clean water in the bowl. 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 a 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.

Experiment No. 27. “Is it possible to drink melt water?”

Goal: To show that even the most seemingly clean snow is dirtier than tap water.

Procedure: Take two light plates, put snow in one, pour regular plates into the other tap water. After the snow has melted, examine the water in the plates, compare it and find out which of them contained snow (identify by the debris at the bottom). Make sure that the snow is dirty melt water and not suitable for people to drink. But, melt water can be used to water plants, and it can also be given to animals.

Experiment No. 28. “Is it possible to glue paper with water?”

Let's take two sheets of paper. We move one in one direction, the other in the other. We moisten it with water, squeeze it slightly, try to move it - unsuccessfully. Conclusion: water has a gluing effect.

Experiment No. 29. “The ability of water to reflect surrounding objects.”

Purpose: To show that water reflects surrounding objects.

Procedure: Bring a bowl of water into the group. Invite the children to look at what is reflected in the water. Ask the children to find their reflection, to remember where else they saw their reflection.

Conclusion: Water reflects surrounding objects, it can be used as a mirror.

Experiment No. 30. “Water can pour, or it can splash.”

Pour water into the watering can. The teacher demonstrates watering indoor plants (1-2). What happens to the water when I tilt the watering can? (Water is pouring). Where does the water come from? (From the spout of a watering can?). Show the children a special device for spraying - a spray bottle (children can be told that this is a special spray bottle). It is needed to spray on flowers in hot weather. We spray and refresh the leaves, they breathe easier. Flowers take a shower. Offer to observe the spraying process. Please note that the droplets are very similar to dust because they are very small. Offer to place your palms and spray them. What are your palms like? (Wet). Why? (Water was splashed on them.) Today we watered the plants and sprinkled water on them.

Conclusion: What did we learn today? What can happen to water? (Water can flow or splash.)

Experiment No. 31. “Wet wipes dry faster in the sun than in the shade.”

Wet the napkins in a container of water or under the tap. Invite children to touch the napkins. What kind of napkins? (Wet, damp). Why did they become like this? (They were soaked in water). Dolls will come to visit us and we will need dry napkins to put on the table. What to do? (Dry). Where do you think napkins will dry faster - in the sun or in the shade? You can check this on a walk: hang one on the sunny side, the other on the shady side. Which napkin dried faster - the one hanging in the sun or the one hanging in the shade? (In the sun).

Conclusion: What did we learn today? Where does laundry dry faster? (Laundry dries faster in the sun than in the shade).

Experiment No. 32. “Plants breathe easier if the soil is watered and loosened.”

Offer to look at the soil in the flowerbed and touch it. What does it feel like? (Dry, hard). Can I loosen it with a stick? Why did she become like this? Why is it so dry? (The sun dried it out). In such soil, plants have trouble breathing. Now we will water the plants in the flowerbed. After watering: feel the soil in the flowerbed. What is she like now? (Wet). Does the stick go into the ground easily? Now we will loosen it, and the plants will begin to breathe.

Conclusion: What did we learn today? When do plants breathe easier? (Plants breathe easier if the soil is watered and loosened).

Experiment No. 33. “Your hands will become cleaner if you wash them with water.”

Offer to make sand figures using molds. Draw children's attention to the fact that their hands have become dirty. What to do? Maybe we should dust off our palms? Or shall we blow on them? Are your palms clean? How to clean sand from your hands? (Wash with water). The teacher suggests doing this.

Conclusion: What did we learn today? (Your hands will become cleaner if you wash them with water.)

Experiment No. 34. “Helper water.”

There were crumbs and tea stains on the table after breakfast. Guys, after breakfast the tables were still dirty. It’s not very pleasant to sit down at such tables again. What to do? (Wash). How? (Water and a cloth). Or maybe you can do without water? Let's try wiping the tables with a dry cloth. I managed to collect the crumbs, but the stains remained. What to do? (Wet the napkin with water and rub well). The teacher shows the process of washing tables and invites the children to wash the tables themselves. Emphasizes the role of water during washing. Are the tables now clean?

Conclusion: What did we learn today? When do tables become very clean after eating? (If you wash them with water and a cloth).

Experiment No. 35. “Water can turn into ice, and ice turns into water.”

Pour water into a glass. What do we know about water? What kind of water? (Liquid, transparent, colorless, odorless and tasteless). Now pour the water into the molds and put it in the refrigerator. What happened to the water? (She froze, turned into ice). Why? (The refrigerator is very cold). Leave the molds with ice in a warm place for a while. What will happen to the ice? Why? (The room is warm.) Water turns into ice, and ice into water.

Conclusion: What did we learn today? When does water turn to ice? (When it is very cold). When does ice turn into water? (When it is very warm).

Experiment No. 36. “Fluidity of water.”

Purpose: To show that water has no shape, spills, flows.

Procedure: Take 2 glasses filled with water, as well as 2-3 objects made of hard material (cube, ruler, wooden spoon, etc.) and determine the shape of these objects. Ask the question: “Does water have a form?” Invite children to find the answer on their own by pouring water from one vessel to another (cup, saucer, bottle, etc.). Remember where and how puddles spill.

Conclusion: Water has no shape, it takes the shape of the vessel into which it is poured, that is, it can easily change shape.

Experiment No. 37. “The life-giving property of water.”

Purpose: Show important property water - to give life to living things.

Progress: Observation of cut tree branches placed in water, they come to life and give roots. Observation of the germination of identical seeds in two saucers: empty and with damp cotton wool. Observing the germination of a bulb in a dry jar and a jar with water.

Conclusion: Water gives life to living things.

Experiment No. 38. “Ice melting in water.”

Purpose: Show the relationship between quantity and quality from size.

Procedure: Place a large and small “ice floe” in a bowl of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Experiment No. 39. “What does water smell like?”

Three glasses (sugar, salt, clean water). Add a solution of valerian to one of them. There is a smell. The water begins to smell of the substances that are added to it.